Made available in DSpace on 2015-05-14T12:16:55Z (GMT). No. of bitstreams: 1 parte1.pdf: 2690015 bytes, checksum: 791c889de3400c15e3694c1cb30e58be (MD5) Previous issue date: 2010-12-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The dissertation is a reading on the school Geography Hilton Sette and Manuel Correia de Andrade aims to discuss the teaching of geography from the first authors of textbooks and the Northeast Hilton Sette Manuel Correia de Andrade. These manuals were published in the 1950s, in a social and educational context in which it is thought new directions for education in Brazil. We began the first chapter of this work, defending the idea of school textbooks as historical documents, for both did research on work by leading scholars of the textbook issue and brought its main contributions. Even this first stage of the thesis, we emphasize the importance of textbooks to the understanding of school subjects. The reading marks, left by students who studied with school books Sette Hilton and Manuel Correia de Andrade were also significant for the study of the methodology applied by teachers in the period that the books were used. We also performed a thorough analysis in textbooks of other authors of geography, such as: Aroldo de Azevedo, Moses Gicovate, Renato Stempniewski in partnership with Eli Piccolo, and Geraldo Sampaio de Souza with Jose Armando Sampaio de Souza, published in the same time cutting it the textbooks on the Sette Hilton and Manuel Correia de Andrade. The second chapter on geography and school manuals Sette Hilton and Manuel Correia de Andrade, we propose a brief history of the discipline in which, on occasion, we treat the configuration of secondary education in Brazil during the 1950s. The scientific debates on contemporary textbooks Sette Hilton and Manuel Correia de Andrade, likewise, were part of the composition of this text. In the last chapter, discussing, specifically, the teaching of geography from the content of textbooks in the authors' study as well as school culture that involve education in the period in which the authors Sette Hilton and Manuel Correia de Andrade were in classroom teaching Geography in schools in the state of Pernambuco. / A dissertação uma leitura sobre a Geografia escolar de Hilton Sette e Manuel Correia de Andrade tem por objetivo discutir o ensino de Geografia a partir dos primeiros manuais escolares dos autores nordestinos Hilton Sette e Manuel Correia de Andrade. Esses manuais foram publicados na década de 1950, em um contexto social e pedagógico em que se pensavam novos rumos para a educação no Brasil. Iniciamos o primeiro capítulo, deste trabalho, defendendo a idéia dos manuais escolares como documentos históricos, para tanto fizemos uma pesquisa nos trabalhos desenvolvidos pelos principais estudiosos do tema livro didático e trouxemos suas principais contribuições. Ainda nesta primeira etapa da dissertação, enfatizamos a importância dos manuais para a compreensão das disciplinas escolares. As marcas de leitura, deixadas pelos alunos que estudaram com os manuais escolares de Hilton Sette e Manuel Correia de Andrade também foram significativas para o estudo da metodologia aplicada pelos professores no período que os livros foram utilizados. Também realizamos uma análise criteriosa em manuais escolares de outros autores da Geografia, tais como: Aroldo de Azevedo, Moisés Gicovate, Renato Stempniewski em parceria com Éli Piccolo, e Geraldo Sampaio de Souza com Armando José Sampaio de Souza, publicados no mesmo recorte temporal que os manuais didáticos de Hilton Sette e Manuel Correia de Andrade. No segundo capítulo, sobre a Geografia Escolar e os manuais de Hilton Sette e Manuel Correia de Andrade nos propomos a fazer um breve histórico dessa disciplina, em que, na ocasião, tratamos da configuração do ensino secundário brasileiro nos anos de 1950. Os debates científicos contemporâneo aos manuais escolares de Hilton Sette e Manuel Correia de Andrade, de igual modo, fizeram parte da composição desse texto. No último capítulo, debatemos, de forma específica, o ensino de Geografia a partir do conteúdo dos manuais escolares dos autores em estudo, bem como da cultura escolar que envolvia a educação no período em que os autores Hilton Sette e Manuel Correia de Andrade estavam em sala de aula ensinando Geografia nas escolas do Estado de Pernambuco.

Submitted by Douglas Augusto Galbiatti null (galbiattid@yahoo.com) on 2018-04-03T18:47:15Z No. of bitstreams: 1 TESE - Versão Final - Douglas Augusto Galbiatti.pdf: 1984433 bytes, checksum: 7e5f4df3591d2db6912bce1ccc81f486 (MD5) / Approved for entry into archive by Maria Marlene Zaniboni null (zaniboni@bauru.unesp.br) on 2018-04-04T17:40:04Z (GMT) No. of bitstreams: 1 galbiatti_da_dr_bauru.pdf: 1984433 bytes, checksum: 7e5f4df3591d2db6912bce1ccc81f486 (MD5) / Made available in DSpace on 2018-04-04T17:40:04Z (GMT). No. of bitstreams: 1 galbiatti_da_dr_bauru.pdf: 1984433 bytes, checksum: 7e5f4df3591d2db6912bce1ccc81f486 (MD5) Previous issue date: 2018-02-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Faz-se nesta tese o estudo da utilização dos livros-texto por estudantes e professores de um curso de graduação em licenciatura em física de uma universidade pública brasileira. Através dos referenciais da teoria histórico-cultural e da teoria da atividade, mais especificamente dos conceitos de parceiro mais capaz e de atividade, analisamos os dados constituídos em entrevistas semiestruturadas realizadas com os sujeitos de pesquisa. Os conceitos mencionados permitiram, sob o método da análise textual discursiva, analisar as características e a forma da atuação dos estudantes com os livros-texto de física, possibilitando-nos responder às seguintes questões de pesquisa: qual o papel dos livros-texto na relação de ensino e aprendizagem no curso de licenciatura em física, a partir do ponto de vista de docentes e discentes? O que os livros-texto representam, no que tange à efetivação da relação de ensino e aprendizagem, para professores e alunos e de que forma esses sujeitos compreendem o uso que fazem desses materiais? Das análises das entrevistas concluímos que apesar da caracterização dos livros-texto como parceiro mais capaz por docentes e discentes, estes últimos acabam por desempenhar, em alguns momentos do processo formativo, ações alienadas com os livros devido às exigências e cobranças existentes no contexto das disciplinas, o que desfavorece a apropriação do conhecimento. Por isso, faz-se necessária a reflexão crítica dos docentes acerca da condução das disciplinas e da orientação da atuação dos discentes com os livros-texto, para uma possível tomada de decisão em resposta às dificuldades encontradas pelos discentes no decorrer do processo de ensino e aprendizagem. / This thesis is the study of the use of textbooks by students and professors of a undergraduate degree in physics from a Brazilian public university. Through the knowledge of historical-cultural theory and activity theory, more specifically of the concepts of more capable partner and activity, we analyze the data constituted in semi-structured interviews with the subjects of search. The concepts mentioned allowed, under the method of discursive textual analysis, to analyze the characteristics and the form of interaction between students and textbooks, enabling us to answer the following research questions: what is the role of the textbooks in the teaching and learning in the degree course in physics, according to the point of view of professors and students? What do the textbooks represent, regarding the effectiveness of the teaching and learning relationship, for professors and students and how do these subjects understand their use of these materials? From the analysis of the interviews we conclude that despite the characterization of textbooks as a more capable partner for professors and students, the latter end up performing, at some point in the formative process, actions alienated with the books due to demands and charges existing in the context of the disciplines, which detracts from the students appropriation of knowledge. For this reason, the critical reflection of the professors about the conduct of the college subjects and the orientation of the students’ performance with the textbooks is necessary, for a possible decision in response to the difficulties encountered by the students during the teaching and learning process.

The purpose of this thesis is to investigate how men and women are produced in religious knowledge books for grades 4-6 in Christianity from a gender perspective. The four chosen textbooks are Upptäck Religion (2008), PULS Religion (2011), SO-Serien Religion 6 (2014) and Utkik Religion (2015). The theoretical part consists of Yvonne Hirdman and Jeanette Sky which are used to support my investigation. Previous research has shown that the male perspective dominates and that there is no focus on the role of women in religion. This thesis uses the genre staircase as an analytical tool and the texts in the teaching materials have been categorized into different levels based on a modified genre staircase. The study shows that two textbooks in religious knowledge show Christianity as human religion. The other two textbooks do the same but the difference is that the authors draw attention to why it looked like this. One of these books highlights the occasion at the beginning of the book, telling about all religions generally and the other book at the end of the book but only about Christianity. These books tells that the reason why women are not visible in history is because they took care of the children, so the man seemed more important in the stories. In addition, the survey shows that there is a clear gap between textbooks and the school's assignment in the form of Lgr11.

Under skolgången ska elever utveckla flera grundläggande kunskaper inom matematiken. En sådan kunskap handlar om de fyra räknesättens olika egenskaper. Kommutativitet är en egenskap hos addition och multiplikation som innebär att termer eller faktorer kan byta plats utan att summan eller produkten förändras, exempelvis att 2+4 är lika mycket som 4+2 och att 3‧2 är lika mycket som 2‧3. Egenskaper räknesätt har sammanfattas i olika räknelagar, de vanligaste är kommutativa-, associativa- och distributiva lagen. Syftet med denna studie är att skapa ny kunskap om hur kommutativa lagen presenteras för elever i matematikläromedel. Studien bygger på en läromedelsgranskning som genomförs med en kvalitativ innehållsanalys och inspireras av variationsteorin. Tre läromedelsserier avsedda för årskurs 1–6 har granskats. I analysen har det framkommit att kommutativitet sällan beskrivs som en fristående egenskap utan ofta presenteras tillsammans med något annat. Främst är det tillsammans med talkamrater, tillsammans med sambandet mellan addition och subtraktion och när elever ska överföra något bildligt till matematiska uttryck som kommutativitet beskrivs. Det går också att urskilja en viss progression av kommutativitetbegreppen i läromedel. / Students should develop several basic skills in mathematics during their school years. For instance, they should develop solid understanding of the properties of the four rules of arithmetic. Commutativity is a property of addition and multiplication that means that terms or factors can change place without changing the sum or the product, for example, that 2 + 4 is equal to 4 + 2 and 3‧2 is equal to 2‧3. The purpose of this study is to expand our understanding about how the commutative law is presented to students in mathematics textbooks. This work is a textbook review which is a qualitative content analysis and is inspired by the theory of variation. Three series of mathematics textbooks for school years 1 through 6 in Sweden have been reviewed. The analysis of the textbooks show that commutativity is rarely described on its own,but is often presented together with something else: Primarily with part-whole relations, along with the connection between addition and subtraction and when students are going to transfer something figuratively to math expressions. A progression of the commutativity concepts in the textbooks can be distinguished.

Historical consciousness can be regarded as the impact of our interpretations of our past has on our understanding of the present and expectations of the future. It also defines the researchproblems this paper focuses on; that research shows how history education mainly instills a past perspective and how influential textbooks are in shaping the schools' history education. The purpose of this paper is to extrapolate from these subjects and through qualitative textual analysis examine historical consciousness in two textbooks for primary school. Historical consciousness has been operationalized around three categories in this paper: Identity Values Narrative The results of the analysis shows that both books centers around the perceived Swedish culture through a perspective of Swedish heritage and a thorough critique can be made on the implicitexclusion of pupils with non-Swedish heritage. The results of the analysis also points at the lackof explicit expressions with regards to the future in the textbooks.

abstract: Biology textbooks are everybody's business. In accepting the view that texts are created with specific social goals in mind, I examined 127 twentieth-century high school biology textbooks for representations of animal development. Paragraphs and visual representations were coded and placed in one of four scientific literacy categories: descriptive, investigative, nature of science, and human embryos, technology, and society (HETS). I then interpreted how embryos and fetuses have been socially constructed for students. I also examined the use of Haeckel's embryo drawings to support recapitulation and evolutionary theory. Textbooks revealed that publication of Haeckel's drawings was influenced by evolutionists and anti-evolutionists in the 1930s, 1960s, and the 1990s. Haeckel's embryos continue to persist in textbooks because they "safely" illustrate similarities between embryos and are rarely discussed in enough detail to understand comparative embryology's role in the support of evolution. Certain events coincided with changes in how embryos were presented: (a) the growth of the American Medical Association (AMA) and an increase in birth rates (1950s); (b) the Biological Sciences Curriculum Study (BSCS) and public acceptance of birth control methods (1960s); (c) Roe vs. Wade (1973); (d) in vitro fertilization and Lennart Nilsson's photographs (1970s); (e) prenatal technology and fetocentrism (1980s); and (f) genetic engineering and Science-Technology-Society (STS) curriculum (1980s and 1990s). By the end of the twentieth century, changing conceptions, research practices, and technologies all combined to transform the nature of biological development. Human embryos went from a highly descriptive, static, and private object to that of sometimes contentious public figure. I contend that an ignored source for helping move embryos into the public realm is schoolbooks. Throughout the 1900s, authors and publishers accomplished this by placing biology textbook embryos and fetuses in several different contexts--biological, technological, experimental, moral, social, and legal. / Dissertation/Thesis / M.S. Biology 2010

A presente pesquisa faz uma análise das atividades práticas existentes nos livros didáticos de Biologia, avaliados pelo PNLEM (Programa Nacional do Livro Didático para o Ensino Médio) de 2007 a 2012. Buscou-se identificar e classificar as atividades práticas, quando presentes nas obras já citadas, segundo seus próprios objetivos de proposição. O percurso metodológico foi constituído por duas etapas: a exploratória, que buscou identificar a presença de atividades práticas nos 45 livros que participaram das três avaliações realizadas pelo PNLEM e a segunda etapa, constituída pela caracterização das proposições de atividades práticas presentes em duas coleções selecionadas na etapa anterior. Nessa fase de análise das proposições presentes nas duas coleções selecionadas, buscou-se categorizá-las segundo seus objetivos. A identificação e a caracterização das atividades práticas presentes nos livros didáticos de Biologia permitem um esboço de como o ensino de Biologia vem ocorrendo em escolas brasileiras. Pesquisas apontam que para muitos professores, o livro didático é o único recurso utilizado e este ainda é determinante do currículo. Documentos oficiais legitimam um ensino de ciências, em particular de Biologia, fundamentado numa proposta construtivista e sociointeracionista, interdisciplinar e contextualizada, a partir de uma abordagem investigativa. Porém, na análise realizada não foi encontrado esse perfil nas proposições de atividades práticas, sendo estas apenas de caráter ilustrativo e/ou demonstrativo. Os dados apontam, ainda, para uma proposição de atividades práticas sem um rigor conceitual, que não privilegiam, concomitantemente, conteúdos conceituais, procedimentais e atitudinais, com abordagem disciplinar e descontextualizada, dependendo inteiramente das concepções, valores e compromisso do professor na realização ou não das atividades práticas. / The present research has analysed practical activities offered by PNLEN ( Plano Nacional do Livro Didático para o Ensino Médio), from 2007 to 2012 and, It has aimed to identify and classify those practical activities, whenever they have been present in the already cited books, according to their own proposition objectives. The method has been constituted by two parts: the exploratory, which has aimed to identify the presence of practical activities in the 45 books that have been part of the three choices offered by PNLEN; and the second part, constituted by the proposition characterizations existing in the two collections selected at an earlier moment. In this phase, by the analysis of propositions existing in the two selected collections, the research has aimed to categorize them according to their objectives. Both identification and categorization of practical activities found out in Biology textbooks books have allowed an outline on how Biology teaching has happened in brazilian schools.Researches have showed that, to many teachers, the textbook has been the only source used and, it still has determined the curriculum. Official documents have legitimated a Science teaching, particularly Biology, based on a constructivist, social interactive, contextualized and interdisciplinar proposal, departing from an investigative approach. However, the analysis has not found this profile in the proposition of practical activities, being them, just of illustrative or demonstrative character. Data collected still has pointed that, to a proposal of practical activities without a strict conceptual, which does not give priority, concomitantly, just to conceptual procedures and attitudinal contents as well as disciplinary and out of context activities, has depended completely on the teacher´s conceptions, values and engagement in the implementation or not of practical activities.

abstract: Michael Apple's scholarship on curriculum, educational ideology, and official knowledge continues to be influential to the study of schooling. Drawing on the sociological insights of Pierre Bourdieu and the cultural studies approaches of Raymond Williams, Apple articulates a theory of schooling that pays particular attention to how official knowledge is incorporated into the processes of schooling, including textbooks. In an effort to contribute to Apple's scholarship on textbooks, this study analyzed high school American history textbooks from the 1960s through the 2000s with specific attention to the urban riots of the late-1960s, sixties counterculture, and the women's movement utilizing Julia Kristeva's psychoanalytic concept of abjection to augment Apple's theory of knowledge incorporation. This combination reveals not only how select knowledge is incorporated as official knowledge, but also how knowledge is treated as abject, as unfit for the curricular body of official knowledge and the selective tradition of American history. To bridge the theoretical frameworks of incorporation and abjection Raymond Williams' theory of structures of feeling and Slavoj iek's theory of ideological quilting are employed to show how feelings and emotional investments maintain ideologies. The theoretical framework developed and the interpretive analyses undertaken demonstrate how textbook depictions of these historical events structure students' present educational experiences with race, class, and gender. / Dissertation/Thesis / M.A. Educational Leadership and Policy Studies 2011

This study aims at analyzing the content of high school textbooks in social sciences, more specifically the field of law and order, and comparing this with the current research situation in the field. Another purpose is to investigate whether the new type of serious gang crime, which in particular has grown in various immigrant suburbs, adjacent to our largest cities, as reported in the media in recent years, has also looked into the textbooks. The essay uses a constructivist theory formation. The constructivist theory considers that different actors, based on their ideological positions, create different descriptions of current social phenomena, descriptions aimed at influencing the recipient to incorporate specific perceptions of reality and values. In this context, the teaching materials become a political product that is not so much about describing a social phenomenon as complex and objective as possible a complex, but, above all, it will be understood as the attempt of the various parties to convey their specific interpretations and interests of the phenomenon. The survey shows that all analyzing textbooks directly or indirectly highlight the men and adolescents group, and to some extent also people in an exposed psychosocial position that overrepresented in a criminal context. In cases where textbooks address statements about people committing crimes, socio-economic and psychosocial vulnerabilities are mentioned, as well as explanations of the social plane in terms of control and casualty structures. In this regard, textbooks fail to report a broad and current research on the mechanisms of crime. None of the textbooks deal with the new crime that has emerged in different socially vulnerable areas to our metropolitan areas, believing that this has gained a lot of space in the media and that the syllabuses in social sciences emphasize that the subject will highlight current social phenomena. All books consistently choose to not treat people it with a foreign background's overrepresentation in a criminal context. Nor should it be noted that some people have a biological vulnerability in committing crimes, for example, that individuals with ADHD diagnosis are heavily overrepresented in crime statistics. / <p>Godkännane datum: 2018-05-31</p>

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-10T19:28:35Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) claudia_fernanda_freitas_maia.pdf: 4948273 bytes, checksum: c71ec818550b865086cc01a4b39d4329 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-23T16:32:33Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) claudia_fernanda_freitas_maia.pdf: 4948273 bytes, checksum: c71ec818550b865086cc01a4b39d4329 (MD5) / Made available in DSpace on 2018-04-23T16:32:33Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) claudia_fernanda_freitas_maia.pdf: 4948273 bytes, checksum: c71ec818550b865086cc01a4b39d4329 (MD5) Previous issue date: 2017 / Esta disserta??o examinou a metodologia de ensino da literatura em livros did?ticos de L?ngua Portuguesa do ensino m?dio da rede particular e da p?blica, verificando, sobretudo, as propostas de ensino do conto, com base na Lei de Diretrizes e Bases da Educa??o Nacional (1996), nos Par?metros Curriculares Nacionais do Ensino M?dio (2002), nas Orienta??es Curriculares para o Ensino M?dio (2006) e na Base Nacional Comum Curricular (2016). Para tanto, investigou-se a transposi??o do conto do suporte original para o livro did?tico, bem como as propostas de atividades de leitura e compreens?o dos textos apresentadas em tais livros. Analisou-se, tamb?m, as semelhan?as e diferen?as acerca das propostas de ensino do conto nas duas cole??es did?ticas, denominadas, respectivamente, como A (rede particular) e B (rede p?blica) da regi?o de Montes Claros-MG, a fim de verificar se as atividades de leitura e compreens?o do texto liter?rio podem possibilitar o letramento liter?rio, como pr?tica significativa de leitura e, consequentemente, a escolariza??o adequada do ensino de Literatura na escola. A hip?tese ? que o conto foi apresentado de modo fragmentado nessas cole??es, o que impossibilitaria a concretiza??o do letramento liter?rio nessa fase de ensino. Esta pesquisa ? de cunho quanti-qualitativo e se desdobrou nas seguintes fases: uma pesquisa bibliogr?fica e uma pesquisa documental, durante a qual foi feita a coleta de dados, cujos livros did?ticos analisados s?o os seguintes: Cole??o Estudo ? L?ngua Portuguesa (2016), de Fl?via Roque, volumes I, II, III e IV do 1?, 2? e 3? anos e Portugu?s: contexto, interlocu??o e sentido (2013), de Maria Luiza M. Abaurre, volumes I, II e III. Tal estudo justifica-se porque o ensino do conto ? relevante nas aulas de literatura no ensino m?dio, pois aproxima o leitor da literatura, bem como valoriza o car?ter humanizador desse conte?do curricular. Os resultados desta pesquisa demonstraram que n?o h? uma escolariza??o adequada da literatura por meio dos manuais did?ticos A e B. Por isso, espera-se que esse estudo possa contribuir para se repensar a literatura no ensino m?dio, principalmente, no que diz respeito ? forma??o do leitor liter?rio e ao letramento liter?rio a partir do uso dos livros did?ticos de L?ngua Portuguesa. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This dissertation examined the methodology of literature teaching in Portuguese Language textbooks within the high school private and public education systems, verifying how the tale teaching happens, based on the Brazilian Portuguese Initials for Law of Directives and Bases of National Education (1996), the Brazilian Portuguese Initials for High School National Curricular Parameters (2002), and also based on the Brazilian Portuguese Initials for High School Curriculum Guidelines (2006) and the Brazilian Portuguese Initials for National Common Basic Curriculum (2016) . For this purpose, it was investigated the transposition of the supporting original story into the textbook, as well as the reading activities and text comprehension purposes brought in those books. It was also analyzed the similarities and differences regarding the tale teaching purposes in both collections, which were hereby named as A (private education system) and B (public one), in order to check whether or not the reading and literary text comprehension activities enable the literary literacy as a meaningful reading practice and, thus, the adequate schooling of the Literature teaching in school. The hypothesis is that the tale was presented in a fragmented way in those collections, which may make it impossible to achieve the literary literacy at this stage of teaching. This is a quantitative-qualitative research and it was unfolded in the following phases: a bibliographical research and a documentary one, during which the data collection was accomplished, and the textbooks are the ones as follows: ?Cole??o Estudo ? L?ngua Portuguesa (2016)? by Flavia Roque, volumes I, II, III and IV, from the freshman to the senior years and ?Portugu?s: contexto, interlocu??o e sentido (2013)? by Maria Luiza M. Abaurre, volumes I, II and III. This study is justified by the fact that the tale teaching is relevant into the literature classes in high school, because not only does it approach the literature reader but it also values the humanizing character of curriculum content. The results of the present research point out that there isn?t an adequate schooling through the A and B textbooks. Therefore, it is expected from this study to contribute to the rethinking of literature in high school, especially concerning the literary reader and the literary literacy, by using Portuguese Language textbooks.