Submitted by Alciano Oliveira (alcianoliveira@gmail.com) on 2017-01-10T03:09:14Z No. of bitstreams: 1 Oliveira_dhe_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-12T19:41:44Z (GMT) No. of bitstreams: 1 oliveira_agg_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) / Made available in DSpace on 2017-01-12T19:41:44Z (GMT). No. of bitstreams: 1 oliveira_agg_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) Previous issue date: 2016-11-29 / Atualmente, as instituições de ensino, em sua grande maioria, estão disponibilizando cursos na modalidade de ensino a distância com o intuito de possibilitar aos indivíduos que não podem frequentar as aulas regularmente a realização de estudos a distância. Em muitos casos, os indivíduos desistem dessa modalidade de ensino sem concluir os estudos, isso se deve a vários fatores, sendo um deles, a dificuldade no entendimento do conteúdo disponibilizado durante as aulas devido a forma com que o mesmo é apresentado. Esta dissertação apresenta a utilização da lógica nebulosa em um classificador computacional, que tem por objetivo classificar indivíduos por aspectos cognitivos que estão relacionados com a Teoria das Inteligências Múltiplas propostas, originalmente, por Howard Gardner. O resultado dessa classificação possibilita direcionar os indivíduos para ambientes de ensino em que o conteúdo esteja adequado ao seu perfil cognitivo. Os testes foram realizados utilizando uma ferramenta acadêmica de mineração de dados que possibilitou determinar padrões cognitivos em cada indivíduo pela inserção de dados de entrada obtidos por meio da aplicação de um questionário e retornando os aspectos cognitivos mais aflorados de cada indivíduo. Após validados, os resultados mostraram aproximadamente 67% das classificações condizentes com os aspectos cognitivos identificados em aula. / Most educational institutions are offering distance-learning courses, in order to enable individuals who cannot attend classes regularly, to conduct their studies. In many cases, individuals drop out of this mode of teaching without completing their studies. One of the factors for that being the difficulty in understanding the content due to the way content is presented. This dissertation presents the use of fuzzy logic in a computational classifier that aims to classify individuals by cognitive aspects related to Howard Gardner’s Theory of Multiple Intelligences. The outcome of such a classifier makes it possible to direct individuals to learning environments in which the content is presented according to his/her main cognitive profile. The tests were performed using a data mining academic tool that allowed determining cognitive patterns for each individual by inputting data obtained from a questionnaire and returning the cognitive aspect most outlined in each individual. After validated, about 67% of the classification outcomes were considered in accordance to the cognitive aspects identified in classroom observations.

Submitted by Morgana Silva (morgana_linhares@yahoo.com.br) on 2016-07-25T16:36:31Z No. of bitstreams: 1 arquivototal.pdf: 895175 bytes, checksum: 7a846fd2ad220c5481937eff78f27f38 (MD5) / Made available in DSpace on 2016-07-25T16:36:31Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 895175 bytes, checksum: 7a846fd2ad220c5481937eff78f27f38 (MD5) Previous issue date: 2015-04-09 / The sound and musical education of children aged two and three years of age is a task that requires more than having a university education, or simply like them. Need observation, planning and reflection on the part of educators, so that we can assist them in developing their multiple intelligences, in their cognitive, social and emotional aspects. In this sense, the question that guided this research was: which processes can be performed to enable teachers of early childhood education at the School X to develop musical activities aimed at stimulation in multiple intelligences to children from two to three years? Thus, this dissertation presents the research conducted through an educational action research with teachers of early childhood education called the X School in the city of João Pessoa - Paraíba (Brazil). This intervention aimed to enable teachers of early childhood education to incorporate, in their teaching practices, activities and reflections on the music and sound education. From the design of stimulation of multiple intelligences, the American psychologist Howard Gardner, one could develop a series of actions related to the development of sound / musical intelligence with the children of classes of Maternalzinho and Maternal (two and three years, respectively), in interdisciplinary interactions that also aimed at the integral development of intelligence of children, in its multiple aspects: bodilykinesthetic, linguistic, logical-mathematical, spatial awareness, interpersonal, intrapersonal and naturalist. Research at School X was performed between January and October 2014, in three stages: diagnostic observation (January and February), intervention action (March-June) and return to the field (October). The diagnostic observation phase aimed to know the daily life of the School X, as well as the pedagogical practices of teachers with children. Have the intervention phase was performed in a collaborative process with the teachers A, B and the auxiliary A, consisting of a change of planning, through a set of planned actions and moments of reflection. This was followed by the implementation of the planned action and the observation of the change process. During this step, several reflections on these processes and their consequences were performed, to go to redesign and start a new cycle. To assist the production of research data, were used as tools to direct observation, the composition of a field diary and the interview. The third time was the return to the field to check the effects of the training process on the practices of teachers, checking also this process contributed to the reflective action of teachers in their teaching practices - especially the educational-musical. At this stage, there has been the difficulty of teachers to maintain, given the multiple demands of everyday school life, cooperative teaching, reflective action and musical practices developed together during the intervention phase. Thus, there was a larger distance between the pedagogical discourse of School X - based on constructivist and artistic processes - and their practice in early childhood education - with few reflective attitudes on the part of teachers, who ended up falling into play already adopted practices or established by the pedagogical coordination. / A educação sonora e musical de crianças de dois e três anos de idade é tarefa que exige mais do que ter uma formação universitária, ou simplesmente gostar dos pequenos. Necessita observação, planejamento e reflexão por parte dos educadores, para que se possa auxiliá-las no desenvolvimento de suas múltiplas inteligências, em seus aspectos cognitivos, sociais e emocionais. Neste sentido, a questão que norteou a presente pesquisa foi: quais processos podem ser realizados para capacitar professores da educação infantil da Escola X para desenvolver atividades musicais com vistas à estimulação em inteligências múltiplas com crianças de dois e três anos? Assim, esta dissertação apresenta a pesquisa realizada através de uma investigação-ação educacional com professoras da educação infantil da denominada Escola X, na cidade de João Pessoa – Paraíba (Brasil). Tal intervenção objetivou capacitar professoras da educação infantil a incorporarem, em suas práticas pedagógicas, atividades e reflexões relativas à educação musical e sonora. A partir da concepção de estimulação das inteligências múltiplas, do psicólogo americano Howard Gardner, pôde-se desenvolver uma série de ações relativas ao desenvolvimento da inteligência sonora/musical junto às crianças das turmas de Maternalzinho e Maternal (dois e três anos, respectivamente), em interações interdisciplinares que visaram também o desenvolvimento integral das inteligências das crianças, em seus múltiplos aspectos: cinestésico-corporal, linguístico, lógico-matemático, consciência espacial, interpessoal, intrapessoal e naturalista. A pesquisa na Escola X foi realizada entre os meses de janeiro a outubro de 2014, em três momentos: observação diagnóstica (janeiro e fevereiro), intervenção-ação (março a junho) e retorno ao campo (outubro). A fase de observação diagnóstica visava conhecer o cotidiano da Escola X, assim como as práticas pedagógicas das docentes junto às crianças. Já a fase de intervenção foi realizada em um processo colaborativo junto às professoras A, B e a auxiliar A, consistindo de um planejamento de mudança, através de um conjunto de ações planejadas e de momentos de reflexão. Seguiu-se a execução da ação planejada e a observação do processo de mudança. Durante esta etapa, foram realizadas diversas reflexões sobre estes processos e suas conseqüências, para dali replanejar e iniciar um novo ciclo. Para auxiliar a produção dos dados da pesquisa, foram utilizadas como ferramentas a observação direta, a composição de um diário de campo e a entrevista. O terceiro momento foi o retorno ao campo, para verificar os efeitos do processo de capacitação sobre as práticas das professoras, averiguando também se tal processo contribuiu para a ação reflexiva das docentes em suas práticas pedagógicas – especialmente as educativo-musicais. Nesta etapa, foi possível constatar a dificuldade das professoras em manter, diante das múltiplas exigências do cotidiano escolar, o trabalho docente cooperativo, a ação reflexiva e as práticas musicais desenvolvidas em conjunto durante a fase de intervenção. Sendo assim, evidenciou-se uma certa distância entre o discurso pedagógico da Escola X – baseado em processos construtivistas e artísticos – e sua prática na educação infantil – com poucas atitudes reflexivas por parte das docentes, que acabavam por cair na reprodução de práticas já adotadas ou estabelecidas pela coordenação pedagógica.

Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.

First published in 1983, the theory of multiple intelligences (Gardner, 1983) struck a chord with thousands of educators across the world, providing a philosophical and structural framework that helped them make sense of and cater for the vast range of individual difference they encountered daily in their classrooms. However, while MI theory has found a ready audience amongst early childhood and primary school educators, and has been associated with a wide range of positive outcomes across a variety of educational settings, it continues to have little impact on secondary school practice. The aim of this qualitative action research project was to establish a collaborative research group of four junior secondary school teachers, who were interested in exploring MI theory and its implications for learning and teaching. In documenting their experiences, the project aimed to find out whether an MI-based programme was feasible in a junior secondary school context, and to identify the difficulties and barriers that impeded the participating teachers' endeavours to implement MI in their classrooms. The following research questions provided the focus for the project: 1. Can an MI-based approach to teaching and learning be successfully implemented in a junior secondary school programme? 2. What are the issues that secondary school teachers face when implementing MI into their classroom programmes? 3. What are the best ways to address these issues? iii A multiple case study approach provided an effective means of illustrating the individual complexity of teachers' situations, as they interacted with their students, the curriculum, their colleagues and their school environment, and was also flexible enough to accommodate the open-ended and evolving nature of the investigation. The following outcomes for teachers as a result of the MI project were noted: (a) Increased awareness and understanding of student diversity. (b) Extended teaching practice and enhanced teacher creativity. (c) Improved planning framework. (d) Teachers' beliefs about learning and intelligence were affirmed and extended. (e) Teachers experienced improved confidence in their abilities as teachers. (f) The emergence of a cohesive student-centred curriculum. (g) Improved collegiality. As a result of the project, many barriers to implementing MI theory into junior secondary school classrooms were identified, under the following categories: (a) Barriers relating to teacher culture (b) Barriers relating to management requirements (c) Barriers relating to time (d) Barriers relating to personnel (e) Barriers relating to external pressures on the school The outcomes of this project confirm findings in the research literature, which suggest that MI theory can provide a valuable philosophical and structural iv framework that helps teachers develop a greater awareness of student diversity and enhanced teaching practice, as well as the understanding that a uniform approach to teaching and learning meets the needs of too few. However, a number of entrenched structural and cultural barriers characteristic of the secondary school context were also identified, which suggest that the adoption of MI-based teaching practices on a wider scale is unlikely without an in-depth school-wide professional development initiative.