Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-24T11:44:10Z No. of bitstreams: 2 Dissertação - Mara Cristina de Sylvio - 2015.pdf: 1287547 bytes, checksum: 5d83b19fb32905fdd7ab9657c1b1ad57 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-03-24T11:46:08Z (GMT) No. of bitstreams: 2 Dissertação - Mara Cristina de Sylvio - 2015.pdf: 1287547 bytes, checksum: 5d83b19fb32905fdd7ab9657c1b1ad57 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-24T11:46:08Z (GMT). No. of bitstreams: 2 Dissertação - Mara Cristina de Sylvio - 2015.pdf: 1287547 bytes, checksum: 5d83b19fb32905fdd7ab9657c1b1ad57 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-28 / This research, conducted at the line of research Education, Teacher Professionalization and Work Education on the Education Postgraduate Program at the Faculty of Education of the Federal University of Goiás, has as it object, the teaching in the early years of elementary school. The overall goal is to understand and systematize the main contributions of cultural-historical theory of Vygotsky and developmental teaching theory of Davidov for this stage of education, through a bibliographic and documentary research. The theoretical framework consists of the work of Leontiev (1998 and 2006); Vygotsky (1991, 2001a, 2001b, 2010); Davidov (1978, 1988) and Davydov and Markova (1987) and also dissertations, theses, scientific articles and books that present the contributions of historical-cultural theory and the developmental education theory for school education. We had reference to the dialectical materialist method of developing bibliographical and documentary research. In document analysis, we focus on the National Curriculum Guidelines for Elementary Education and the National Curriculum Guidelines for the Pedagogy course. The research allows us to state that the historical-cultural theory and the theory of developmental education is knowledge that can support the teacher's pedagogic practice of the early years in the teaching of elaborate and systematic culture in the form of school subjects, becoming therefore a didactic knowledge of great importance. Both theories share the same premise that access to and appropriation of historically produced culture in the form of school subjects be conducive to human development. The educational process is understood by Davidov as a complex process of teaching and learning in which, to take ownership of human culture, students will develop certain capacities of thought, especially the theoretical thought, which could not be developed otherwise. / Esta investigação, desenvolvida junto à linha de pesquisa Formação, Profissionalização Docente e Trabalho Educativo do Programa de Pós-graduação em Educação na Faculdade de Educação da Universidade Federal de Goiás tem como objeto o ensino nos Anos Iniciais do Ensino Fundamental. O objetivo geral é compreender e sistematizar as principais contribuições da teoria histórico-cultural de Vigotski e da teoria do ensino desenvolvimental de Davidov para essa etapa de ensino, por meio de estudo teórico das obras predominantes na pesquisa, de uma pesquisa bibliográfica e documental, tendo como referência o método materialista dialético. O referencial teórico predominante é constituído da obra de Leontiev (1998 e 2006); Vigotski (1991, 2001a, 2001b, 2010); Davídov (1978, 1988) e Davídov e Markova (1987). Também utilizamos dissertações, teses, artigos científicos e obras que apresentam as contribuições da teoria histórico-cultural e da teoria do ensino desenvolvimental para a educação escolar. Na análise documental, concentramo-nos nas Diretrizes Curriculares Nacionais para o Ensino Fundamental de Nove Anos e nas Diretrizes Curriculares Nacionais para o curso de Pedagogia. A investigação realizada nos permite afirmar que a teoria histórico-cultural e a teoria do ensino desenvolvimental são conhecimentos que podem fundamentar a prática pedagógica do professor dos Anos Iniciais no ensino da cultura elaborada e sistematizada em forma de conteúdos escolares, tornando-se, portanto, um conhecimento didático de grande importância. Ambas as teorias compartilham da mesma premissa de que o acesso e a apropriação da cultura produzida historicamente sob a forma dos conteúdos escolares em muito contribui para o desenvolvimento humano. O processo de escolarização é entendido por Davidov como um processo complexo de ensino e aprendizagem no qual, ao se apropriar da cultura humana, os alunos desenvolverão certas capacidades de pensamento, sobretudo o pensamento teórico, que não poderiam ser desenvolvidas de outra forma.

Este é um estudo sobre como professoras dos anos iniciais do Ensino Fundamental se desenvolvem profissionalmente e produzem sua profissão. Buscamos compreender de que forma o desenvolvimento profissional de professoras é influenciado pela experiência e pelas vivências de cada uma delas na trajetória da carreira. Para compreendermos esse desenvolvimento, adotamos como referência a Rede Municipal de Ensino de São Paulo porque essa apresenta elementos importantes para nosso estudo como, por exemplo, a existência de um estatuto que legitima a profissão docente e que proporciona para os professores oportunidades de desenvolvimento profissional dentro da sua jornada de trabalho. Para responder aos objetivos propostos pela pesquisa, convidamos três professoras da Rede Municipal de Ensino com diferentes anos de experiência docente e que estavam atuando nos anos iniciais do Ensino Fundamental em 2006. Na tentativa de captar o relato das experiências vividas pelas professoras buscou-se o apoio da História Oral porque esta permite apreender a experiência vivida por determinados indivíduos (três professoras) num contexto macro social (profissão docente). Buscamos também os estudos sobre a carreira do professor, de modo a refletir sobre o seu percurso profissional e compreender como ocorre o processo de desenvolvimento profissional. Os estudos sobre a profissão docente tiveram como base as contribuições do português António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) e das brasileiras Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) e Castro (2005). Sobre o conceito de desenvolvimento profissional, buscamos apoio em Nóvoa (1995a e 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a, e 2004b), Souza (2005) e Day (1999). A hipótese orientadora desse estudo consistiu em considerar que o percurso do desenvolvimento profissional, que aparece no relato das professoras, ajuda a compreender os modos de ser professor na escola pública contemporânea. Elaboramos três categorias que nos orientaram no momento da análise dos dados: relação com o conhecimento, formação contínua e autonomia. Ao final da pesquisa, chegamos ao entendimento de que ao longo dos anos da carreira o professor vai se desenvolvendo profissionalmente, vai refletindo sobre seu modo de ser e de estar na profissão e vai criando e modificando sua ação pedagógica. / This is a study about how teachers of the initial years of the Basic Education are developing themselves professionally and how they are producing their profession. We search to understand how professional development of teachers is influenced by the experiences of each one of them during the career\'s trajectory. In order to understand this development, we adopt as reference the São Paulo\'s Municipal Education Net because it presents important elements four our study as, for example, the existence of a statute that legitimizes the teaching profession and that provides for the teachers opportunities of professional development inside their days\' work. To answer to the objectives considered for the research, we invite three teachers of the Municipal Education Net with different years of experience. These teachers were teaching to the initial years of Basic Education in 2006. In the attempt to catch the story of the experiences lived by the teachers, we search the Oral History\'s support because this allows us to apprehend the person\'s lived experience (three teachers) inside the social context (teaching profession). We also search teacher\'s career studies in order to reflect about its professional trajectory and to understand how the process of professional development occurs. The teaching profession\'s studies have been supported by the contributions of Portuguese António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) and by the contributions of Brazilians Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) and Castro (2005). The professional development\'s concept has been supported by the contributions of Nóvoa (1995a and 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a and 2004b), Souza (2005) and Day (1999). The hypothesis that guides this study consists of considering the professional development, that is in the teachers\' stories, as a help to understand the ways of being teacher in the contemporary public school. We elaborate three categories that have guided us during the data\'s analysis: relation with the knowledge, continuous formation and autonomy. To the end of the research, we reach the agreement that along the career\'s years the teacher have been developing itself professionally, have been reflecting about its ways of being in the profession and have been creating and modifying its pedagogic action.

O objetivo geral desta pesquisa foi propor um zoneamento agroclimático para a produção de roseiras (Rosaceae spp.) realizada ao ar livre no Rio Grande do Sul, classificando o Estado em áreas Aptas, Marginais e Inaptas do ponto de vista das temperaturas médias sazonais e anuais. Zoneou-se, também, as condições climáticas de anos-padrões mais chuvoso, menos chuvoso e habitual, bem como fez-se levantamento dos sistemas atmosféricos predominantes nestes anos. Fez-se fundamentação teórica relativa ao tema, bem como se utilizou a base de dados climáticos cartografada do Atlas Agroclimático da FEPAGRO/RS. Tal base foi digitalizada com auxilio de SIG, bem como foi feita a construção do banco de dados, no qual foram atribuídas as características de aptidão, de área marginal e inapta do ponto de vista climático para cada um dos elementos climáticos analisados. Ainda, as áreas aptas e marginais foram subdivididas em quatro classes para melhor atender às exigências climáticas da rosa a todos os elementos analisados. As estações do outono e primavera mostraram-se como sendo as estações de maior aptidão climática para o cultivo das rosáceas. Apenas as estações de verão e inverno apresentaram áreas inaptas para o cultivo da rosa. Entretanto foram consideradas para todas as estações, e todos os anos-padrões analisados, restrições climáticas relacionadas às temperaturas máximas e mínimas médias e absolutas; às horas de frio abaixo de 10°C; às condições médias de umidade relativa superiores à 75%, à insolação inferior à 6 horas/dia; radiação solar inferior a 2000 Lux/dia; e às rajadas médias de vento superiores à 46 m/s. A análise anual não apresentou áreas inaptas, mas pode ser observado o surgimento de diferentes subclasses ligadas às áreas aptas e marginais ao cultivo da rosa. Dentre os sistemas atmosféricos definidores da zonação climática, pode-se destacar a MPA e FPA na primavera, MPV, MTA e MTC no verão, MPA e FE no outono, e MPA no inverno. Tanto pesquisadores quanto produtores de rosas, pela sua percepção do tempo e do clima, afirmaram que as condições climáticas do Rio Grande do Sul, especialmente as grandes variações térmicas e elevada umidade do ar, bem como a baixa insolação, não são recomendadas para o cultivo da roseira. / This research concerned to propose an agroclimatic zoning for production rose (Rosaceae spp.) in outdoors conditions in Rio Grande do Sul, ranking the state in suitable areas, marginal and unsuitable from the viewpoint of the seasonal mean temperature and annual . Also, years-patterns weather was classified as year-wetter, less rainy and usual, and did a survey of prevailing weather systems in recent years. It was made the theoretical foundation on the subject, and we used the climatic data base of the Agroclimatic Maps from FEPAGRO / RS. This base was scanned with the aid of GIS, and was made to build the database in which they were awarded the characteristics of fitness, unfit and marginal area of the climatic point of view for each of the climatic elements analyzed. Still, the fit and marginal areas were divided into four classes to better meet the climatic requirements of the rose of all the factors analyzed. The seasons of spring and autumn proved to be the largest fitness stations climate for the cultivation of roses. Only the summer and winter showed areas unfit for cultivation of the rose. However they were considered for all seasons and all analyzed years-patterns, environmental constraints related to maximum and minimum temperatures and average absolute; the chilling hours below 10°C, the average conditions of relative humidity higher than 75%, the insolation less than 6 hours/day, solar radiation below 2000 Lux/day and the average wind gusts greater than 46 m/s. An annual review showed areas not suitable, but can be observed the emergence of different sub-classes related to marginal areas and suitable for the cultivation of the rose. Among the systems that define the atmospheric climate zoning, we can highlight the MPA and FPA in the spring, MPV, MTA and MTC in summer, FE and MPA in autumn, and MPA in the winter. Both researchers and producers of roses, by the perception of weather and climate, said the weather in Rio Grande do Sul, especially the large temperature fluctuations and high humidity and low insolation, are not recommended for cultivation rosebush.

A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço orientada pela realização de atividades investigativas de ensino. A partir de referenciais teóricos da perspectiva histórico-cultural, o desenvolvimento profissional é abordado como um processo desencadeado pela docência, concebida como atividade, e como tal, mediada por ações coletivas e colaborativas. Esta investigação problematiza a relação entre ensinar ciências e aprender a ensinar ciências, a partir da seguinte questão: o que a mediação discursiva docente pode mostrar sobre o trabalho docente e desenvolvimento profissional de professores dos anos iniciais que ensinam ciências sob orientação investigativa? Trata-se de um estudo de caso, com aproximações à análise microgenética. A análise privilegia a atividade docente em sala de aula de uma das professoras do coletivo da escola, realizada mediante a configuração de suas mediações discursivas. Os resultados mostram o desenvolvimento profissional como um contínuo processo de realização de motivos e objetivos pelo professor, e de subsequentes atribuições de sentidos, potencializados por situações de aprendizagem oriundas de necessidades formativas que emergem do movimento dialógico discursivo em sala de aula. Conclui-se que o desenvolvimento profissional do professor está relacionado ao conteúdo de seus motivos e sentidos, à capacidade de reversibilidade dos modos de mediação por ele adotados para realizar os seus objetivos e à dimensão coletiva e colaborativa de sua docência. Desse modo, a pesquisa pode contribuir com reflexões no campo teórico/prático da formação de professores no ensino de ciências, não apenas por evidenciar realizações e necessidades docentes em sala de aula, mas por destacar a construção da docência na amplitude da práxis, como condição essencial para o desenvolvimento profissional. / The theme of this research is the professional development of first school years science teachers. It has been developed in a school of the São Paulo municipal teaching network based on continued education on site and supported by investigative teaching activities. Based on theoretical references that have a historic-cultural perspective, professional development is approached as a process triggered by the teaching activity and, as such, affected by collective and collaborative actions. This investigation discusses the relation between teaching science and learning how to teach science, and asks: what can the teaching discourse mediation show about the teaching activity and the professional development of first years science teachers that teach using an investigative approach? This is a case study that approximates microgenetic analysis. This analysis focuses on one of the school teachers teaching activity in the classroom and was conducted through the configuration of her discourses. Results present professional development as a continuous process through which the teacher accomplishes motives and objectives and, subsequently, assigns meanings that are strengthened by learning situations deriving from educational requirements that arise from the discourse/ dialogue movement inside the classroom. It is possible to conclude that the teachers professional development relates to the content of her motives and meanings, to her capacity of reversing adopted mediation modes to achieve her objectives, and to the collective and collaborative dimension of her teaching. Accordingly, this research may contribute to reflections on the theoretical/practical field of science teachers education, not only because it evidences teaching accomplishments and requirements in the classroom, but because it emphasizes the construction of teaching, considering the praxis as the key condition for professional development.

Après la Seconde Guerre mondiale, la France vit une période de croissance économique remarquable qui s’achève après le premier choc pétrolier de 1973 et que l’on désigne communément sous le nom de « Trente Glorieuses ». L’édition profite pleinement de cette ère de prospérité : de nombreux ouvrages pour la jeunesse paraissent dès la fin de la guerre et conquièrent leur lectorat. Quelques collections connaissent alors leur apogée : Bibliothèque rose et verte ou Signe de Piste par exemple. Mais alors que la modernité envahit peu à peu la plupart des foyers, de nombreux romans pour la jeunesse mettent en scène des enfants qui partent à l’aventure ou mènent l’enquête dans des lieux ancrés dans le passé – châteaux, grottes, forêts, etc. –, ou qui recréent des lieux idéaux et hors du temps dans leur quotidien : des hétérotopies. S’appuyant sur un large corpus qui emprunte autant aux séries littéraires qu’aux collections de romans scouts, cette étude littéraire interroge l’interaction entre modernité et archaïsme dans la littérature de jeunesse de l’époque pour montrer que ces concepts s’inscrivent dans une tension narrative qui structure la logique du récit et favorise la mise en place d’un processus initiatique, héritier des grands rituels primitifs comme des schémas narratifs des contes ou des romans de formation. Cependant, l’initiation n’aboutit jamais car elle ne constitue pas le réel enjeu romanesque : l’importance des lieux correspond en réalité à la quête d’une utopie de l’enfance éternelle, qui figerait non seulement les héros dans la perfection de leur âge, mais aussi les lieux, dans une forme d’uchronie idéalisée. / Post-World War II France experienced a period of outstanding economic growth known as the “Thirty Glorious Years”, which ended with the 1973 oil crisis. Publishing benefitted greatly from the rise of the consumer society in this period of prosperity, and scores of children’s books and novels for young people were published immediately after the Second World War and soon became very popular. It was the heyday of a few book series such as Bibliothèque rose, Bibliothèque verte, or Signe de Piste. But while most households were gradually getting more and more modern, many novels for children and young adults involved children going off in search of adventure or leading investigations in places anchored in the past – castles, caves, forests, etc. – or in timeless, ideal places recreated within their own daily lives – heterotopias. The present research dissertation delves into a broad corpus of literary series and Boy Scout novels and explores both their literary aspects. By questioning the interaction between modernity and archaism in post-war children’s literature, it shows that both concepts are part of a narrative tension that shapes the logical development of the story and paves the way for an initiatory process reminiscent of primitive rites of passage, the narrative patterns of fairy tales and Bildungsroman. The initiation itself, however, is never completed for it is not the actual purpose of the novel. The places are significant only insofar as they belong to the quest for the utopia of eternal childhood, in which the ageless heroes as well as the places are set in perfection, in a form of ideal euchronia.

The aim of this study is to investigate how five boys in grade 3 of compulsory school structure and use language when they write narrative texts retelling and assessing personally experienced events. This is studied by interpreting how the boys use genre steps that are typical of the structure of personal narrative texts and by detecting and naming different linguistic features in the texts. The material in the study consists of five boys’personal reports and the method, which is based on the theories of genre pedagogy (see Johansson & Sandell Ring 2012:28ff, 223f), comes from systemic functional linguistics. A central finding of the study is that the boys structure their texts in varying combinations of genre steps which commonly occur in texts of a narrative kind. Another central finding is that the language in the boys’ texts consists of many verbs and verb groups which explain that someone is acting or doing something, different discourse connectives to indicate time, along with expressions for emotions and descriptions of experiences or objects.

Attention is one of the key competencies which has to be adequately developed in preschool children to support their good school adaptation and acceptation of school demands. This work describes current approaches to assessment of attention and related cognitive functions in children at preschool and early school years. On the basis of the methods which are accessible we introduce a new assessment tool, which could serve as screening of attention and other necessary competencies of children aged 5-7 years. The empirical part of this work shows results of a validization study of our method (Coloured trail making test for children), and its reliability the tool. Results proved strong correlations among our method and three other assessment tools from larger batteries of tests (Woodcock - Johnson Tests of Cognitive Abilities, IDS and CAS II). However, the outcomes of the tests are also different enough to conclude that each of four methods which we used can be important in the process of attention assessment in preschool children; and each of these methods can bring valid information about children's abilities. The work also includes normative data for Coloured trail making test for children, which can be used as a screening tool to detect minor difficulties of children's attention or it can help to...

The diploma thesis looks at the Rey-Osterrieth figure, its form, administration and its evaluation methods. The thesis describes the administration and test evaluation methods in single Czech manual made by M. Košč and J. Novák and also other used ways of scoring. The thesis attempt to present J.E. Meyers and K. R. Meyers scoring method that is also used by some Czech psychologists. The thesis deals with psychometric attributes of the test as well with emphasis on current available testing standards. One part of the thesis describes the development of some psychological functions by 12 years old children especially in relationship to abilities which are detected by Rey-Osterrieth figure. In practical part of the thesis is presented the main research which deals with procedure of making the test by twelve year old. The tests were evaluated by both mentioned methods with interpretation and analysis of its results. The thesis also looks at new preliminary standards for this age group. The test was also compared with individual results made by Číselný čtverec test.

The author analyses the Westphalian peace negotiations ending the Thirty Years War in order to find out to what extent it had influenced the parallel Swedish military campaigns. In the Czech Republic, it is the return of the broader analysis of this important historical event that leaded to the Peace of Westphalia in 1648. In recent years had not been given enough attention to these events, although abroad (typically in Germany) the research continues with greater intensity. The structure of the text is following. At first the author pursues the main development features of the Thirty Years War and subsequently recapitulates the way to the Westphalian peace talks since the first proposals for a final settlement of the constantly prolonging conflict after the start of diplomatic activity at the congress in the Westphalian city of Münster and Osnabrück in the (first) half of the 1640s. Then discusses the basic characteristics of the congress, among others also key delegations and their significant (or just interesting) members participating in the negotiations. Thereafter, the text continues to its core section, consisting of two parts. The first of them is about the progress of the peace negotiations on the basis of analysis of each of the main discussing issues in relation to the conflict in the...

In her thesis Fantasy Genre of the Eleven Years Old Readers the author is concerned with the education of fantasy category for 11 years old pupils, respectively for the fifth year of the primary school. Centre of work consists in practical part, where the author comments and reflects her suggestions of past lectures based on extracts from fantasy books. She indicates how to interpose fantasy genre to students in literary education, for them to be able to gradually disclose and understand the meaning of the text (process of discovery and creation), share and evaluate important thoughts arising from it and subsequently apply these in real life. Apart from that are some accomplished plans of her lectures, directed also towards personality and social development of the individuals. Keywords Literary educations, fantasy genre, work with text, 11 years old pupils, literature for children, reading education.