Made available in DSpace on 2016-04-28T18:23:43Z (GMT). No. of bitstreams: 1 Elizete Cardoso Ibrahim.pdf: 1405992 bytes, checksum: 3e1457bd4a85d5120f1728260386c4e0 (MD5) Previous issue date: 2008-05-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this research is to verify how new meanings related to practice are built, based on the music activities developed in foreign language (FL) classes. This investigation includes the researcher, a teacher and a group of Junior students of a public high school in the city of Cotia. The research was carried out during the school year of 2006 and the material collected is composed of video recordings of four classes and audio recordings of three reflective sessions. The data analysis is grounded on the following aspects: (1) analysis of turn-taking and symmetry relations among the participants (Marcuschi, 2006); (2) analysis of thematic content (Bronckart, 1999); and (3) observation of how the participants place their enunciates (Bronckart, 1999). Two questions guided this study: (1) Which is the objective of the activities in the analyzed classes? ; (2) How the reflective sessions contributed to change the teacher attitude face music activities? This study is grounded on vygotskian concepts of learning and development, mediation and ZPD (Vygotsky, 1993, 1994), as well as on the conception of language developed by Bakhtin (1929, 1979) and on the reflexive actions suggested by Smyth (1992). The present study adopted, as the methodology, the interventional collaborative research (Magalhães, 1992), inserted in the critical-collaborative research frame, in a dialectical standpoint of the research context. From the discussion of the results, based on the theoretical frame, I verified that there are contradictions in the teacher s speech during the reflective sessions, such as the individual assessment of her own pedagogical practice. These contradictions are pointed out and discussed during the third reflective session of the present work. This research also indicates that the collaboration set during reflective sessions helped to construct a collective environment of knowledge which can potentially generate significant changes regarding the teacher and researcher stand / Esta investigação inclui a pesquisadora, uma professora-participante e uma turma de alunos do segundo ano do ensino médio do EJA (Ensino de Jovens e Adultos) de uma escola da rede pública estadual da cidade de Cotia. A pesquisa foi conduzida durante o ano letivo de 2006 e o material coletado é composto por gravações em vídeo de quatro aulas e gravações em áudio de três sessões reflexivas. A análise dos dados está fundamentada nas seguintes categorias: (1) análise dos turnos e das relações de simetria entre os participantes (Marcuschi, 2006); (2) análise dos conteúdos temáticos (Bronckart, 1999); e (3) observação do posicionamento enunciativo dos participantes (Bronckart, 1999). Duas questões nortearam este estudo: (1) Qual é o objetivo das atividades com música nas aulas analisadas? ; (2) Como as sessões reflexivas contribuíram para a mudança de atitude da professora em relação às atividades com música? O estudo está fundamentado nos conceitos vygotskianos de aprendizagem e desenvolvimento, mediação e ZPD (Vygotsky, 1930, 1934), bem como na concepção de linguagem desenvolvida por Bakhtin (1929, 1979) e nas ações da ação reflexiva sugeridas por Smyth (1992). O presente estudo adotou, como metodologia, a pesquisa colaborativa de intervenção (Magalhães, 1992), inserida no quadro da pesquisa crítica de colaboração, em uma postura dialética diante do contexto de pesquisa. A partir da discussão dos resultados, com base no quadro teórico, pude verificar que há, no discurso da professora durante as sessões reflexivas, contradições no que diz respeito a sua prática pedagógica, contradições essas apontadas e discutidas durante a terceira sessão reflexiva. A pesquisa também aponta que a colaboração estabelecida durante essas sessões reflexivas auxiliou na construção de um espaço coletivo de conhecimento, propiciando modificações de postura tanto da professora participante quanto da pesquisadora

Made available in DSpace on 2016-04-28T18:22:12Z (GMT). No. of bitstreams: 1 Maria Helena Silveira.pdf: 5017508 bytes, checksum: 7174cb3e7b0836d1abe8cc0c7a8c3137 (MD5) Previous issue date: 2010-11-24 / Secretaria da Educação do Estado de São Paulo / This thesis aims to evaluate the role of language in the activity of elaborating a glossary with algebraic initial terms in an elementary classroom. The research was developed on mathematic classes ministered by the teacher-researcher to 6th grade students in 2006, and to the same class in 2007, this time on 7th grade. The glossary of algebraic terms was produced based on the students search for words in the didactic book used by the school. The senses attributed by the students to express the initial concepts of algebra were analyzed, as well as the collaborative method of research, based on Magalhães (2004, 2007, 2009). The glossary was structured according to the needs of the learning moment in conformity to the discussions of Vygotsky (1930/2002) about the centrality of the mediator instrument in learning and development. The theoretical background is supported by the discussions of the Social-Historical-Cultural Activity Theory, emphasizing Vygotsky s contributions on sense and meaning and ZPD, as well as by the studies of Leontiev (1978), Newman and Holzman (1993/2002), and Engeström (2001). This thesis is inserted in the Applied Linguistics area, under the research line Language and Education, from the Pontifícia Universidade Católica de São Paulo. The starting point was the relation between theory/practice in organizing the work into the classroom, based on the comprehension that the object s expansion teaching-learning in algebra occurs in and through the language. The research corpus is constituted of transcriptions of mathematics classes, student s exercise books with the glossary production and texts about their learning during the process, and the researcher s field diary. The linguistic-discursive analysis revealed that the instrument usage propitiated the students comprehending the senses and sharing the meanings of algebraic terms. The glossary elaboration also enabled an effective commitment of the students in the activity, contributing to addressing the difficulties in mathematics learning, situated within the language of the students, of the didactic book, the teacher and mathematics. This way, the glossary represented a concrete possibility of participation to the students, creating also spaces to the protagonism of their own actions, which brought empowerment and autonomy. The language as a mediator on senses and meanings construction by the activity participants and the appropriation of the glossary as an instrument were considered the central contribution to the interface Applied Linguistics Mathematics, which enabled a creative praxis instead of a routined and reiterative one / Esta tese tem como objetivo examinar o papel da linguagem na atividade de elaboração, em sala de aula, de um glossário de termos iniciais de álgebra, por uma turma de alunos do ensino fundamental. A pesquisa foi desenvolvida em aulas de matemática da professora-pesquisadora para alunos de 6ª série em 2006 e, em 2007, para a mesma turma, na 7ª série. O glossário de termos algébricos foi produzido a partir da busca de palavras, pelos alunos, presentes no livro didático adotado pela escola. São analisados os sentidos atribuídos pelos alunos aos termos utilizados para exprimir conceitos iniciais de álgebra, bem como o processo de colaboração com base em Magalhães (2004, 2007a, b, prelo). O glossário foi estruturado conforme as necessidades dos momentos da aprendizagem com base nas discussões de Vygotsky (1930/2002) sobre a centralidade do instrumento mediador na aprendizagem e no desenvolvimento. A fundamentação teórica está apoiada nas discussões da Teoria da Atividade Sócio-Histórico-Cultural, enfatizando as contribuições de Vygotsky sobre sentido e significado e ZPD, bem como no trabalho de Leontiev (1978), Newman e Holzman (1993/2002), e Engeström (2001). A tese está inserida na área da Linguística Aplicada, na Linha de Pesquisa Linguagem e Educação, da Pontifícia Universidade Católica de São Paulo. O ponto de partida foi a relação teoria e prática na organização do trabalho na sala de aula, com base na compreensão de que a expansão do objeto ensino-aprendizagem de álgebra se dá na e pela linguagem. O corpus da pesquisa é constituído por transcrições das aulas de matemática, cadernos de alunos com a produção do glossário, textos de alunos sobre suas aprendizagens no processo e diário de campo da pesquisadora. A análise linguístico-discursiva indicou que o uso do instrumento propiciou, aos alunos, compreender sentidos e compartilhar significados dos termos algébricos. A elaboração do glossário propiciou, também, um efetivo engajamento dos alunos na atividade, o que contribuiu para o enfrentamento de dificuldades na aprendizagem da matemática, situadas na relação entre a linguagem dos alunos, a do livro didático, a da professora e a da linguagem matemática. O glossário constituiu, pois, para os alunos, uma possibilidade concreta de participação, criando também espaços para o protagonismo de suas próprias ações, o que trouxe empoderamento e autonomia. A linguagem como mediadora na construção de sentidos e significados pelos participantes da atividade, e na apropriação do instrumento glossário, foi considerada a contribuição central para a interface Linguística Aplicada Matemática, o que possibilitou uma práxis criativa em lugar de uma práxis rotinizada e reiterativa

The performance measures from the Progress in International Reading Literacy Study revealed no measurable growth in the U.S. average reading scores of 4th graders for the period between 2011 and 2016. Therefore, the diverse learning needs of students need to be customized if the education system is to accomplish its goal to graduate well-informed individuals capable of sustaining a lifestyle conducive to a democratic society. The purpose of this study was to investigate the effect of differentiated instruction on 3rd graders' reading comprehension. The theoretical foundation for this teaching approach was Vygotsky's zone of proximal development. The research question focused on a comparison of differentiated and nondifferentiated instruction and the effects on 3rd graders' Partnership for Assessment of Readiness for College and Careers (PARCC) reading comprehension scores. In this cross-sectional, quasi-experimental causal comparative study with N = 128 3rd-grade students, archival PARCC reading scores for the years 2015, 2016, and 2017 were analyzed with several 2-tailed independent sample t tests to determine the differences between the groups. The students in the experimental group (n = 64) received differentiated instruction, students in the non-experimental group received nondifferentiated instruction (n = 64). The duration of the intervention lasted for the entire school year. The statistical analysis results revealed that differentiated instruction significantly improved the students' PARCC reading scores in all 3 years. The intimation for positive social change is allowing stakeholders to provide opportunities to teachers to learn and apply differentiated instruction for their students, thus helping them to become proficient readers, which in turn might increase the human capital contributing to and competing in a global society.

Flertalet av Sveriges skolor är idag mångkulturella, därför ligger det en stor vikt i att eleverna får en undervisning som fokuserar på språk- och kunskapsinlärningen. Studiens undersökningsområde innefattar därmed dels hur lärare arbetar med genrepedagogik som en undervisningsmetod i svenskämnet för andraspråkselever i årskurs 4 - 6, samt vilka för-och nackdelar lärare uppfattar att det finns med användandet av genrepedagogiken i svenskämnet för andraspråkselever i årskurs 4 - 6. För att genomföra denna studie har åtta mellanstadielärare intervjuats där syftet var att få fram deras åsikter kring denna specifika metod. Svaren indikerar att lärarna anser att det finns betydligt fler fördelar än nackdelar. Lärarna anser att genrepedagogiken bidrar till en ökad tydlighet, samt en ökad språk- och kunskapsinlärning för elever, i synnerhet andraspråkselever i undervisningen. Eftersom genrepedagogikens syfte är att eleverna genom en explicit undervisning ska förmedlas kunskaper om en viss genrers specifika språk och uppbyggnad, bidrar detta till att eleverna får en djupare ämnesinlärning. Endast ett fåtal nackdelar genomsyrade de intervjuade lärarnas svar. De menar att genrepedagogiken lätt kan bli för strukturerad för eleverna, vilket bidrar till att deras kreativitet och intresse hämmas. En annan central del som togs upp av lärarna var att metoden kräver mycket tid, eftersom det behövs läggas ner mycket förarbete och planering, detta leder i sin tur till att annat skolarbete kommer i skymundan. Sammanfattningsvis visar resultaten att fördelarna med att använda genrepedagogiken som en undervisningsmetod för andraspråkselever är betydligt fler än nackdelarna. Därmed vill vi med denna studie förmedla kunskaper och ge en inblick i vikten av att andraspråkselever såväl som elever med svenska som modersmål tillägnas den mest givande undervisning.

According to The Swedish Schools Inspectorate’s (2014) quality review, technology subject is all too often characterized by practical work that does not illustrate the theory. In this study, the theory is used to describe the practical work in technology teaching. The purpose of this study is to increase the knowledge of how practical problem solving together with oral interaction affects students’ understanding of the theory behind the water tower as a technical system. Previous research shows how oral interaction strengthens students’ learning through the zone of proximal development (ZPD). When Students work in groups they can use each other’s knowledge and together support each other to reach a new development zone. Through group collaboration, they also increase their skills in practical problem solving through oral interaction and exchange of knowledge.  The methods in the study are design study, observation with observation schedule and observation with video analysis. The teaching approach in the design study is based on the students’ understanding of the theory behind the water tower as a technical system with the help of practical work in groups. The design of the design study is based on students in year six having to understand the theory behind the water tower by constructing a water tower themselves. The results of the study shows that students in year six through our approach to technology teaching are given the opportunity for a gradual increase of knowledge acquisition. The gradually increasing of understanding is based on the students developing from initially lacking knowledge of the water tower as a technical system in level one and in level four the students understanding how the different technical systems work together. The results shows that this way of working is a good addition to the existing technology teaching, with a focus on the theoretical knowledge in the technology subject.

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

Professional development (PD) of teachers is part of the Department of Basic Education‘s (DBE) initiative to encourage school communities to use of information and communication technology (ICT) to improve the quality of Mathematics teaching and learning. The South African Council of Educators stipulates that PD programmes should align with system-wide needs, strengthen learning area content and outcomes, and promote system transformation. Imbedded in this system-wide criterion is The White Paper on e-Education to employ a fully ICT integrated system at all levels of education: management, teaching and learning, and administration by 2013. Mathematics teachers require PD that develops their technological pedagogical and content knowledge (TPACK) and their social professional identity (SPI). The PD of Mathematics teachers for ICT integration can assist the DBE to achieve the aims of The White Paper on e-Education and bridge the technology gap between South Africa and international education systems. Open distance learning (ODL) could be a viable method to deliver PD to Mathematics teachers to address their zone of proximal development, develop their TPACK, and establish and maintain their SPI. This study made use of a fully mixed sequential equal status multi-mode research design and methodologies to develop guidelines for the PD of Mathematics teachers in the pedagogical use of ICT in ODL. The qualitative phase (Phase I) was rooted in the interpretivist paradigm. Through an adjustable exploration of a systematic literature review, the researcher identified 23 core documents, analysed them with Atlas.ti™, and conceptualised four themes according to Engeström‘s third generation activity theory (AT). Phase II (radical exploration phase) of the research design was rooted in the radical structuralist paradigm. In the context of transformation, it developed, validated, and standardised a research instrument for the measurement of Mathematics teachers‘ PD requirements. The instrument was distributed to 300 senior phase (grades 7-9) Mathematics teachers in eight education management district centres of the WCED. The analyses of the quantitative data conceptualised a fifth activity system. The five activity systems from the adjustable and radical exploration phases were symbiotic, and co-dependent. Expansive learning was used for boundary crossing and network building during six phases of this study. The findings from the six phases of the expansive learning cycle indicated that PD of Mathematics teachers in ODL for Phase III implementation of the e-Education policy should be a joint initiative. Fundamentally ICT integration and implementation should start with Department of Basic Education (DBE) initiatives. The DBE and Provincial Departments of Education (PDEs) should conduct a needs analysis of ICT implementation, evaluate previous ICT PD programmes, plan ICT PD strategies aligned with the ICT development plan, as well as with the requirements of the Mathematics teachers. The DBE and PDE should invest in the provision of ICT equipment, afford human capital, reinstate the laptop initiative for teachers, and supply schools with networked-computer facilities to explore online platforms for PD. Mathematics teachers should assess their professional knowledge to construct new philosophies, create a subject network group, and interact as participants and members within their social environments. The standardised instrument could be used to determine and compare the PD of Mathematics teachers in other provinces and contexts. / PhD (Training and development), North-West University, Potchefstroom Campus, 2014

Estudamos o conceito de energia na teoria física a nível histórico e a nível de ensino-aprendizagem, isto é, do ponto de vista de sua criação, representação conceitual, matemática e experimental, na constituição de seu significado na teoria científica e na linguagem comum. Como um exercício preliminar, analisamos alguns dados sobre o ensino de conceitos de física na exposição científica do IFUSP \"Ondas, Campos e Partículas\", de 1989 a 1990, e, em 1991, com o nome de \"Do Caleidoscópio ao Carrossel\", no prédio da Engenharia Mecânica (Escola Politécnica). A exposição apresenta fenômenos das teorias da física nos campos da mecânica, eletricidade e magnetismo, termodinâmica e ótica, fenômenos que implicam ações em escalas macroscópicas e a nível atômico. Descrevemos uma entrevista de 13 minutos com quatro alunos de 1o grau que visitaram a exposição com monitoramento. Durante a situação da entrevista, que chamamos de pedagógica, esses alunos constróem o conceito de energia. Essa entrevista é analisada em termos dos contextos fenomenológico e epistemológico, contidos na exposição, ainda que os monitores que acompanharam a visita não falassem em energia. Descrevemos também uma entrevista com um monitor sobre ensino e aprendizagem. Enfocamos o conceito de \"conhecimento prévio do aluno como requisito para ensino\", e analisamos usando o conceito de zona de desenvolvimento proximal (ZDP) de Vygotsky. Usamos a moldura de Vygotsky (VY 1896/1934) na análise da entrevista com os alunos, que é um exemplo de como considerar a ZDP. Ela não visa avaliação, e nem apenas coleta de dados. Propomos o desenvolvimento de entrevistas pedagógicas para já se constituir uma situação de ensino-aprendizagem, como uma interação desejável, dialógica, onde a ZDP, isto é, a capacidade do aluno \"vir a saber\", seja desenvolvida. A análise da emergência do conceito de energia no caso estudado da entrevista com alunos é feita com a perspectiva de sistemas dinâmicos, dada a natureza complexa dos fenômenos estudados. A História e Filosofia das Teorias Científicas são usadas como ferramenta heurística para identificar correlação na constituição do espaço de significação. Concluíremos que, se os monitores não enfocavam diretamente o conceito de energia e os alunos aprendiam mesmo assim, é porque a exposição é um bom contexto onde a entrevista pedagógica pode ser utilizada como instrumento de ensino, Por fim, falamos da necessidade de um treinamento para monitores, onde sua formação inclua estudos históricos e epistemológicos e uma preparação para suprir a deficiência que detetamos na exposição, isto é, a de não abordar os conceitos na sua forma matematizada. A pesquisa das condições para aprendizagem na Exposição Científica e em Entrevista se desenvolve com instrumentos próprios: um sistema de análise em vídeo foi construído para pesquisar a linguagem usada na interação entre professor e aluno. Objetivamos estabelecer condições propícias para interações dialógicas. Como resultado secundário, foi adquirida certa familiaridade em trabalhar com o vídeo como instrumento para, ao mesmo tempo, mostrar e desenvolver aquisição do conhecimento científico de conceitos de física. / We have studied the concept of energy in Physics in the historical and the Teaching-Learning contexts, i.e., from the point of view of its creation, its mathematical and experimental conceptual representation, of its scientific and ordinary meaning constitution. As a preliminary exercise, we analysed some data about the Physics concepts teaching at the \"Waves, Fields and Particles\" Science Exhibition Center located at that time, in the Engineering Building of the University of São Paulo. The content of the Exhibition was regular demonstrations of phenomena delineated by classical theories of Mechanics, Eletromagnetism, Thermodynamics and some topics in Modern Physics. An interpretation of the exhibition could be in terms of the concept of energy and its transformations, as was shown by an interview with four visiting students described here. During this interview set, which we named pedagogical, these students constructed the concept of energy. This interview is analysed in terms of phenomenological and epistemological implications in the exhibition. A monitor thinking about teaching and learning has also been situated out of an interview. This monitor considers the pupil\'s previous subject matter knowledge as a requirement for teaching. By means of the ZDP (zone of proximal development), we are warned by Vygotsky against the extreme pre-requisites, which can limit the learning. We also make use of Vygotsky\'s concept in the analysis of the interview with students. The interview described in the first part of this work is a ZDP application example. It neither aims evaluation nor just data gathering. It will be developed to be a teaching-learning instrument. We believe this is possible, for it will be an interaction where the ZDP or the pupil\'s ability to \"come to know\" is to be considered. The case study of the emergence of the concept of energy from the interview with pupils is analysed within the framework of dynamic systems given the complex nature of the considered phenomena. The interview was set out in the field of the interactions where information are exchanged between the interviewer and the group and between the peer to peer interaction. The meaning of the concept of energy in Physics was related to the context of the exhibition where the concept was implicitly present. We came to the conclusion that this science exhibition, where the pedagogical interview can be utilized as a tool for teaching, has a good context for learning, once the students showed to have learned even though the docents hadn\'t focused the concept of energy directly. Then we commented about the need of a monitor\'s training, where historical and epistemological studies should be included. This training should also account for the exhibition\'s detected deficiency in approaching the scientific concepts in their mathematical formulation. The research for the emergence of learning in the scientific exhibition center and in interviews is developed by proper tools: a video analysis system is devised to search for the most efficient language in the interaction between teacher and pupil, or in any other teaching-learning situations. Our aim is to establish propitious settings for dialogical interactions in the attempt of dealing with the Vygotsky\'s cognitive \"proximal zone of development\", which is important when we consider the \"process\" of learning a complex concept. As a parallel outcome, we got some familiarity with video recording and analysis as an instrument for both developing and showing the student\'s acquisition of scientific knowledge of physical concepts.

A Lei 10.639/2003 institui a obrigatoriedade da temática \"História e Cultura Afro-Brasileira\" no currículo escolar, abrangendo os estabelecimentos de Ensino Fundamental e Médio das redes oficiais e particulares. Segundo esta lei, esses conteúdos devem ser ministrados no âmbito de todo o currículo escolar, incluindo, assim, o componente disciplinar inglês. O objetivo desta pesquisa consiste justamente em investigar as possibilidades de sensibilização para a temática étnico-racial, junto a um grupo de alunos de Ensino Fundamental da Escola de Aplicação da FEUSP, por meio da aplicação da lei nas aulas de inglês. A metodologia empregada está voltada para a criação e aplicação de materiais didáticos, bem como para a análise desse processo. O trabalho está embasado na teoria sócio-histórico-cultural de Lev Semenovich Vigotski, seus colaboradores e seguidores, principalmente no conceito de ZDP e de desenvolvimento humano por meio de ações mediadas, sejam por instrumentos como material didático ou por outros seres humanos o professor-pesquisador. Os resultados indicam a adequação da disciplina para a aplicação da lei, especialmente no sentido de promover engajamento e participação dos alunos, no uso da língua como meio de acesso a bens culturais e de promoção de reflexão, ao invés do estudo apenas de seu léxico e de suas estruturas gramaticais. As conclusões apontam para a necessidade de frequência das ações, bem como para a diversificação das estratégias didáticas. Também se evidenciou a relevância da lei como um esforço para a conscientização acerca das contribuições dos afrodescendentes na história e na formação da identidade e da cultura brasileiras como um todo. / The law 10.639/2003 establishes the obligation of \"history and Afro-Brazilian Culture\" themes in the school curriculum, comprehending the primary, secondary, public and private schools of the official educational system. According to the law, its contents must be taught in all curriculum subjects, thus, including English. The aim of this research is to investigate the possibilities of raising awareness about ethnic and racial themes with a group of secondary pupils at Escola de Aplicação da FEUSP, through the law implementation in the English lessons. The methodology involves the elaboration and use of teaching materials and the analysis of its process. The research is based on the historical sociocultural theory of Lev Semenovich Vigotski, his co-researchers and followers, mainly in the concepts of ZPD and human development through mediated action, either by tools or other human beings, seen here as the teaching material and the teacher-researcher respectively. Results show the English subject adequacy to implement the law, especially in terms of students\' engagement and participation, using the language as a means of access to cultural assets and reflection upon them, instead of lexicon and grammar practice only. Conclusions point to the need of frequency and diversification of didactical strategies, as well as to the relevance of the law as an effort to raise awareness about the afro-descendants importance in the history and in the formation of the Brazilian identity and culture as a whole.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-08T19:23:00Z No. of bitstreams: 1 penguin_pal.pdf: 2970755 bytes, checksum: e323baab15deb3b73a8f9191a0da9960 (MD5) / Made available in DSpace on 2015-05-08T19:23:00Z (GMT). No. of bitstreams: 1 penguin_pal.pdf: 2970755 bytes, checksum: e323baab15deb3b73a8f9191a0da9960 (MD5) Previous issue date: 2012-03-07 / Nenhuma / O presente estudo investiga os efeitos da inserção do jogo eletrônico Club Penguin (disponível em videogame e em ambiente virtual - www.clubpenguin.com) nas aulas particulares de inglês como segunda língua (L2) a alunos gêmeos, de 7 anos, em processo de alfabetização. O advento da tecnologia trouxe consigo uma cultura própria - a cibercultura, que também envolve as crianças e que pode ser explorada para potencializar a aprendizagem. Utilizamos, nesta pesquisa, uma base teórica sociocultural, fundamentada no trabalho de Vygotsky, e fizemos uma releitura desta, considerando-a para o contexto de jogos eletrônicos. Os dados foram coletados utilizando-se gravações de áudio e vídeo, bem como diário de campo e documentos gerados nas aulas, durante o segundo semestre de 2010. Através de análise qualitativa, verificamos que as características do brincar e do aprender se ampliam no ambiente digital, bem como as possibilidades de interações entre os jogadores. Observamos que os participantes desta pesquisa tiveram avanços na Zona de Desenvolvimento Proximal, propiciados pela prática do andaimento entre pares ou com a professora. Eles também se apropriaram de vocabulário, de estruturas e da cultura da língua alvo, aumentaram o tempo dedicado ao jogo (e, consequentemente, ao estudo da L2) e ampliaram o uso da L2 em aula. / The present study examines the effects of the introduction of the electronic game Club Penguin (available in videogame and in virtual environment - www.clubpenguin.com) into the private English classes as a second language (L2) to seven-year-old twin students. The advance in technology has brought up its own culture – the cyberculture, which also fascinates kids and may be explored to enhance learning. We have used, for this research, a sociocultural theoretical base, grounded on the work of Vygotsky, and we have looked at a new approach of that, considering it to the context of electronic games. The data has been collected through audio and video recordings, and through the diary and documents produced in class, during the second semester of 2010. By means of qualitative analysis, we have noticed that the characteristics of playing and learning are amplified in the digital environment, as well as the possibilities of interactions among players. We have assessed that the participants of this research have had progress at the Zone of Proximal Development, stimulated by the practice of scaffolding among pairs or with the teacher. They have also acquired the L2 vocabulary, structures and culture; increased the time dedicated to the game (and, consequently, to L2 study); and expanded the use of L2 in class.