Made available in DSpace on 2016-04-04T18:33:23Z (GMT). No. of bitstreams: 1 Sylvia Bernadete Alves Salgado Oliveira.pdf: 2082501 bytes, checksum: 7ae6fb8ced2f0567f80870bce9c801c8 (MD5) Previous issue date: 2015-02-05 / One of the great concerns of the professionals in the educational field is education underachievement. Despite the educational policies efforts and the investments that have been made over the last years, the country is still lower than expected in face of the school learning effects. Studies in the area point to a vast number of interpretation difficulties within children who do not understand what they read, do not read what they write down and do not think before writing. Furthermore they show a poor performance at developing a logical mathematical reasoning, and, as a result, finding difficulties in learning at various school subjects. In spite of the governmental efforts, the students continue to display underachievement at high levels. What can educators, parents and society do, generally, to minimize this situation? Undertaken research with this emphasis indicates the importance of promoting self-regulatory skills at schools in order to increase the students academic performance levels. One of the directions pointed by international researchers indicates the urgency in adopting programs which promote the self-regulated learning in a more significant way. Beyond the pointed out elements, one considers it important to understand the factors that may contribute to educational success, responding to the issues regarding how the students build their processes of self-regulation, how to promote a fairer assessment by teachers and a self-regulation more effective by students. The present study has as a generic goal, to evaluate the implementation of a project for basic education of students that promotes the construction of self-regulatory strategies and the relation to the process of self-regulation and academic performance. The key objectives of this study are: i) To assess the project s contribution for the improving of the processes of self-regulation and studying; ii) to verify on whether there is a relation between the processes of self-regulation obtained by the students, as the project went on, and the academic performance on the subjects of Portuguese Language and Mathematics at different assessments. The survey consisted of 256 students in their 5th year of basic education. It utilized four instruments for the collecting and analyses of the documents, such as: An inventory of the self-regulatory learning processes (IPAA), the results of the external evaluation of the Department of Education (AMDA) and an interview with a pedagogical advisor, in addition the accompaniment and field observation by the researcher who attended at the pedagogical meetings through the process. Among the authors which excelled in this research we point out: Hadj, Zimmerman, Zabala, Luckesi, Freitas, Ros?rio among others. The data indicated that the intervention with self-regulatory processes takes on a fundamental role as a didactic and auxiliary procedure in the gaining of autonomy in the participant students. The monitoring of the project indicated that the teaching of self-regulatory strategies to students throughout 2013 by means of the project The Antics of the Yellow enabled and favored a greater organization and time at the studies, autonomy, attention and concentration on the assignments, power to solving obstacles, among other aspects featured by the attendants. The results of IPPA indicated a significant statistical change when comparing the beginning of the process to its ending. The results indicate that the developing of projects focusing on self-regulation might help the process of learning. At last, we indicate the need of further research focusing on basic education. / Uma das grandes preocupa??es dos profissionais da ?rea da educa??o ? o insucesso escolar. Apesar do empenho das pol?ticas educacionais e dos investimentos feitos nos ?ltimos anos, o pa?s ainda se encontra abaixo do esperado frente aos efeitos das aprendizagens escolares. Estudos na ?rea apontam para a grande dificuldade de interpreta??o das crian?as que n?o entendem o que leem, n?o leem o que escrevem e n?o pensam antes de escrever, al?m de apresentarem baixo desempenho no desenvolvimento do racioc?nio l?gico matem?tico e por consequ?ncia encontram dificuldades de aprendizagem em diversos conte?dos escolares. Apesar dos esfor?os governamentais, os alunos continuam a apresentar n?veis elevados de insucesso escolar. O que educadores, pais e sociedade de maneira geral podem fazer para minimizar essa situa??o? Pesquisas realizadas nesse enfoque apontam a import?ncia na promo??o de compet?ncias autorregulat?rias em escolas, com a finalidade de aumentar os n?veis de desempenho escolar dos alunos. Um dos caminhos apontados em pesquisas internacionais indica a urg?ncia na ado??o de programas que promovam a autorregula??o da aprendizagem de forma mais significativa. Al?m dos elementos apontados, considera-se importante a compreens?o de fatores que possam contribuir para o sucesso escolar, respondendo quest?es relacionadas ? como os alunos constroem seus processos de autorregula??o, como promover uma avalia??o mais justa por parte dos professores e uma autorregula??o mais eficaz por parte dos alunos. A presente pesquisa tem como objetivo geral avaliar a implementa??o de um projeto para alunos do Ensino Fundamental que promove a constru??o de estrat?gias autorregulat?rias e a rela??o com o processo de autorregula??o e desempenho escolar, tendo como objetivos espec?ficos: i) avaliar as contribui??es do projeto para a melhoria dos processos de autorregula??o e de estudo; ii) verificar se h? a rela??o entre os processos de autorregula??o adquiridos pelos alunos no transcorrer do projeto e o rendimento escolar nas disciplinas de L?ngua Portuguesa e Matem?tica em diferentes avalia??es. Participaram da pesquisa 256 alunos do 5? ano do Ensino Fundamental e uma orientadora pedag?gica. Foram utilizados quatro instrumentos para a coleta e tamb?m an?lise de documentos como o: Invent?rio de Processos de Autorregula??o da Aprendizagem (IPAA); resultados da avalia??o externa da Secretaria de Educa??o (Amda) e entrevista com uma orientadora pedag?gica, al?m do acompanhamento e a observa??o de campo pela pesquisadora que participou dos encontros pedag?gicos durante o projeto. Dentre os autores que balizaram a pesquisa destacamos Hadj, Zimmerman, Zabala, Luckesi, Freitas, Ros?rio entre outros. Os dados indicaram que a interven??o com os processos autorregulat?rios assume papel fundamental como procedimento did?tico auxiliador no ganho de autonomia estudantil dos alunos participantes. o acompanhamento do projeto o ensino de estrat?gias autorregulat?rias aos alunos durante o ano de 2013 por meio dos do projeto As Travessuras do Amarelo possibilitou e favoreceu maior organiza??o e tempo nos estudos, autonomia, aten??o e concentra??o nas tarefas, poder de resolu??o de obst?culos, entre outros aspectos destacados pelos participantes. Os resultados do instrumento IPAA indicaram uma mudan?a estatisticamente significativa quando comparados o in?cio do projeto com o final. Os resultados indicam que o desenvolvimento de projetos com foco na autorregula??o pode auxiliar o processo de aprendizagem. Por fim, recomendamos a necessidade de novos estudos com foco no Ensino Fundamental.

Made available in DSpace on 2016-04-04T18:33:23Z (GMT). No. of bitstreams: 1 ANDREA OLIVEIRA SILVA.pdf: 1240094 bytes, checksum: df96bb342a414f2efd227259dc678d0f (MD5) Previous issue date: 2015-02-24 / The issues of (non) learning have been one of the most frequent complaints in the educational reality today. Teachers and parents are challenged to deal with children who seem not to learn, who don t show interest in school issues, who are unable to understand what is required of them and finally, who cannot study with the long awaited (and proclaimed in educational discourses) autonomy. International research has demonstrated that children can learn in various different ways and that teachers can support them in this process through intentional promotion of self regulation learning strategies. By means of a project which aims at working with teachers, enabling them to develop such strategies with elementary students, the present work has as its main objective: to identify if teacher participation in this project enables them to change their conceptions and practices. And as specific objectives: (i) to identify teachers conceptions regarding learning and self regulation learning processes before the beginning of the project; (ii) to identify what they think about the contributions of teacher s continuing education; (iii) to analyze the project As Travessuras do Amarelo and teachers participation in it, highlighting their doubts, difficulties, changes and dilemmas. In our theoretical framework, we discussed the questions of learning, self regulated learning and learning to learn, and we also brought the issue of teacher education with special attention to teacher s continuing education and its formative models. In a scenario where changes occur very quickly, in which, historically accumulated knowledge is available on the World Wide Web, teachers no longer monopolize knowledge and must also be constantly learning. Self-regulation emerges, then, as an important component for both initial and continued teacher training, for their practices in the classroom. Taking qualitative research as the methodological reference, we collected data through interviews, observations, questionnaires and the analysis of narratives of elementary teachers of 9 public schools in a city in the interior of the state of S?o Paulo. The analysis of the data produced indicates that, before the start of the project, the conceptions of the teachers in relation to self-regulation were related to the question of pace and control and although inaccurate, contained elements that explain the concept. Throughout the project, some teachers were appropriating the concept of self-regulation, but some practices still proved very linked to the issue of external control, which may give indications that the practice is more influenced by the beliefs and personal epistemology of the teacher, than by his/her knowledge, as research indicates. The group of teachers values the continuing education; however, there is great discontent in relation to courses that have been offered in large quantities, causing an overload in the teachers work. Nevertheless, continuing education can be configured as a space for reflection and change. / As quest?es da (n?o) aprendizagem t?m sido uma das queixas mais frequentes na realidade educacional atualmente. Pais e professores s?o desafiados a lidar com crian?as que parecem n?o aprender, n?o demonstram interesse nos assuntos escolares, n?o compreendem aquilo que lhes ? solicitado e n?o conseguem estudar com a t?o sonhada (e proclamada nos discursos educacionais) autonomia. Pesquisas internacionais t?m mostrado que as crian?as aprendem de formas diferentes e que o professor pode apoi?-las nesse processo por meio da promo??o intencional de estrat?gias de autorregula??o da aprendizagem. A partir do desenvolvimento do Projeto As Travessuras do Amarelo , no ?mbito da forma??o continuada, que tem como prop?sito trabalhar com crian?as de Ensino Fundamental estrat?gias de autorregula??o da aprendizagem, a presente pesquisa teve como objetivo geral identificar se a participa??o dos docentes nesse projeto possibilita mudan?as em suas concep??es e em seus procedimentos did?ticos. E por objetivos espec?ficos: i. Identificar as concep??es que os docentes participantes do projeto t?m sobre aprendizagem e os processos de autorregula??o da aprendizagem antes da aplica??o do projeto; ii. conhecer as concep??es que os docentes participantes do projeto t?m sobre a contribui??o da forma??o continuada; iii.analisar o projeto As Travessuras do Amarelo e a participa??o dos professores ao longo de sua aplica??o, procurando verificar as dificuldades, d?vidas, avan?os, mudan?as nos procedimentos did?ticos e dilemas vivenciados por eles. Em nosso quadro te?rico discutimos a quest?o da autorregula??o da aprendizagem; aprendizagem e o aprender a aprender e fizemos discuss?es sobre a forma??o de professores, com foco especial na forma??o continuada, seus modelos formativos e sobre seu papel. Num quadro em que mudan?as ocorrem de forma acelerada, em que o conhecimento historicamente acumulado est? dispon?vel na rede mundial de computadores, os professores j? n?o monopolizam o conhecimento e precisam tamb?m estar constantemente aprendendo. A autorregula??o emerge, ent?o, como um importante componente, tanto para a forma??o de professores, inicial e continuada, quanto para suas pr?ticas em sala de aula. Tomando o referencial qualitativo de pesquisa como caminho metodol?gico, fizemos observa??es, aplica??o de question?rios, entrevistas e an?lise de narrativas de forma??o e de vida de 22 professoras do 4? ano de 9 escolas de um munic?pio no interior de S?o Paulo. A an?lise dos dados produzidos indica que, antes do inicio do projeto, as concep??es das professoras em rela??o ? autorregula??o estavam relacionadas com o ritmo e o controle e, embora imprecisas, continham elementos que explicam o conceito. Ao longo do projeto, algumas professoras foram se apropriando do conceito de autorregula??o, mas algumas pr?ticas ainda se revelaram muito ligadas ao controle externo, o que pode dar ind?cios de que a pr?tica ? mais influenciada pelas cren?as e pela epistemologia pessoal do professor, do que pelo seu conhecimento, conforme apontam pesquisas. O grupo de professoras valoriza a forma??o continuada, entretanto h? um grande descontentamento com rela??o aos cursos que t?m sido oferecidos em grande quantidade, gerando uma sobrecarga no trabalho das docentes. Ainda assim, a forma??o continuada pode se configurar como espa?o de reflex?o e mudan?a.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T13:00:35Z No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) / Made available in DSpace on 2017-10-04T13:00:35Z (GMT). No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) Previous issue date: 2017-02-09 / The children's literature has been the object of much research in the reader?s development and has generated interest in several areas. In this study, it was assumed that the procedures used by teachers and the selection of literature books are essential elements for the development of the reader. Based on that, this master degree research, entitled "The Continued Formation of Teachers and Literature: strategies of reading and selection of literature book", had as a research problem the following question: the exploration of strategies of reading and selection of literature books, in a teaching training, can assist the participating teachers in their work with reading? The general objective was to verify if there were changes in the teachers' practice of exploration of reading modes, strategies of reading and selection of literature books. The specific objectives were to implement a reading course for teachers, to introduce self-regulation of reading, to discuss the selection of literary works for use in the classroom and to analyze the extent to which the participants applied the knowledge built in the course. The methodology adopted in this qualitative research with principles of action-strategic research, was constituted initially of national and international bibliographical survey. A reading course for teachers was offered to 12 teachers and 4 coordinators of the municipal network of a municipality in the state of S?o Paulo. During the 4 meetings, in a total of 9 hours, independent reading, double reading, close reading and other reading strategies were presented, based on the self-regulation and the studies of Social Cognitive Theory. The instruments used were: field diary, questionnaire, narrative and semi-structured interview. The participants of the research applied the content of the formative course, in the classroom. There was an exchange of experiences about reading and use of literary books in the classroom, which made it possible to think and rethink practices, to hear about the experience of other teachers and to narrate successes and challenges that are part of reading teaching. The data were analyzed by the content analysis and the implications of these analyzes showed that there were changes in the reading practices used by the participants in the classroom, there was an increase in reading comprehension with teaching practices that prioritized the student's role and there were also changes in the participants' conception of children?s literature and their selection. International research shows that self-regulation of reading, using reading strategies under the light of Social Cognitive Theory, is a promising path for the promotion of competent and critical readers. However, studies on self-regulation of reading practically do not exist in our country. / A literatura infantil tem sido objeto de muitas pesquisas na forma??o do leitor e tem gerado interesse em diversas ?reas. Nesse estudo, partiu-se do pressuposto de que os procedimentos utilizados pelos docentes e a sele??o de obras s?o elementos essenciais para a forma??o do leitor. Diante desse contexto, essa pesquisa de mestrado denominada A Forma??o Continuada de Professores e a Literatura: estrat?gias de leitura e sele??o de obra prop?s por problema de pesquisa a seguinte quest?o: a explora??o de estrat?gias de leitura e sele??o de obras, em um curso de forma??o continuada, pode auxiliar os professores participantes em seu trabalho com leitura? O objetivo geral foi verificar se houve mudan?as na pr?tica dos professores sobre a explora??o de modos de leitura, estrat?gias de leitura e sele??o de obras no trabalho com leitura. Os objetivos espec?ficos foram implementar um modelo de forma??o continuada em leitura, apresentar a autorregula??o da leitura, discutir a sele??o das obras liter?rias para uso em sala de aula e analisar em que medida as participantes aplicaram o conhecimento constru?do na forma??o. A metodologia adotada nessa pesquisa qualitativa com princ?pios da pesquisa a??o-estrat?gica constituiu-se, inicialmente, de levantamento bibliogr?fico nacional e internacional. Ministrou-se um curso de forma??o continuada para 12 professoras e 4 coordenadoras da rede municipal de um munic?pio do estado de S?o Paulo. Durante os 4 encontros, no total de 9 horas, apresentaram-se a leitura independente, leitura em dupla, close reading e outras estrat?gias de leitura, a partir dos pressupostos te?ricos da autorregula??o, pautados nos estudos da Teoria Social Cognitiva. Os instrumentos utilizados foram: di?rio de campo, question?rio, narrativa e entrevista semiestruturada. As participantes da pesquisa aplicaram o conte?do dos encontros formativos, em sala de aula. Houve troca de experi?ncias sobre leitura e uso de obras liter?rias durante os encontros, que possibilitaram o pensar e repensar pr?ticas, ouvir sobre a experi?ncia de outros professores e narrar sucessos e desafios que fazem parte da doc?ncia e da leitura. Os dados foram analisados a partir da an?lise de conte?do, e as infer?ncias decorrentes dessas an?lises mostraram que houve mudan?as quanto ?s pr?ticas de leitura usadas pelas participantes em sala de aula, houve aumento da compreens?o leitora com pr?ticas docentes que priorizam o protagonismo do aluno e houve, tamb?m, mudan?as na concep??o das participantes sobre as obras liter?rias e sua sele??o. Pesquisas internacionais demonstram que a autorregula??o da leitura, por meio do uso de estrat?gias de leitura sob a luz da teoria sociocognitiva, ? um caminho promissor para a promo??o de leitores competentes e cr?ticos. Todavia, estudos sobre a autorregula??o da leitura praticamente inexistem em nosso pa?s.