This document is a multiple-article format dissertation that discusses the iterative design, development, and evaluation processes necessary to create high quality learning analytics dashboard systems. With the growth of online and blended learning environments, the amount of data that researchers and practitioners collect from learning experiences has also grown. The field of learning analytics is concerned with using this data to improve teaching and learning. Many learning analytics systems focus on instructors or administrators, but these tools fail to involve students in the data-driven decision-making process. Providing feedback to students and involving students in this decision-making process can increase intrinsic motivation and help students succeed in online and blended environments. To support online and blended teaching and learning, the focus of this document is student-facing learning analytics dashboards. The first article in this dissertation is a literature review on student-facing learning analytics reporting systems. This includes any system that tracks learning analytics data and reports it directly to students. The second article in this dissertation is a design and development research article that used a practice-centered approach to iteratively design and develop a real-time student-facing dashboard. The third article in this dissertation is a design-based research article focused on improving student use of learning analytics dashboard tools.

A expectativa de vida tem aumentado consideravelmente, reconfigurando a sociedade e fazendo crescer o número de idosos que buscam aprender algo novo. Esse panorama possibilitou o surgimento das UNATI (Universidades Abertas à Terceira Idade), nas quais professors oferecem voluntariamente diversos cursos livres, incluindo línguas estrangeiras (LE) aos idosos. Versaremos, neste trabalho, sobre o ensino-aprendizagem de italiano LE na unidade da UNATI da cidadeAraraquara/SP. Buscamos oferecer uma oficina denominada Raccontarsi, às turmas de italiano LE já existentes, na qual associamos autobiografia ao ensino-aprendizagem de LE para a Terceira Idade. Nossa escolha pela abordagem autobiográfica se justifica pelo fato de julgarmos que aprender uma LE é também conhecer mais de si mesmo e reconhecr que o percurso que trouxe o aluno até o ponto em que ele se encontra é importante no processo de aprendizagem. Consideramos, assim, o ato de raccontasi como uma produção que propicia visão cuidadosa ao passado, mas também ao presente e ao que ainda se poderá viver e aprender. Ao fazer referência às memórias de cada um, valorize-se o contexto e as características dos estudantes. Organizamos o material em Unidades de Trabalho que permitissem por meio de diferentes etapas que os alunos traçassem linhas do tempo e suas histórias de vida, visando a torna-los sujeitos ativos do processo de aprendizagem, oferecendo possibilidades de se expressarem utilizando a língua italiana, e considerando as singularidades de cada estudante no grupo. A coleta dos dados foi realizada por meio de a) autobiografias linguísticas dos alunos no início do trabalho, b) autobiografias de aprendizagem escritas no decorrer das aulas e c) entrevista com grupo focal realizada ao fim da oficina. A análise, realizada pela triangulação dos dados coletados, considerando o ponto de vista da professora e dos alunos, por meio de tópicos-chave para a compreensão deste trabalho, indicou que por meio das produções autobiográficas realizadas ao longo dos percursos propostos nas Unidades de Trabalho, foi possível invocar, refazer e ressignificar o conhecimento da língua italiana e, também, fortalecer os laços entre os participantes do grupo e o autoconhecimento. / Life expectancy has increased considerably, reconfiguring society and increasing the number o folder people seeking to learn something new. This scenario allowed the emergence of UNATI (Open Universities to the Third Age), in which teachers volunteer several free courses, including foreign languages (FL) to the elderly. In this paper, we will discuss the teaching and learning of Italian FL in the UNATI unit in the city of Araraquara, state of São Paulo. We seek to offer a workshop, which we call Raccontarsi, to the existing Italian FL classes, in which we associate autobiography with LE teaching and learning for the elderly. Our choice for the autobiographical approach is justified by the fact that learning an FL is also to know more about oneself and to recognize that the course that has brought the student to the point where he/she is is important in the learning process. We thus consider the act of raccontarsi a production that provides a careful view not only of the past, but also of the present and of what can still be lived and learned. When referring to the memories of each student, the context, and the characteristics of the students are valued. We organized the material in Work Units, which could allow through different stages the students to draw their life story and timeline, aiming to place them as active subjects of their learning process, offering possibilities of expressing themselves using the Italian language, and considering the singularities of each student within the group. Data collection was carried out by means of a) autobiographies of the students at the beginning of the work, b) autobiographies of learning, written in the course of the classes, and c) interview with a focus group at the end of the workshop. The analysis performed through the triangulation of the data collected, considering the point of view of the teacher and the students, through topics which were essential to understand this work indicated that, through the autobiographical productions carried out along the courses proposed in the Units, it was possible to strengthen the bonds within the group, and self-knowledge.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The contemporary world establishes itself as an invitation to read. We see the present world not only through it, but also through the screens of electronics, posters, billboards, etc. This quick reading, which involves multiple semioses, requires the students to read proficiently. National and international assessments indicate weakness in the educational system and show that in reading, the brazilian student is in critical condition, many of them unable to overcome the understanding of textual superficiality. At this level, most of the students in the third step (eighth grade), class B, of Reference Center for Youth and Adult Education Prof. Severino Uchôa, state college located in the central area of Aracaju (SE). In order to lead students to a more conscious and critical reading, we prepared a proposal of intervention, from the genre of commercials. This proposal is based on three-dimensional model of Fairclough (2001), and on postulates of Critical Discourse Analysis (CDA), which sees the discourse as a linguistic, discursive and social practice. The conceptual metaphors, which are manifested in our discourses, are also present in this work, as a way of adding meaning to the reading of the genre in question. Our theoretical support was based on scholars such as Bakhtin (1992), Carvalho (2014), Pedrosa (2008), Lakoff & Johnson (2009), Marcuschi (2008), Freire (2016), Kleiman (2003), Foucambert (1994), Meurer (2014), Rojo (2009, 2012), Ramalho & Rezende (2011), among others. In this endeavor, we used the research-action methodology, having as object of research the action/reflection/action, in a construction of the teacher/student partnership. In the present research, of the 22 evaluated students, 17 presented a progress at reading of advertising texts, showing that working with a critical discursive perspective in reading is a way to be followed by education professionals who wish to broaden the reading awareness of their learners. / O mundo contemporâneo estabelece-se como um convite à leitura. Enxergamos o mundo atual não só através dele, mas também através das telas dos aparelhos digitais, cartazes, outdoors etc. Essa leitura rápida e que envolve múltiplas semioses, exige dos alunos uma leitura proficiente. As avaliações nacionais e internacionais sinalizam fragilidade no sistema educacional e demonstram que, em leitura, o aluno brasileiro encontra-se em situação crítica, muitos deles não conseguindo ultrapassar a compreensão da superficialidade textual. Nesse patamar, encontram-se alguns dos alunos da terceira etapa (8ºano), turma B, do Centro de Referência para Educação de Jovens e Adultos Prof. Severino Uchôa, colégio estadual, localizado na zona central de Aracaju (SE). A partir dessa constatação, e com a intenção de conduzir os alunos a uma leitura mais consciente e crítica, elaboramos uma proposta de intervenção, a partir do gênero textual anúncios publicitários. A referida proposta foi baseada no modelo tridimensional de Fairclough (2001) e nos postulados da Análise do Discurso Crítica (ADC), que entende o discurso como prática linguística, discursiva e social. As metáforas conceituais, aquelas que se manifestam em nossos discursos, cotidianamente, também se encontram presentes neste trabalho, como forma de agregar sentido à leitura do gênero em pauta. Nosso aporte teórico fundamentou-se em estudiosos como: Bakhtin (1992), Carvalho (2014), Pedrosa (2008), Lakoff & Johnson (2009), Marcuschi (2008), Freire (2016), Kleiman (2003), Foucambert (1994), Meurer (2014), Rojo (2009, 2012), Ramalho & Rezende (2011), entre outros. Valemo-nos, nesta empreitada, da metodologia pesquisa-ação, tendo como objeto da pesquisa a ação/reflexão/ação, numa construção dos parceiros professor/aluno. Na presente pesquisa, dos 22 alunos avaliados, 17 apresentaram desempenho positivo em leitura crítica de textos publicitários, configurando que trabalhar com a perspectiva crítica discursiva, em leitura, é um caminho a ser seguido pelos profissionais de educação, que desejam ampliar a consciência leitora dos seus educandos. / São Cristóvão, SE

nÃo hà / A EducaÃÃo a DistÃncia tem surgido como uma alternativa de modalidade de ensino para atender a uma nova demanda sÃcio-polÃtica-econÃmica (BRENNAND, 2002). Consequentemente, essa nova modalidade tambÃm tem exigido a produÃÃo de material didÃtico virtual. Para tanto, esta pesquisa propÃe realizar um diagnÃstico dos recursos multimodais usados em materiais didÃticos virtuais, tentando compreender de que maneira tal uso tem contribuÃdo na elaboraÃÃo de materiais didÃticos virtuais. Para subsidiar teoricamente a pesquisa, este trabalho procurou respaldo na SemiÃtica Social, cujo foco incide sobre os principais modos de representaÃÃo e funÃÃo por meio de um texto, como tambÃm tenta investigar e compreender os fatores sociais, histÃricos e culturais utilizados para produzirem o significado de qualquer modo semiÃtico; (HODGE e KRESS, 1998; KRESS e VAN LEEUWEN, 1996; HALLIDAY, 1978). Essa teoria encontra subsÃdio no Funcionalismo, que em uma situaÃÃo comunicativa, considera o propÃsito do evento da fala, seus participantes e o contexto discursivo, ou seja; o uso da linguagem (HALLIDAY, 1994). Tanto a SemiÃtica Social quanto o Funcionalismo estabeleceram a base para a elaboraÃÃo da GramÃtica do Design Visual, produzido por Kress e van Leeuwen (1996), cujas metafunÃÃes sÃo baseadas nos princÃpios da GramÃtica SistÃmico-Funcional. E por vez, nortearam os estudos sobre a multimodalidade que serviram de base para a anÃlise dos recursos multimodais no material didÃtico virtual. Em consonÃncia com os objetivos deste trabalho, esta pesquisa foi conduzida por uma metodologia exploratÃrio-descritiva, do tipo survey, em que houve a seleÃÃo de duas disciplinas, uma do primeiro semestre, denominada de Teoria de LÃngua e Segunda LÃngua, e outra do terceiro, denominada de LÃngua Inglesa 3B, e de seus respectivos materiais didÃticos virtuais, do curso de graduaÃÃo semipresencial em Letras InglÃs da Universidade Federal do Cearà â UFC. Para a obtenÃÃo dos dados, foram utilizados trÃs instrumentos de pesquisa, uma Lista de Checagem e dois questionÃrios, adaptados para cada um dos participantes, alunos e professores coordenadores das disciplinas. Com a anÃlise, foram observadas nos materiais didÃticos virtuais trÃs tipos de linguagens: verbal, com 83%; nÃo-verbal, com 15%; e verbo-visual 2%. Constatou-se tambÃm que a maioria dos recursos multimodais à expresso pelo tipo de linguagem verbal. TambÃm, um nÃmero considerÃvel de elementos multimodais estabelece uma relaÃÃo com o texto por especificaÃÃo (IlustraÃÃo) ou por similaridade e possuem uma funÃÃo de impessoalidade ou neutro. Ainda, alguns desses recursos multimodais inseridos pelo autor sÃo trocados ou retirados no momento da transiÃÃo do meio impresso para o meio virtual por uma equipe de transiÃÃo da instituiÃÃo, o que faz perder o efeito de sentido original do texto; tambÃm hà um percentual mÃnimo de recursos multimodais que nÃo estÃo inseridos dentro de um contexto social do leitor, dificultando a compreensÃo do conteÃdo do material didÃtico; e, por fim, os recursos multimodais sÃo bem distribuÃdos e organizados na tela do computador. ConcluÃmos que à fundamental que todos os envolvidos no processo de elaboraÃÃo do material didÃtico virtual, tenham o conhecimento linguÃstico, em especial, sobre a SemiÃtica Social; ao inserir os recursos multimodais, que seja observado o universo sÃcio-cultural do aluno para a construÃÃo de sentido eficiente; e vejam a possibilidade de inserir outros recursos multimodais no texto de forma consciente para auxiliar na construÃÃo de sentido. / Distance education has established itself as an alternative modality of learning which meets new socio-political-economic demands in the educational field (BRENNAND, 2002). A consequence of this new learning modality is the increased need for virtual learning materials. This paper presents the results of an evaluation of the multimodal resources employed in virtual learning materials, and a discussion of how such use has contributed in the development of virtual learning materials. The background for the study are the linguistic theories on multimodality, such as functionalism, which takes into consideration, for any given communicative situation, the purpose of speech events, as well as the participants and the discursive context involved, i.e., the use of language (Halliday, 1994). The principles of social semiotics were also considered, which focus on the main representational and functional modes expressed in a text, while also trying to investigate and understand the social, historical and cultural factors involved in the production of meaning in any semiotic mode ( HODGE and Kress, 1998; Kress and van Leeuwen, 1996; Halliday, 1978). Social semiotics and functionalism are among the bases upon which the Grammar of Visual Design (Kress and van Leeuwen, 1996) was developed, and it proposes similar metafunctions to those found in systemic functional grammar theories. Kress and van Leeuwenâs work is, therefore, the main basis for the analysis of multimodal resources in virtual learning material presented in this paper. The study adopted exploratory-descriptive methods of survey type. Two English disciplines and their respective virtual learning materials were selected for investigation, namely Theories of Language and Second Language and English Language 3B. These disciplines are part, respectively, of the curriculums of the first and third semesters of the blended-modality BA Course in English Language Teaching at the Federal University of Cearà â UFC. In this course, students have both distance classes and regular in situ classes. Three research instruments were used for data collection, a checklist and two questionnaires, which were adapted to the different categories of participants: students, instructors and coordinators. The analysis revealed that three types of language are employed in the virtual learning materials under study: verbal language (83 %), non-verbal (15 %) and verbal-visual (2 %). Therefore, it was concluded that most multimodal resources are expressed by means of verbal language. In addition, it was found that a significant number of multimodal elements relate to the texts of origin through specification (illustration) or through similarity, and have impersonal or neutral functions. Furthermore, it was observed that the specialists from the University in charge of designing the virtual materials decide to change or withdraw from the text some of their multimodal resources, at the moment of their insertion in the virtual environment. This process results in the loss of some of the original meaning of the texts. There is also a small percentage of multimodal features which are not part of the social context of the readers, making it difficult to understand the content of the teaching material. Finally, it was found that the multimodal resources are well distributed and organized on the computer screen. From all that, it can be concluded that it is essential that all parties involved in the process virtual learning materials design have the necessary linguistic knowledge, especially concerning social semiotics. It is also important that material designers take the social and cultural background of the student into consideration in order to create efficient materials and that the possibility of purposeful insertion of other multimodal features in the text is considered as a way to contribute for the construction of textual meaning.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / As aplicaÃÃes da SequÃncia Fedathi (SF), ou seja, seus usos na educaÃÃo, trazem vÃrias possibilidades de ampliaÃÃes desta metodologia pedagÃgica, fomentando uma perspectiva de crescimento da mesma para alÃm de suas fases: tomada de posiÃÃo, maturaÃÃo e debruÃamento, soluÃÃo e prova. Colocando-a como uma alternativa para uma perspectiva de educaÃÃo, cujo professor à mediador e o aluno, um sujeito ativo, participativo, crÃtico, ambos integrados no processo de ensino-aprendizagem. Potencializando assim os usos da SF, no Ensino da MatemÃtica, Ensino a DistÃncia, ProduÃÃo de vÃdeos educativos, formaÃÃo de professores, por exemplo. Este trabalho tem como objetivo identificar conceitos aderentes à SF para formaÃÃo de profissionais e para a produÃÃo de conteÃdos, definindo estratÃgias, artefatos e metas. Para tanto, utilizamos como mÃtodos de pesquisa a revisÃo sistemÃtica de literatura, sobre as aplicaÃÃes da SF; estudos de caso relacionados à produÃÃo de conteÃdo para investigar a utilizaÃÃo da SF nos cenÃrios de produÃÃo e de formaÃÃo; e estudos de caso, realizados em uma instituiÃÃo de ensino superior, para validar o MASF: Modelo de ReferÃncia para aplicaÃÃo da SequÃncia Fedathi na formaÃÃo profissional e na produÃÃo de conteÃdo na perspectiva de institucionalizaÃÃo do modelo, definido como a contribuiÃÃo do trabalho. Dentre os resultados obtidos, apresentamos um modelo de referÃncia pedagÃgica para orientar profissionais liberais e/ou instituiÃÃes de ensino na definiÃÃo, implantaÃÃo e melhoria dos processos de uso da SF para a produÃÃo de conteÃdos didÃticos e a formaÃÃo de profissionais a atuarem no processo de ensino-aprendizagem participativos. Diante do referido estudo, podemos perceber o quanto o MASF, a partir da estruturaÃÃo de um modelo educativo, pode favorecer a ampla adoÃÃo da SF em relaÃÃo aos processos de produÃÃo de conteÃdos, formaÃÃo de professores e institucionalizaÃÃo da SF. / The aPClications of Fedathi sequence (SF), that is, its uses in education bring many possibilities for expansion of this teaching methodology, fostering a growth perspective just beyond its phases: taking a stand, maturation and debruÃamento, solution and proof. Placing it as an alternative to an education perspective, whose teacher is the mediator and the student, an active subject, participatory, critical, both integrated in the teaching-learning process. Thus enhancing the SF uses in Mathematics Education, Distance Learning, production of educational videos, teacher training, for example. This work aims to identify concepts adhering to SF for training professionals and content production, defining strategies oriented strategies, artifacts and goals. Therefore, we used as research methods systematic review of literature on the aPClications of SF; case studies related to the production of content to investigate the use of SF in the scenarios of production and training; and case studies in a higher education institution to validate the MASF in the model institutionalization perspective, defined as the contribution of labor. Among the results, we present a pedagogical reference model to guide professionals and / or educational institutions in the definition, implementation and improvement of the SF using processes for the production of educational content and the training of professionals to act in teaching situations participatory-learning. In the face of this study, we can see how the MASF from the structuring of an educational model can promote the widespread adoption of SF regarding the content production process, teacher training and institutionalization of SF.

Made available in DSpace on 2017-06-01T18:24:35Z (GMT). No. of bitstreams: 1 dissertacao_luciene_santos.pdf: 3436567 bytes, checksum: e3944dbd5f05d5c9c76118cf9b73e418 (MD5) Previous issue date: 2010-12-21 / Distance learning (ODL) has been seen by public universities as an important modality to promote the internalization and democratization of higher education. In this sense, the Federal Government has invested heavily in creation and maintenance of distance learning courses. In this development there are several aspects that need to be considered in offering a course in modality, among them we highlight the teaching resources to be available, in particular, the teaching material printed. In this sense, in this present research, carried out a study on the production of textual materials for distance education, focusing especially the teaching material printed once a there is a demand for the production of these institutions. Therefore, as a general objective is to offer subsidies to author teacher s that the help to make the text production of printed educational resource. Thus, were established the following specific objectives: to identify the author teacher s conception of language; the linguistic strategies used by them in textual production and verify the receptivity of a particular type of teaching material next to the students and identify the main demands of the students towards the material printed. The research was based on the analysis of teaching materials commonly used in distance learning courses, interviews, tests preference applied with students, author teachers and pedagogical coordination of courses in ODL of Universidade Federal Rural de Pernambuco. The work includes, above all, the textual linguistics and the prospects sociointeractionists and sociocognitivist as a theoretical basis. At the end of the research, some possibilities are indicated for the elaboration of texts appropriate to the modality. The results achieved can expand our studies in language, in line with the issues linked to the technological context / A educação a distância (EAD) tem sido visualizada pelas universidades públicas como uma modalidade importante para promover a interiorização e democratização do ensino público superior. Nesse sentido, o Governo Federal tem investido fortemente na criação, expansão e manutenção de cursos a distância. No bojo desse desenvolvimento há diversos aspectos que precisam ser considerados na oferta de um curso na modalidade, dentre eles destaca-se os recursos didáticos a serem disponibilizados, em especial, o material didático no formato impresso. Nesse sentido, na presente pesquisa, realiza-se um estudo sobre a produção textual de materiais didáticos para educação a distância, focando, sobretudo, o material didático impresso uma vez que existe uma demanda das instituições pela produção destes. Assim, como objetivo geral, tem-se oferecer aos professores autores subsídios que o auxiliem a realizar a produção textual do recurso pedagógico impresso. Para tanto, foram estabelecidos os seguintes objetivos específicos: identificar a concepção de linguagem dos professores autores; as estratégias lingüísticas utilizadas por eles na produção textual; verificar a receptividade de determinado tipo de material didático junto aos alunos e identificar as principais demandas dos alunos em relação ao material impresso. A pesquisa teve como base a análise de materiais didáticos comumente utilizados em cursos a distância, entrevistas e testes de preferência aplicados com alunos, professores autores e coordenação pedagógica de cursos de EAD da Universidade Federal Rural de Pernambuco. O trabalho contempla, sobretudo, a linguística textual e as perspectivas sociointeracionista e sociocognitivista como base teórica. Ao final da pesquisa, indicam-se algumas possibilidades para a elaboração de textos adequados à modalidade. Os resultados aqui alcançados poderão ampliar os estudos na área de linguagem, em sintonia com as questões atreladas ao contexto tecnológico

Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows: • <A HREF="http://courses.cs.vt.edu/csonline/Algorithms/Lessons/index.html">Algorithms</A> - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples. • <A HREF="http://courses.cs.vt.edu/csonline/AI/Lessons/index.html">Artificial Intelligence</A> - Overview of current applications in this discipline. • <A HREF="http://courses.cs.vt.edu/csonline/DataStructures/Lessons/index.html">Data Structures</A> - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures. • <A HREF="http://courses.cs.vt.edu/csonline/MachineArchitecture/Lessons/index.html">Machine Architecture</A> - Explanation of data storage, gates and circuits, and the central processing unit. • <A HREF="http://courses.cs.vt.edu/csonline/NumberSystems/Lessons/index.html">Number Systems</A> - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic. • <A HREF="http://courses.cs.vt.edu/csonline/OS/Lessons/index.html">Operating Systems</A> - Explanation of the purpose of operating systems and the major components that make up an operating system. • <A HREF="http://courses.cs.vt.edu/csonline/ProgrammingLanguages/Lessons/index.html">Programming Languages</A> - Explanation of the fundamental concepts in procedural programming languages. • <A HREF="http://courses.cs.vt.edu/csonline/SE/Lessons/index.html">Software Engineering</A> - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms. Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: <A HREF="http://courses.cs.vt.edu/csonline/index.html">http://courses.cs.vt.edu/csonline/</A> / Master of Science

The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affects their performance in the National examinations hence reducing the growth of a learned society. This research specifically addresses the prob- lem of lack of learning and teaching materials by using ICT tools for the development and delivery of e-Learning content. The research focused on two secondary schools, namely, the Wali-Ul-Asr Seminary and Kibaha Secondary School as pilot schools in Kibaha district Pwani region. The research used courseware engineering methodology which integrated instructional design and software engineering. The research was also inspired by the concepts of participatory action research, Mode 2 knowledge production and triple helix, which incorporated stakeholders’ participation throughout the research. The main stakeholders are researchers, students, teachers, head teachers, and Ministry of Education and Vocational Training officials. This is an applied type of research addressing a practical problem in society. The out- come is a pilot package of e-Learning material comprised of sample chapters of Mathematics form III at the pilot site. Blended mode of delivery has been considered using Compact Disc/Digital Versatile Disc Read Only Memory, the Tanzania Secondary Schools e-Learning (TanSS-L) System, a customized Moodle platform and by using face to face learning.

Made available in DSpace on 2016-04-27T16:32:56Z (GMT). No. of bitstreams: 1 Regina Maria da Silva.pdf: 4869997 bytes, checksum: c472596e419eaa0e1dfbe1b1c1888998 (MD5) Previous issue date: 2014-08-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Scope of this research is to investigate the approach of ethnic-racial relations in didactic books used by the Santo André County, "Formadores do Saber" (2011- 2012), whose main sources are: Law No. 10.639/03 and Guidelines National Curriculum for the Education of Racial-Ethnic and Teaching of History and Afro-Brazilian and African relations (DCNERER). The research considers the educational context of the municipality of Santo André - SP that has developed its own educational materials in partnership with the Centro Universitário Fundação Santo André (CUFSA). The central research problem is how to analyze the contents of Art, History and Brazilian Literature, respond to questions raised by Law No. 10.639/03. Have hypothesized that didactic books "Formadores do Saber" feature content related to the law 10.639/03 possible difficulties in dealing with the content in order to meet the objectives of DCENERER. The main theoretical frameworks are: Ivor Goodson (1998, 2001), Circe Maria Fernandes Bittencourt (2009), Kabengele Munanga (1995, 1996, 1999), Nilma Lino Gomes (2001, 2007, 2011) and Antonio Sergio Alfredo Guimarães (2005). To achieve the goal, the methodology was applied content analysis in search of evidence of the approach of ethno-racial issue. Evaluate the Teaching of History and Art were worked in an integrated manner, but only in 4th grade. 1st to 3rd year, the contents emphasize the development of identity. In literature, there are a significant number of African works from the 2nd to 5th year, but note the absence of african-Brazilian writers / Esta pesquisa tem por escopo a investigação da abordagem das relações étnico-raciais nos cadernos didáticos utilizados pela rede municipal de Santo André, Formadores do Saber (2011-2012), tendo como principais fontes: a Lei nº 10.639/03 e as Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e o Ensino de História e Cultura Afro-Brasileiras e Africanas (DCNERER). A pesquisa considera o contexto educacional do município de Santo André - SP que desenvolveu um material didático próprio em parceria com o Centro Universitário Fundação Santo André (CUFSA). O problema central da pesquisa é analisar como os conteúdos de Arte, História do Brasil e Literatura, respondem às questões colocadas pela Lei nº 10.639/03. Tem como hipótese que os cadernos didáticos Formadores do Saber apresentam conteúdos relacionados à lei 10.639/03 com possíveis dificuldades no trato do conteúdo de modo a atender aos objetivos das DCENERER. Os principais referenciais teóricos são: Ivor Goodson (1998; 2001), Circe Maria Fernandes Bittencourt (2009), Kabengele Munanga (1995; 1996; 1999), Nilma Lino Gomes (2001; 2007; 2011) e Antonio Sergio Alfredo Guimarães (2005). Para atingir o objetivo, a metodologia aplicada foi a análise do conteúdo em busca dos elementos que demonstrem a abordagem da questão étnico-racial. Avaliou-se que o Ensino de História e Arte foi trabalhado de modo integrado, mas somente no 4º ano. Do 1º ao 3º ano, os conteúdos enfatizam a valorização da identidade. Em Literatura, há um número significativo de obras africanas do 2º ao 5º ano, mas se notou a ausência de escritores afro-brasileiros

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-04-04T14:06:32Z No. of bitstreams: 2 Dissertação -Tania Regina Mendonça - 2018.pdf: 7408057 bytes, checksum: 3ed8b468852062a6967ad5585f9548d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-04-05T12:48:11Z (GMT) No. of bitstreams: 2 Dissertação -Tania Regina Mendonça - 2018.pdf: 7408057 bytes, checksum: 3ed8b468852062a6967ad5585f9548d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-04-05T12:48:11Z (GMT). No. of bitstreams: 2 Dissertação -Tania Regina Mendonça - 2018.pdf: 7408057 bytes, checksum: 3ed8b468852062a6967ad5585f9548d4 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-26 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / This research aims to analyze the verbal and non-verbal texts that make up the openings of the units of the High Up English didactic collection. Approved by the National Textbook Plan - PNLD 2015, recommended for high school, organized by the authors Reinildes Dias; Leina Juca and Raquel Faria. For this, the Systemic-Functional Grammar (HALLIDAY, 1994) ; (HALLIDAY and MATTHIESSEN, 2004) is in coherence with the multimodal texts from the perspective of theVisual Design Grammar (KRESS and VAN LEEUWEN, 2000). Based on these authors, it is hoped to find out if the study of the English language in a public school in the city of Pires do Rio - Goiás offers a variety of interpretations through the engravings and gives the students, according to the theme of the unit, reflect and discuss the images and phrases presented on said pages of unit openings. In addition to the multimodal analysis, the verbal that follow the unit openings were analyzed from the METHOD of Interpersonal Metaphor and analysis of the occurrences of the processes by the Ideational Metaphor, through the computer program called WordSmith Tools 7. It is a qualitative and quantitative research (DORNYEI, 2007) that relates theory, context and research questions. For the analysis of the corpus that composes this study, the data were selected, in consonance with the theoretical contribution of Visual Design Linguistic and Systemic- Functional Linguistic. / Esta pesquisa objetivou analisar os textos, verbais e não-verbais, que compõem as aberturas das unidades da coleção didática de inglês High Up, aprovado pelo Plano Nacional do Livro Didático – PNLD 2015, recomendado para o Ensino Médio, organizado pelas autoras Reinildes Dias; Leina Juca e Raquel Faria. Para tanto é utilizada a Gramática Sistêmico-Funcional (HALLIDAY, 1994); (HALLIDAY e MATTHIESSEN, 2004) esta em coadunação com textos multimodais na perspectiva da Gramática de Design Visual (KRESS e VAN LEEUWEN, 2000). Com base nesses autores, espera-se averiguar se o estudo da língua inglesa em uma escola pública da cidade de Pires do Rio - Goiás disponibiliza uma variedade de interpretações, por meio das gravuras e oportuniza aos alunos, de acordo com o tema da unidade, refletir e discutir sobre as imagens e frases apresentadas das referidas páginas de aberturas das unidades. Além das análises multimodais, os textos verbais que seguem as aberturas de unidades foram analisadas a partir do sistema de MODO da Metafunção Interpessoal e análise das ocorrências dos processos pela Metafunção Ideacional, por meio do programa computacional WordSmith Tool 7. Trata-se de uma pesquisa quali- quantitativa (DORNYEI, 2007) que relaciona teoria, contexto e perguntas de pesquisa. Para a análise do corpus que compõe este estudo, os dados foram selecionados, em consonância com o aporte teórico da Linguística de Design Visual e da Linguística Sistêmico-Funcional.