Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T20:00:44Z No. of bitstreams: 1 JoanaVieiraViana_DISSERT.pdf: 5476101 bytes, checksum: 49c78720e218dc3dcc01a5f43e59b371 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-16T18:09:10Z (GMT) No. of bitstreams: 1 JoanaVieiraViana_DISSERT.pdf: 5476101 bytes, checksum: 49c78720e218dc3dcc01a5f43e59b371 (MD5) / Made available in DSpace on 2018-03-16T18:09:10Z (GMT). No. of bitstreams: 1 JoanaVieiraViana_DISSERT.pdf: 5476101 bytes, checksum: 49c78720e218dc3dcc01a5f43e59b371 (MD5) Previous issue date: 2016-08-31 / A presente pesquisa tem como objetivo investigar a utiliza??o das t?cnicas de anima??o como linguagem na forma??o do professor de teatro e nas atividades em sala de aula do Ensino Fundamental 1. Tem como refer?ncia as experi?ncias vivenciadas na disciplina Teatro de Formas Animadas, na UFRN, no semestre de 2014.1, ministrada pelo Professor Dr. S?vio Ara?jo, na qual a pesquisadora realizou doc?ncia assistida e o relato e analise, a partir da sua pr?tica docente junto ?s turmas do Ensino Fundamental 1, da Escola Municipal Jos? Peregrino de Carvalho, em Jo?o Pessoa, PB, nos anos de 2015 e 2016. Observa-se nos dois espa?os, seja para alunos de gradua??o como para crian?as, que s?o enfrentados desafios referentes ao planejamento e sele??o de conte?dos, estrat?gias de motiva??o das turmas e melhor forma de fazer com que os alunos tenham autonomia e discernimento para desenvolverem seus potenciais art?sticos e pessoais. Com rela??o ? forma??o dos professores, ao definir conceitualmente e ao se estabelecer escolhas terminol?gicas e metodol?gicas, relacionadas ao que se entende por teatro de anima??o, ator animador, objeto, animar, e, principalmente, a partir da rela??o do di?logo estabelecida entre o ator, o animador e o objeto, delineia-se qual caminho percorrer no vasto universo do teatro de anima??o. Ressaltando-se as reflex?es sobre a cria??o art?stica como parte fundamental no processo de ensino-aprendizagem e sua rela??o com um melhor aproveitamento por parte dos alunos. Da mesma forma, com rela??o ao trabalho desenvolvido no ensino fundamental 1, a cria??o de cenas configura-se como uma potente estrat?gia metodol?gica na constru??o do conhecimento, embora uma s?rie de desafios sejam enfrentados diariamente no ambiente escolar. / This study aims investigate the utilization of theatre animation techniques as language in the drama teacher formation and in the elementary classroom activities. For this purpose, two experiences are taken as references. The first one is based in the internship as teacher assistant in the Dr. Savio Araujo?s classes of Theatre of Animated Forms in the first semester of 2014 in the Federal University of Rio Grande do Norte. The second is derivate of the researcher's work as teacher of arts in the Municipal School Jos? Peregrino de Carvalho of elementary level, in the city Jo?o Pessoa, PB, during the years of 2015 and 2016. In the both cases, as for undergraduate students as elementary school children, it is observed that there are challenges related to the planning and selection of contents, to the strategies to motivate the classes and the best way to make the students have autonomy and discretion to develop their artistic and personal potential. Regarding the formation of the teacher, the way to go through the vast universe of animation theatre is lineated by the conceptual definitions and terminological and methodological choices related of the assumed meaning for animation theatre, animator actor, object, give life, and mainly from the relationship of the dialogue established between the actor, the animator and the object. They are highlighted reflections about the artistic creation as fundamental part in the teaching-apprenticeship process and its relationship with the improvement by the students. Similarly, in relation to work in primary school 1, scenes creation is configured as a powerful methodological strategy in the construction of knowledge, although a number of challenges are faced daily in the school locus.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-09-13T17:10:56Z No. of bitstreams: 1 2016 - Ana Clara dos Santos Rohem Contrera.pdf: 769756 bytes, checksum: ec49525db46072f12a3f93129e5a0c84 (MD5) / Made available in DSpace on 2017-09-13T17:10:56Z (GMT). No. of bitstreams: 1 2016 - Ana Clara dos Santos Rohem Contrera.pdf: 769756 bytes, checksum: ec49525db46072f12a3f93129e5a0c84 (MD5) Previous issue date: 2016-12-14 / The daily life in Childhood Education is crossed by countless voices charged with different senses. This implies, however, thinking about the place for narrative practices in society and how they happen. It implies knowing that oral and written narratives have different values depending on the context in which they are applied, and even the written narratives have different weights, depending on the language they present. What voices of this quotidian the academic speeches received and announced? To consider that the narratives that cross this quotidian are more than simple little stories or attempts at scientific conceptualization lead us to the thought that they are conductive threads of experimentation. Therefore, the place of the formative experiences in Early Childhood Education, whether for teachers, children or even responsible, permeates the consciousness that one word, when encountering with other words, endow the surrounding universe with meanings. The ordinary individual, who talk about Michel de Certeau, through its relationship to narratives, focuses on everyday life making it always a unique event, or, in other words, it is the ordinary subject who through the use of the language also transforms daily life in the place of the extraordinary. This extraordinary daily life also permeates the relationship that each subject constructs with the word and with the language as a whole. Thus, the master's research in question was always strained between the relation of the teacher/researcher to literature and to the more usual language of the academy. Therefore, the way to present the research will be through a dialogue (ego and alter ego) between the Teacher and the Researcher with innumerable recurrences to different literary styles (short stories, chronicles and narratives) aiming to show as much as possible the polyphony investigated by Mikhail Bakhtin, who that research is theoretically based / O cotidiano na Educa??o Infantil ? atravessado por in?meras vozes carregadas de diferentes sentidos. Isto implica pensar, no entanto, o lugar destinado ?s pr?ticas narrativas na sociedade e como estas acontecem. Implica saber que a narrativa oral e escrita possuem valores diferentes dependendo do contexto em que sejam aplicadas e, mesmo as narrativas escritas possuem pesos diferentes, dependendo da linguagem que apresentem. Os discursos produzidos academicamente t?m acolhido e anunciado quais vozes deste cotidiano? Considerar que as narrativas que atravessam esse cotidiano s?o mais que simples historietas ou tentativas de conceitua??o cient?fica levam-nos ao pensamento de que s?o elas fios condutores de experimenta??o. Portanto, o lugar de acontecimento das experi?ncias formativas na Educa??o Infantil, seja para professores, crian?as ou mesmo respons?veis, perpassam pela consci?ncia de que uma palavra, ao encontrar com palavras outras, dotam de significados o universo circundante. O sujeito comum, ordin?rio, de que fala Michel de Certeau, atrav?s de sua rela??o com as narrativas incide sobre o cotidiano fazendo com que este seja sempre um acontecimento ?nico, ou, em outras palavras, ? o homem ordin?rio que atrav?s do uso da l?ngua transforma o cotidiano tamb?m no lugar do extraordin?rio. Esse cotidiano extraordin?rio ? perpassado ainda pela rela??o que cada sujeito constr?i com a palavra e com a linguagem como um todo. Assim, a pesquisa aqui apresentada esteve sempre tensionada entre a rela??o da Professora/Pesquisadora com a literatura e com a linguagem mais usual da academia. Portanto, o modo de apresentar a pesquisa ser? atrav?s de um di?logo (ego e alter ego) entre a Professora e a Pesquisadora com in?meras recorr?ncias a diferentes estilos liter?rios (contos, cr?nicas e narrativas) objetivando transparecer o m?ximo poss?vel da polifonia investigada por Mikhail Bakhtin, que fundamenta teoricamente esta investiga??o

Made available in DSpace on 2014-12-17T14:35:57Z (GMT). No. of bitstreams: 1 FernandaLCGL.pdf: 1288927 bytes, checksum: 02ea21823ae54fa66b13858522a92e1e (MD5) Previous issue date: 2008-07-25 / This investigation had the teacher as object of study, whose objective was to know and analyze the teacher‟s Social Representations (SR) shared by undergraduates, as from images of this professional (teachers? photos of several levels and school systems). It was searched out the process of depreciation or estimation, in which the teaching profession has been passing, trying to catch, specifically, possible existing correlations among such SR and the reflections in the attitudes developed by these students about their own development and professional practice. The data collection was carried out at the Federal University of Piau? Teresina with 165 undergraduates (15 from each course). It was applied a semi-structured interview, mediated by iconographic grouping (SALES, 2000, 2007), outlining a methodological widening of the studies fulfilled by (ROAZZI, 1995). It was used the function Factor Analysis, available in the SPSS (Statistical Package for the Social Sciences) for the analysis of the quantitative data, and it was proceeded a content analysis through the categorical analysis technique (BARDIN, 1977) for the analytical procedures of the qualitative data. It was resorted to the SR theory (MOSCOVICI, 1978) for the data interpretation and the Theory of Signs (PEIRCE. 1995) in the understanding of the decodification processes of signs that were present in the photos worked. It became evident that the undergraduates perceived the teaching profession inserted in a hierarchical scale of values (positive/negative), directly related to the school system and the teaching level, in which the teacher works. Most undergraduates share teacher‟s SR of negative content, consolidating the hegemonic SR about the teacher‟s social depreciation, although some of them imagine themselves, in the future, inserted among the teachers more appraised, showing that the SR orientate the positive and negative attitudes about the teacher. The presence of SR that mobilize the interviewers‟ attitudes in opposite senses related to the teacher, offer evidence of the necessity of future studies that can use a methodology more focused to understand other motivation factors that the undergraduates give evidence of having to the course they have chosen, besides the ones inferred by the SR caught in this investigation, as well as to establish a correlation between the teacher‟s SR (positive and negative) and the social economic level of the interviewers that share them. Such data revealed itself necessary since the literature signalizes for a relation between the course chosen and the applicant‟s social-economic level, and that the applicants‟ objective conditions to the licenciature courses are related to the subjective hopes that their group supplies / Esta investiga??o teve como objeto de estudo o professor, cujo objetivo foi conhecer e analisar as representa??es sociais (RS) de professor, partilhadas por licenciandos, a partir de imagens desse profissional (fotografias de professores em diversos n?veis escolares e redes de ensino). Buscou-se evidenciar o processo de (des)valoriza??o por que passa a profiss?o docente, procurando, especificamente, captar poss?veis rela??es existentes entre tais RS e os reflexos nas atitudes destes estudantes acerca da pr?pria forma??o e exerc?cio profissional. A coleta de dados foi realizada na Universidade Federal de Piau?-Teresina, junto a 165 licenciandos (15 por curso), com a aplica??o de entrevista semi-estruturada, mediada por agrupamentos iconogr?ficos (SALES, 2000, 2007), configurando-se como um alargamento metodol?gico dos estudos realizados por Roazzi (1995). Para a an?lise dos dados quantitativos, utilizou-se a fun??o Factor Analysis, dispon?vel no SPSS (Statistical Package for the Social Sciences) e para os procedimentos anal?ticos dos dados qualitativos, procedeu-se a uma an?lise de conte?do, por meio da t?cnica de an?lise categorial (BARDIN, 1977). Recorreu-se ? Teoria das RS (MOSCOVICI, 1978) para a interpreta??o dos dados, e a dos Signos (PEIRCE, 1995), na compreens?o dos processos de decodifica??o dos signos presentes nas fotografias trabalhadas. Evidenciou-se que os licenciandos perceberam a profiss?o docente inserida em uma escala hier?rquica de valores (positivo/negativo), relacionada, diretamente, com a rede escolar e o n?vel de ensino em que o professor atua. A grande maioria dos licenciandos comunga RS de professor de conte?do negativo, consolidando as RS hegem?nicas acerca da desvaloriza??o social do professor, embora alguns deles imaginem-se, no futuro, inseridos entre os professores mais valorizados, mostrando serem as RS orientadoras de atitudes positivas e negativas acerca do professor. A exist?ncia de RS que mobilizam atitudes dos entrevistados em sentidos opostos, em rela??o ao professor, evidenciou a necessidade de estudos posteriores que utilizem uma metodologia mais focada para apreender outros fatores de motiva??o que os licenciandos demonstraram ter para com o curso que escolheram, al?m dos inferidos pelas RS apreendidas nesta investiga??o, como tamb?m para estabelecer uma correla??o entre as RS de professor (positivas e negativas) e o n?vel socioecon?mico dos entrevistados que a partilham. Tais dados mostraram-se necess?rios uma vez que a literatura sinaliza para uma rela??o entre o curso escolhido e o n?vel socioecon?mico do candidato, e que as condi??es objetivas dos candidatos ?s licenciaturas est?o relacionadas ?s esperan?as subjetivas que o seu grupo fornece

Made available in DSpace on 2014-12-17T14:36:13Z (GMT). No. of bitstreams: 1 KellyPS.pdf: 2061085 bytes, checksum: 8d13bbe0a31972acd0a953779a089868 (MD5) Previous issue date: 2008-03-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This project has resulted from a reunion between me and two teachers with whom I had already worked, pedagogically counseling them during the execution of the Project of Youngsters and Adults Schooling at the Agrarian Reform Settlements in the State of Sergipe (PAJA/PRONERA) between 2002 and 2003. The matter that really motivated the research was related to the essential principle that guided the accomplishment of the PAJA s teachers education and professionalization: understanding their reality and knowing their needs, promoting the dialogue between scientific and common sense knowledge. Taking as a reference the fact that the teachers education is not restricted to the academic qualification, that is, that it is a part of the educational process, which, in turn, is a result of each one s personal background, dialectically individual and collective, the access to the teachers reality and needs was accomplished by studying their backgrounds, especially their school and professional career. They, inevitably, focused themselves on the country life s social and cultural context, that could be better understood by living together with the teachers during the twenty-seven days I stayed in the Golfo s settlement, located in the town named Pacatuba/SE. The approach to the teachers lives through their stories and the daily contact proved how much Science is still distant from the peasants routine, sometimes being presented to them as a finished product . That way, the dialog between those two categories and the expectation of the country life s social and cultural conditions, together with the education, in which teachers have an essential role, still remain as a challenge / Este trabalho resultou do reencontro entre mim e duas professoras com as quais j? havia trabalhado, orientando-as pedagogicamente, durante a execu??o do Projeto de Alfabetiza??o de Jovens e Adultos nos Assentamentos de Reforma Agr?ria do Estado de Sergipe (PAJA/PRONERA), entre 2002 e 2003. A quest?o que motivou a pesquisa esteve alicer?ada no princ?pio fundamental que orientou a realiza??o dos cursos de forma??o e capacita??o de professores e professoras no PAJA: conhecer a realidade e as necessidades dos mesmos, promovendo o di?logo entre o conhecimento cient?fico e o conhecimento do senso comum. Tomando como referencial o fato de que a forma??o das professoras n?o est? restrita ? qualifica??o acad?mica, ou seja, de que esta comp?e uma parte da forma??o, que por sua vez ? resultante da trajet?ria pessoal de cada uma, dialeticamente individual e coletiva, o acesso ? realidade e ?s necessidades das professoras foi realizado por meio do conhecimento da hist?ria de vida das mesmas, especialmente de suas trajet?rias escolares e profissionais. Estas, inevitavelmente, remeteram-se ao contexto social e cultural do campo, que p?de ser conhecido ainda mais de perto com a conviv?ncia junto ?s professoras durante vinte e sete dias em que permaneci no assentamento Golfo, localizado no munic?pio de Pacatuba/SE. A aproxima??o ? vida das professoras atrav?s de suas narrativas e da conviv?ncia cotidiana demonstrou o quanto a Ci?ncia ainda se encontra distante do dia-a-dia dos camponeses e camponesas, se apresentando por vezes como um produto acabado. De maneira que o di?logo entre essas duas esferas e a expectativa da transforma??o das condi??es sociais e culturais no/do campo, com a contribui??o da educa??o, na qual o professor e a professora t?m papel essencial, ainda permanecem como um desafio

Made available in DSpace on 2014-12-17T15:04:52Z (GMT). No. of bitstreams: 1 MiguelSL.pdf: 2637057 bytes, checksum: 08b15aa46e42dc859e6831bd5ff6f1b3 (MD5) Previous issue date: 2008-07-31 / This study aims to include topics related to Space Science in elementary education from an experiment that aims to rescue the science teachers in public schools of S?o Tom?, RN, a taste for experimentation and exploration of advanced technologies. During this research with teachers found that they knew enough about the subject, but this knowledge was restricted to the events disclosed by the media. Regarding scientific knowledge, that same surface, they had many conceptual difficulties which hindered the approach of these topics in their classes. To overcome this difficulty, a workshop was held where teachers had the opportunity to discuss the historical aspect of Space Science, some physical concepts related to it, and the conduct of experiments with PET bottle rockets that recover from the curiosity typical of how the science. The results were outlined in the form of Planning Didactic built by teachers and using themes related to space science, from there, discussing content already provided in the composition of the schools curriculum. Therefore, this work allowed the teachers a minimum training required for them to not only reproduce, but readjusted and build, from this, their own paths in the classroom at the fundamental level / O presente trabalho objetiva inserir temas relacionados ?s Ci?ncias Espaciais no ensino fundamental a partir de uma experi?ncia realizada em escolas p?blicas de S?o Tom?, RN visando resgatar nos professores de ci?ncias o gosto pela experimenta??o e a explora??o de tecnologias avan?adas. Durante esta pesquisa com os professores verificou-se que eles conheciam bastante sobre o tema, mas este conhecimento era restrito aos eventos espaciais divulgados pela m?dia. Em rela??o ao conhecimento cient?fico, mesmo aquele superficial, os docentes apresentavam muitas dificuldades conceituais o que dificultava a abordagem destes temas em suas aulas. Para discutir tais dificuldades, foi realizada uma oficina onde os professores tiveram a oportunidade de discutir o aspecto hist?rico das Ci?ncias Espaciais, alguns conceitos f?sicos a ela relacionados, bem como a realiza??o de experimentos com foguetes de garrafa PET que resgatam a curiosidade t?pica do fazer da ci?ncia. Frutos dessa oficina foram esbo?ados Planejamentos Did?ticos constru?dos pelos professores. Tais planejamentos utilizando temas relacionados ?s Ci?ncias Espaciais se transformaram em planos de aula para, a partir desses, abordarem conte?dos j? previsto na composi??o curricular das escolas. Portanto, a partir deste trabalho professores que atuam em escolas p?blicas de S?o Tom?, RN passaram por uma capacita??o m?nima necess?ria para que estes possam n?o somente reproduzir, mas readequar e construir, a partir deste, seus pr?prios caminhos em suas salas de aula no n?vel fundamental. Por outro lado, verificamos, como j? havia sido percebido por diversos autores, que temas relacionados ao Espa?o podem e devem ser utilizados como agentes capazes de motivar o aprendizado em ci?ncias

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T12:44:58Z No. of bitstreams: 1 AlineDaPaixaoPrezotto_DISSERT.pdf: 3616177 bytes, checksum: 52e4a10d553cf27884b5e73dcc25ec1d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-19T21:12:46Z (GMT) No. of bitstreams: 1 AlineDaPaixaoPrezotto_DISSERT.pdf: 3616177 bytes, checksum: 52e4a10d553cf27884b5e73dcc25ec1d (MD5) / Made available in DSpace on 2018-02-19T21:12:46Z (GMT). No. of bitstreams: 1 AlineDaPaixaoPrezotto_DISSERT.pdf: 3616177 bytes, checksum: 52e4a10d553cf27884b5e73dcc25ec1d (MD5) Previous issue date: 2014-08-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / A presente disserta??o, intitulada ?No banzeiro do Amazonas: realidade e perspectivas das aulas de educa??o f?sica nas escolas de v?rzea do Munic?pio de Santar?m-PA?, tem como objetivo geral apresentar e discutir os desafios e as dificuldades do professor sem qualifica??o profissional para ensinar Educa??o F?sica na regi?o de v?rzea do munic?pio de Santar?m, tendo-se como objetivos espec?ficos: 1) identificar os desafios que emergem do ambiente de v?rzea que se relacionam ao cotidiano docente e aos espa?os f?sicos para as aulas de Educa??o F?sica; 2) realizar um levantamento das dificuldades do professor sem qualifica??o profissional para ensinar Educa??o F?sica, bem como do modelo de aula desenvolvido. Para o alcance dos objetivos enunciados, a presente pesquisa lan?ou m?o da abordagem qualitativa com base na t?cnica do estudo de caso. A investiga??o foi desenvolvida em aproximadamente cinco meses na escola da comunidade S?o Cir?aco do Urucurituba, localizada ?s margens do rio Amazonas, no munic?pio de Santar?m, e ocorreu em duas etapas: na primeira, foram realizados registros atrav?s de fotografias e anota??es em di?rio de campo sobre o cotidiano e sobre as condi??es locais de realiza??o das aulas; na outra etapa, realizada simultaneamente ? primeira, buscou-se identificar as dificuldades associadas ? pratica docente nas aulas de Educa??o F?sica da escola, atrav?s de observa??o das aulas, entrevista com a professora respons?vel e com dois grupos de alunos, al?m da an?lise de um plano de curso apresentado pela professora. Ap?s o levantamento do contexto das aulas, modificamos a postura para observador participante. Nessa fase, proporcionamos uma capacita??o em que foram desenvolvidos estudos de temas relevantes para a professora. Essa mudan?a de postura foi importante para a confirma??o de informa??es j? coletadas e o acr?scimo de outras que foram registradas no di?rio de campo, al?m da inclus?o de fotografias e filmagens. Os resultados da pesquisa desnudam os desafios que emergem do conv?vio cotidiano das pessoas com o rio, como os riscos de enfrentar um temporal ou fazer uma travessia; os aspectos de sazonalidade da cheia e vazante, pelo fato de a comunidade estar localizada numa regi?o de v?rzea; bem como as dificuldades inerentes ao ambiente de v?rzea, como, o fen?meno das ?terras crescidas? que ocorre durante a vazante do rio e que altera o espa?o f?sico de realiza??o das aulas. Al?m disso, verificou-se que a pr?tica pedag?gica da professora era bastante limitada pela falta de conhecimento dos conte?dos de Educa??o F?sica e das metodologias de ensino, o que ocasionava uma limita??o na realiza??o de suas aulas baseadas em dois modelos pedag?gicos da ?rea empregados por ela: os modelos ?recreacionista? e o ?esportivista?. Como perspectiva de melhoria para esse quadro, foi apresentado, durante a capacita??o, o modelo pedag?gico descrito nos Par?metros Curriculares Nacionais em conson?ncia com a realidade dos espa?os e materiais did?ticos dispon?veis. / This dissertation entitled "In banzeiro Amazon: challenges and opportunities for physical education classes in schools floodplain of the Municipality of Santar?m- Par?" has the general objective to present and discuss the challenges and difficulties of the teacher without professional qualification to teach Physical Education in the floodeplain area of the city of Santar?m, having specific objectives: 1) identify the challenges that emerge from the floodplain environment that relate to everyday teaching and physical spaces for Physical Education classes; 2) conduct a survey of the difficulties of the teacher without professional qualification to teach Physical Education, as well as the class model developed. To achieve the objectives stated above, the present study made use of a qualitative approach based on the technique of the case study. The research was developed in approximately five months at the school of S?o Cir?aco do Urucurituba community located on the banks of the Amazon River, in the region of Santar?m and occurred in two stages: first, records were made through photographs and notes in the field journal about everyday life and on local conditions for implementing the lessons; at another stage, held simultaneously at first, we attempted to identify the difficulties associated with teaching practices in Physical Education classes in school, through observation of lessons, interview with the teacher responsible and with two groups of students, and analysis of a Course plan submitted by the teacher. After analyzing the context of lessons, we modified the posture to participant observer. In this phase, we provide a training studies in which relevant issues were developed for the teacher. This change of attitude was important for confirming information already collected and adding others that were recorded in the field diary, added photographs and filming. Search results lay bare the challenges that emerge from the everyday living of people with the river, as the risks of facing a storm or make a crossing; aspects of seasonality of flood and ebb, because the community is located in floodplain area; as well as the inherent difficulties of the floodplain environment, such as the phenomenon of "grown lands" that occurs during the ebb of the river and altering the physical space of the implementation of lessons. Furthermore, it was found that the teacher's practice was quite limited by lack of knowledge of the contents of Physical Education and teaching methodologies, which caused a limitation in conducting their classes based on two pedagogical models of the area, employed by her: the "roll the ball" and "sportsmanship". How prospect of improvement for this framework, the pedagogical model described in the National Curriculum Standards in line with the reality of space and materials available was presented during the training.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-02-01T22:26:04Z No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) / Made available in DSpace on 2017-02-01T22:26:04Z (GMT). No. of bitstreams: 1 Arig?sica Andrade Moura - Disserta??o.pdf: 1795253 bytes, checksum: 3795b7451f303b5c88f6c2eabb67a8e7 (MD5) Previous issue date: 2016-09-12 / This dissertation in inserted in the line of research 2 ? Cultures, Formation and pedagogical Practices ? of the postgraduate program in Education at the State University of Feira de Santana (UEFS). It aimed to understand the implications of the discipline ?Aesthetics and Ludicity in Children?s Literature? on the pedagogical practices of teachers graduated in Portuguese language and literature at the State University of Bahia. Based on this assumption, the locus of this research was the State University of Bahia (UNEB), campus XXII, located in the town of Euclides da Cunha. The research subjects were six teachers graduated from UNEB, who work with students in the initial years in a public middle school. It is a qualitative research study, in which I opted for a semi-structured interview as an instrument for data collection, and I was inspired by life stories. In doing so, I could map conflicts, values, contradictions, and the way that each interviewee sees and signifies his or her reality. It was also possible to investigate the relations, the representations, the interpretations, and what these subjects graduated in Portuguese language and literature think of Children?s Literature in their formation. For this purpose, the research used as a theoretical basis authors such as Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) among others. The insertion of Children?s Literature as a discipline in teaching courses is an issue that has been timidly discussed in the academic environment. Despite oscillating in the curricula of several higher education institutions, this genre marks strong presence in classrooms. As this theoretical and literary knowledge is given a secondary role in the formation of teachers holding a teaching degree in language and literature, a gap is created in their formation, given that Children?s Literature will be present in their everyday teaching activities. The data analysis showed that only the insertion of the discipline is not the solution to the formation of readers. On the contrary, this formation issue is more closely associated with the teacher?s experience with literary reading than with the study of Children?s Literature during the graduation course in teaching. And here is the key point. In order for teachers to be mediators in reading activities, they need to see themselves as literary readers. / Esta disserta??o est? inserida na linha de pesquisa 2 ? Culturas, Forma??o e Pr?ticas Pedag?gicas ? do Programa de P?s-Gradua??o em Educa??o da Universidade Estadual de Feira de Santana (UEFS). Seu prop?sito foi compreender as implica??es do componente curricular ?O est?tico e o l?dico na Literatura infantojuvenil? na pr?tica do licenciado em Letras Vern?culas, da Universidade do Estado da Bahia (UNEB). Partindo desses pressupostos, essa pesquisa teve como l?cus a Universidade do Estado da Bahia, campus XXII, situado na cidade de Euclides da Cunha. Seus sujeitos foram seis professores das s?ries finais do ensino fundamental da rede p?blica, egressos do referido campus. Trata-se de uma pesquisa qualitativa, onde optei pela entrevista semiestruturada como instrumento de coleta de dados e me inspirei na Hist?ria de Vida. Dessa forma, pude mapear conflitos, valores, contradi??es, os modos como cada entrevistado percebe e significa sua realidade. Foi poss?vel, ainda, investigar as rela??es, as representa??es, as interpreta??es, o que os sujeitos pensam acerca da literatura infantojuvenil em sua forma??o, enquanto licenciados em Letras. Para tanto, a pesquisa teve como aporte te?rico autores como Arroyo (2011), Coelho (2000), Eco (1994), Faria (2010), Mortatti (2001; 2014), Cerqueira (2007), Lajolo (1983; 1996; 1998; 2007; 2015), Meireles (1984), N?voa (2003), Pimenta e Lima (2004), Zilberman (1987; 2003; 2005; 2014), Rangel (2009), Todorov (2009) entre outros. A inser??o da Literatura infantojuvenil como disciplina em cursos que visam ? forma??o de professores ? uma quest?o que vem sendo timidamente discutida no meio acad?mico. Apesar de oscilar nos curr?culos de diversas institui??es de ensino superior, esse g?nero marca forte presen?a na sala de aula. ? medida que se relega a um segundo plano esse conhecimento te?rico-liter?rio na forma??o do licenciado, constr?i-se uma lacuna em sua forma??o, pois, em sua atua??o enquanto docente, a literatura (infantil e juvenil) estar? presente em seu dia-a-dia. A an?lise de dados mostrou que apenas a inser??o da disciplina n?o se constitui como uma solu??o para a forma??o de leitores. Ao contr?rio, a quest?o de tal forma??o est? mais associada ?s viv?ncias do professor com a leitura liter?ria do que apenas com o estudo da literatura infantojuvenil durante a licenciatura. Eis o ponto-chave desvelado: a hist?ria de leitura do licenciado. O professor, para ser mediador de leitura, necessita ser e se perceber enquanto leitor liter?rio.

Made available in DSpace on 2016-04-04T18:32:28Z (GMT). No. of bitstreams: 1 Seizo Vinicius Soares.pdf: 660345 bytes, checksum: 6228d36b21b11cfe72408a96d5f656a4 (MD5) Previous issue date: 2006-08-15 / This study inset in the research line of the University, Instruction and Teachers Education, has the following objectives: 1. identifying interests and motivations of the use of audiovisual in the education practices by teacher in the Social Communication graduation course at a College in the Southeast area of the State of S?o Paulo; 2. diagnosing the possibilities of promoting the appreciation of audiovisual as a resource able to stimulate a new pedagogical procedure in harmony with the contemporary student social context, an image consumer, exposed to the new media and to the culture of mass communication; 3. contributing with pedagogical essays that use audiovisual communication to further discussion on methodological innovations. Our proposal was to detach audiovisual in the context of education and communication technologies bringing another view to their potentials on the teaching-learning relationships. The teaching analysis and the teacher means to develop it, were performed in a critical and contextualized manner in the education of the student of social communication, through the speech of seven subjects that answered a questionnaire. The world of images and audiovisual communication, portrayed in theoretical fundaments that provided the subsidy for the video proposal as a metaphor on the construction of knowledge and the analysis of the testimonies on moving image and what it represents in the investigated reality, pointed out the search for breaking the limits of space and time in the class architecture. It is expected with this work to contribute for the advance of the discussion on innovation of the pedagogical practice with the insertion of technological resources, specially audiovisual in the classrooms at college level teaching institutions / Este estudo, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores, tem por objetivos: 1. identificar interesses e motiva??es do uso do audiovisual na pr?tica docente de professores do curso de gradua??o em Comunica??o Social de uma Institui??o de Ensino Superior da regi?o sudeste do Estado de S?o Paulo; 2. diagnosticar as possibilidades de promover a valoriza??o do audiovisual como um recurso capaz de estimular um novo fazer pedag?gico em conson?ncia com o contexto social do aluno contempor?neo, consumidor de imagem, exposto ?s novas m?dias e ? cultura da comunica??o de massa; 3. contribuir com ensaios pedag?gicos que utilizam a comunica??o audiovisual, para o avan?o das discuss?es sobre inova??es metodol?gicas. Nossa proposta foi destacar o audiovisual no contexto das tecnologias da educa??o e comunica??o trazendo um outro olhar sobre seus potenciais nas rela??es de ensino-aprendizagem. As an?lises da doc?ncia e das condi??es do professor para desenvolv?-la foram realizadas de forma cr?tica e contextualizada na forma??o do educando em comunica??o social, por meio das falas de sete sujeitos respondentes de um question?rio. O mundo das imagens e a comunica??o audiovisual, retratados em fundamentos te?ricos que subsidiaram a proposta do v?deo como met?fora da constru??o do conhecimento e a an?lise dos depoimentos sobre a imagem em movimento e o que ela representa na realidade investigada evidenciaram a busca pelo rompimento dos limites de espa?o e de tempo da arquitetura da aula. Espera-se com este trabalho contribuir para o avan?o das discuss?es sobre inova??o da pr?tica pedag?gica com a inser??o de recursos tecnol?gicos, especialmente os audiovisuais na sala de aula de institui??es de ensino superior

Made available in DSpace on 2016-04-04T18:32:51Z (GMT). No. of bitstreams: 1 Melissa Junqueira Picarelli.pdf: 12155210 bytes, checksum: 0936a908b92e270547bb16bc9265f243 (MD5) Previous issue date: 2008-08-08 / With the social, economical and technological changes which happen in a vertiginous way, new demands are imposed to the teaching systems in all level and in relation to the citizen s profile who wants to graduate. It is required for the person to be creative, intelligent, able of solving problems, to adapt himself to the changes and mainly, to generate, select and interpret information. The education should be compromised with the pupil s total development. The National Curriculum Parameters from the High School bring a work proposal focused on the development of competence and ability. One of these competences is the reading competence and, for its development, the work with reading is of extreme importance. The objective of the paperwork, bearing the line of research: University, Teaching and Teacher s formation , is to analyze how it the math teacher sees the reading competence in the High School Math classes. For this, we ran over a series of authors who deal with the theme. To collect the basis for the research a questionary, holding questions to ten math teachers who act in the State High School which are jurisdictioned to the West Campinas Teaching Region Border, was initially given. Afterwards, two of the teachers were interviewed for deeping the questions. The analysis was structured following the theme axis: The reading in the Math classes; Strategies to the reading development in the Math classes; Teacher's difficuties in relation to the reading work in the Math classes and training to the reading work in the High School Math classes. Although the importance which the participant teachers assign to reading, it was verified that the majority do not develop expressive reading activities in their classes. It was also testified that in the teachers initial backgrounds, in no occasion, the reading development issue was handled. It is expected that this research contributes to a discussion about the theme and enlightens, in the teachers formation, the importance of practices which focus the reading in the math classes. / Com as mudan?as sociais, econ?micas e tecnol?gicas que ocorrem de forma vertiginosa, novas exig?ncias s?o impostas aos sistemas de ensino em todos os n?veis e em rela??o ao perfil do cidad?o que se quer formar. Exige-se que a pessoa seja criativa, inteligente, capaz de solucionar problemas, de se adaptar ?s mudan?as e, principalmente, de gerar, selecionar e interpretar informa??es. A educa??o deve estar comprometida com o desenvolvimento total do educando. Os Par?metros Curriculares Nacionais do Ensino M?dio trazem uma proposta de trabalho voltada ao desenvolvimento de compet?ncias e habilidades. Uma dessas compet?ncias ? a compet?ncia leitora e, para seu desenvolvimento, o trabalho com leitura ? de extrema import?ncia. O objetivo do trabalho, dentro da linha de pesquisa Universidade, Doc?ncia e Forma??o de Professor, ? analisar como o professor de Matem?tica v? a compet?ncia leitora na sala de aula de Matem?tica no Ensino M?dio. Para isso, recorremos a diversos autores que tratam da tem?tica. Para a coleta de dados foi inicialmente aplicado um question?rio a dez professores de Matem?tica que atuam no Ensino M?dio em escolas estaduais jurisdicionadas ? Diretoria de Ensino Regi?o de Campinas Oeste. Dois dos professores foram posteriormente entrevistados para aprofundamento das quest?es. A an?lise foi estruturada segundo os eixos tem?ticos: Import?ncia dada ? leitura; A leitura nas aulas de Matem?tica; Estrat?gias para o desenvolvimento de leitura nas aulas de Matem?tica; Dificuldades do professor em rela??o ao trabalho com leitura nas aulas de Matem?tica e Forma??o para o trabalho com leitura nas aulas de Matem?tica. Apesar da import?ncia que os professores participantes atribuem ? leitura, verificou-se que a maioria n?o desenvolve atividades significativas com leitura em suas aulas. Constatamos tamb?m que na forma??o inicial desses professores, em nenhum momento, foi tratada a quest?o do desenvolvimento de trabalhos com leitura. Espera-se que a pesquisa contribua para a discuss?o sobre o tema e evidencie, na forma??o de professores, a import?ncia de pr?ticas que enfoquem a leitura nas aulas de Matem?tica.

Made available in DSpace on 2016-04-04T18:32:57Z (GMT). No. of bitstreams: 1 Patricia Barreto.pdf: 2331000 bytes, checksum: 7ce6075c159c2a84f6a81e81ac326ee4 (MD5) Previous issue date: 2010-02-22 / Due to the changes happened in the world in the social, political and economic section and strong presence of the new technologies, the Education one sees forced to contemplate and to generate changes in its scenery to accompany a process of irreversible advance in computers technology. So, the objective of this study it is to investigate the process of teachers' formation for the use of the new technologies in the politics context of the National Program of Computer science in Education - PROINFO -, implanted in the municipal schools Campinas city/SP. This study is inserted in the line of research Pedagogic Practices and Formation of the Educator. For the development of this research, a qualitative methodology was used, because this facilitates to accompany the dynamics of the conflicts, the contradictions, the analysis, the formulation and the reformulation of causal hypotheses. As instrument for collection of the data, it were applied questionnaires to the teachers of Fundamental Teaching of municipal schools of Campinas and interviews semi-structured, accomplished with the coordinator of the Educational Technological Nucleus - NTE -, which is the representation of the politics of PROINFO in Campinas; with the director of the Pedagogic Department of the City hall; with the two directors of the researched schools and with two coordinators in them developed. The collected data and analyzed direct for a complex and contradictory scenery in the relationships that involve the school, the technology and the public politics. It was verified that the politics of PROINFO in Campinas comes without focus and without clarity in its operation guidelines. / Devido ?s mudan?as ocorridas no mundo no setor social, pol?tico e econ?mico e ? forte presen?a das novas tecnologias, a Educa??o se v? obrigada a refletir e gerar mudan?as no seu cen?rio para acompanhar um processo de informatiza??o irrevers?vel. Desse modo, o objetivo deste trabalho ? investigar o processo de forma??o de professores para o uso das novas tecnologias no contexto da pol?tica do Programa Nacional de Inform?tica na Educa??o PROINFO -, implantada nas escolas municipais da cidade de Campinas/SP. O presente trabalho est? inserido na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador. Para o desenvolvimento desta pesquisa, foi utilizada uma metodologia qualitativa, pois esta possibilita acompanhar a din?mica dos conflitos, as contradi??es, a an?lise, a formula??o e a reformula??o de hip?teses causais. Foram utilizados, como instrumento para coleta dos dados, question?rios aplicados a professores de Ensino Fundamental de escolas municipais de Campinas e entrevistas semiestruturadas, realizadas com a coordenadora do N?cleo Tecnol?gico Educacional NTE -, o qual ? a representa??o da pol?tica do PROINFO em Campinas; com o diretor do Departamento Pedag?gico da Prefeitura; com os dois diretores das escolas pesquisadas e com dois coordenadores nelas desenvolvidos. Os dados coletados e analisados apontam para um cen?rio complexo e contradit?rio nas rela??es que envolvem a escola, a tecnologia e o meio p?blico. Constatamos que a pol?tica do PROINFO em Campinas se apresenta sem foco e sem clareza nas suas diretrizes de funcionamento.