Orientador: Douglas Altamiro Consolo / Banca: Vera Lúcia Teixeira da Silva / Banca: Marilei Amadeu Sabino / Resumo:Esta pesquisa objetivou investigar como a teoria das Inteligências Múltiplas (IM), proposta por Howard Gardner, pode auxiliar na elaboração e implementação de práticas de ensino em língua inglesa na escola pública. Um aspecto importante dessa proposta é considerar as diferentes habilidades e capacidades dos alunos, e suas variadas manifestações como produtos valorizáveis, no contexto desses alunos. Foi realizada uma pesquisa-ação com uma classe do primeiro ano do ensino médio de uma escola pública estadual. Durante dois semestres foram adaptadas e desenvolvidas atividades didáticas baseadas na teoria das IM, nesse contexto. Os dados foram coletados por meio de um inventário de inteligências, questionários, diários e observações por parte do professor-pesquisador, e gravações de aulas. Apresentam-se as bases teóricas pertinentes às IM e à Abordagem Comunicativa, utilizada na condução das aulas, a metodologia de pesquisa, exemplos das atividades aplicadas, os resultados obtidos e as reflexões a partir dos dados coletados. No contexto investigado, este estudo se volta para possíveis soluções de problemas encontrados na prática do professor, na expectativa de, ao promover a discussão e reflexão sobre a prática pedagógica, criarem-se condições de aprimoramento e desenvolvimento de novas e melhores estratégias de ensino de língua estrangeira. / Abstract: This research study aimed at investigating how the Multiple Intelligences theory (MI), proposed by Howard Gardner, can help de design and implementation of teaching practices in English language teaching in public schools. An important aspect of this proposal is to consider the students' different skills and capacities, and their many manifestations as valuable products in the students' context. An action-research project was conducted with a first-year class of a state high school in Brazil, for two semesters. Didactic activities were adapted, on the basis of the MI theory, and used in that context. Data were collected by means of an inventory of intelligences, questionnaires, diaries and observations made by the teacher-researcher, and lessons were recorded. The theoretical bases of the MI theory and of the Communicative Approach, followed during the lessons, are presented here, as well as the research methodology, examples of the class activities, the results of the study and a reflection about the data. In the context investigated, this study focuses on possible solutions for the problems faced in the teacher's work and, by promoting reflection and discussion about pedagogical practices, expects to create conditions for better teaching conditions and the development of new and better strategies for the teaching of foreign languages. / Mestre

Com base nas teorias apresentadas por Howard Gardner e Daniel Goleman relacionadas à inteligência humana, este estudo busca oferecer um subsídio prático, objetivo e operacional aos profissionais que têm contato com alunos do ensino médio, a fim de que possam, através da percepção que os alunos têm de si mesmos em atividades cotidianas, selecionar e conduzir os temas em suas aulas e atividades. Este subsídio é mais um agente facilitador de conhecimento das características individuais e de grupos, visando ao sucesso na aplicação dos temas e atividades propostas. Fundamentado nas teorias da Psicologia da Educação, este trabalho apresenta uma pesquisa realizada junto a um grupo de alunos do ensino médio de uma escola pública de São Paulo, no ano de 2000. O objetivo consistia em investigar as principais afinidades, tendências, competências e talentos mais desenvolvidos, relacionando esses resultados com as habilidades que porventura estivessem menos desenvolvidas e correlacionando-os com as características específicas que a escola em questão apresenta. Nessas relações, pôde-se constatar que determinados talentos deixam de ser priorizados pela escola e pelo próprio aluno devido à necessidade de direcionar seus estudos para os concursos vestibulares. Tais concursos, na maioria das vezes, exigem do aluno determinados conhecimentos para os quais nem sempre tem maior afinidade e satisfação em estar desenvolvendo. Os resultados apontam para um fortalecimento, aproveitamento e respeito às tendências e características individuais mais desenvolvidas em cada aluno, a fim de que este sinta prazer e motivação em estar atuando dentro dos vários campos de conhecimentos oferecidos pela escola. Com isso, o ensino se torna mais proveitoso e significativo para o aluno e para o professor. / Based on the theories presented by Howard Gardner and related to human intelligence Daniel Goleman , this study seeks to provide a practical , objective and operational allowance to professionals who have contact with high school students in order that they may , through the perception that students have of themselves in everyday activities , select and conduct issues in their classes and activities . This grant is another agent facilitator of knowledge of individual and group characteristics , aimed at successful implementation of the proposed activities and themes . Based on theories of Psychology of Education , this paper presents a survey of a group of high school students of a public school in São Paulo , in 2000 . The objective was to investigate the main affinities , trends , skills and talents more developed , relating these results with the skills that were perhaps less developed and correlating them with the specific features that the school in question presents . In these relationships , it could be seen that certain talents are no longer prioritized by the school and by the student due to the need to direct their studies to the vestibular contests . Such procedures, in most cases, require the student to certain knowledge which has not always higher affinity and satisfaction in being developed . The results point to a strengthening recovery and respect for individual characteristics and trends in more developed each student in order to feel this pleasure and motivation to be acting within the various fields of knowledge offered by the school . Thus , education becomes more useful and meaningful to the student and the teacher .

A partir da grande complexidade e dos vários fatores inerentes ao processo de projeto em Arquitetura e Urbanismo, a presente tese busca analisar se na formação do Arquiteto, as escolas e professores estão preparados para enfrentar essa realidade pelo ponto de vista do conhecimento estrutural. Para tanto a presente tese analisou o resultado de trabalhos de TFG, das disciplinas de introdução aos Sistemas Estruturais e os procedimentos adotados por seus professores, de duas escolas de Arquitetura e Urbanismo no Paraná. A primeira é uma Universidade pública e a outra um Centro Universitário particular. A busca pela resposta a essa questão, demonstra que todo o processo de ensino de Arquitetura, requer mudanças significativas. Passando por atualizações nos currículos e nos procedimentos adotados por professores, em face a defasagem percebida durante a pesquisa. A pesquisa propõe inicialmente uma nova sistemática aliada ao cálculo, propiciando que o aluno tenha primeiramente uma visualização real dos diversos Sistemas Estruturais, apoiado em modelos digitais de edifícios reais. Esse novo procedimento foi aplicado aos alunos dessas disciplinas iniciais com resultados positivos quanto ao conhecimento adquirido. Nos períodos seguintes, em acompanhamento a um grupo desses alunos, verificou-se que os trabalhos elaborados nas disciplinas seguintes de Projeto Arquitetônico, não se utilizavam desse conhecimento adquirido em seus trabalhos. Uma pesquisa feita com os professores de Projeto mostrou a dificuldade que os próprios professores enfrentavam com orientações nas questões estruturais. Para tanto, além desse procedimento inicial de uso de modelos digitais, novas mudanças se fazem necessárias também no currículo e na proposta de trabalho de cada uma das instituições pesquisadas, objetivando que os conhecimentos adquiridos com o uso de modelos digitais pudessem ser permanentes. Como embasamento as mudanças de posicionamento pedagógico e curricular com o uso de modelos digitais, a tese foi construída sob dois pontos fundamentais. Primeiramente a Teoria das Inteligências Múltiplas do psicólogo americano Howard Gardner, focando na Inteligência Espacial e a Taxonomia de Bloom, elaborada por Benjamim Samuel Bloom, sobre o Domínio Cognitivo, que são aplicadas para verificação da aprendizagem através da analisa de seis categorias hierarquicamente separadas, da mais simples ao de maior complexidade, que envolve conhecimento, compreensão, aplicação, análise, síntese e avaliação. Como resultado a essa pesquisa, chegou-se à conclusão de que os cursos pesquisados devem prover o conhecimento de Sistemas Estruturais, através de projetos pedagógicos atualizados e mais eficientes, aliados a professores comprometidos com as modernas metodologias pedagógicas, visando uma ampla compreensão dos conteúdos de suas disciplinas por parte dos alunos e buscando que o conhecimento estrutural adquirido num primeiro momento, seja efetivamente praticado nas demais disciplinas. / From the great complexity and the various factors inherent in the design process in Architecture and Urbanism, this thesis seeks to analyze whether the architectural education, schools and teachers are prepared to face this reality from the point of view of structural knowledge. For this purpose, this thesis analyzed the result of TFG work, introduction of disciplines to structural systems and procedures adopted by their teachers, two schools of Architecture and Urbanism of Londrina in Parana. The first is a public university and the other a private university center. The search for the answer to this question show that the whole architecture of teaching process requires significant changes. Undergoing upgrades in the curricula and procedures adopted by teachers, given the lag perceived while searching. The search initially proposes a new system combined with calculation, enabling the student to first have a real view of various systems supported by digital models of real buildings. This new procedure was applied to the students of these disciplines with initial positive results regarding the acquired knowledge. In subsequent periods, in monitoring a group of these students, it was found that the works carried out in the following disciplines of Architectural Design, not used this knowledge acquired in their work. A survey of the project teachers showed the difficulty that teachers themselves faced with guidelines on structural issues. For that, beyond this initial procedure using digital models, new changes should also happen in curriculum and work proposal of each of the institutions surveyed, aiming that the knowledge acquired with the use of digital models could be permanent. As basis the changes in teaching and curriculum positioning with the use of digital models, the thesis was built on two fundamental points. First, the Theory of Multiple Intelligences of the American Howard Gardner psychologist, focusing on the Space Intelligence and Bloom\'s Taxonomy, developed by Benjamin Samuel Bloom, on the Cognitive Domain, which are applied for verification of learning through analyzes six hierarchically separate categories of the simplest to the most complex, involving knowledge, comprehension, application, analysis, synthesis and evaluation. As a result to this research, we came to the conclusion that the surveyed courses should provide the structural systems knowledge through upgraded and more efficient educational projects, together with teachers committed to the modern teaching methods, aimed at a broad understanding of the contents of their disciplines by students and seeking the structural knowledge gained at first, is actually practiced in other disciplines.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-02-16T17:08:19Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Karine Ferreira Monteiro.pdf: 1933449 bytes, checksum: d3fdb7be913f41644c745b1b7c705fd5 (MD5) / Made available in DSpace on 2018-02-16T17:08:19Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Karine Ferreira Monteiro.pdf: 1933449 bytes, checksum: d3fdb7be913f41644c745b1b7c705fd5 (MD5) Previous issue date: 2017-11-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como objeto de estudo a base teórico-epistemológica e metodológica dos centros de aprendizagem (CA) na educação bilíngue (português/inglês). Dividir a sala de aula em CA – numa perspectiva interdisciplinar de arranjo e execução do currículo escolar – visa tornar mais dinâmico o processo de ensino e de aprendizagem para os educandos. Apesar de os CA serem utilizados por várias escolas na educação infantil e fundamental no Brasil (e no exterior, originalmente), apenas Bennie (1977) discute seus fundamentos, sendo, portanto, um tema carente de material bibliográfico. Nesse contexto, esta pesquisa partiu das seguintes questões nucleares de investigação: Quais são os referenciais teórico-epistemológicos e metodológicos que fundamentam os CA? A partir desse arcabouço, como pensá-lo numa perspectiva transdisciplinar (e não mais interdisciplinar) em maior congruência com a Teoria das Inteligências Múltiplas (GARDNER, 1995)? A pesquisa foi desenvolvida a partir da abordagem qualitativa-interpretativista (BORTONI-RICARDO, 2008), tendo como objetivo central analisar e discutir o contexto histórico de fundamentação dos CA. Os objetivos específicos elencados foram: a) discutir os CA dentro de uma perspectiva inter e transdisciplinar; b) aventar se os CA são uma abordagem, um método, uma técnica e/ou uma metodologia de ensino de língua. A investigação envolveu duas instituições da rede particular de ensino com propostas de educação bilíngue, uma de Ponta Grossa/PR e a outra de Bauru/SP. Com relação às escolas, os dados da pesquisa foram obtidos por meio de questionário enviado aos docentes e coordenadores; e e-mail enviado à uma consultora internacional bilíngue. Utilizou-se a Análise de Conteúdo (BARDIN, 2011) para análise e tratamento dos dados. Como resultados da pesquisa, constatamos que os CA se constituem em uma técnica (ANTHONY, 1963) amparada nos pressupostos da Escola Nova (com autores importantes desse movimento como Dewey, Teixeira, Decroly e Montessori) e da Pedagogia Waldorf (de Steiner). Ainda, contêm em seus pressupostos ligações basilares com a Teoria das Inteligências Múltiplas de Gardner e com a visão transdisciplinar no processo educativo (NICOLESCU, 2000; MORIN, 2009; SANTOS, 2009). Apesar da técnica CA ser mais comumente utilizada de forma interdisciplinar, ela é mais condizente com o princípio transdisciplinar de educação, uma forma de compreender o conhecimento, partindo do fenômeno e entendendo o processo educativo como uma rede de conexões. / This work aims to study the theoretical-epistemological and methodological basis of the learning centers (LC) in bilingual education (Portuguese / English). Dividing the classroom in LCs - in an interdisciplinary perspective of arrangement and execution of the school curriculum - aims to make the teaching and learning process more dynamic for learners. Although LCs are used by various schools in elementary and secondary education in Brazil (and abroad, originally), only Bennie (1977) discusses its foundations, and is therefore a subject lacking bibliographic material. In this context, this research started from the following core research questions: What are the theoretical-epistemological and methodological references that underlie LCs? From this framework, how can we think of it in a transdisciplinary (and not more interdisciplinary) perspective in greater congruence with the Multiple Intelligences Theory? (GARDNER, 1995) The research was developed from the qualitative-interpretative approach (BORTONI-RICARDO, 2008), with the main objective of analyzing and discuss the historical context of LC's grounding. The specific objectives listed were: a) discussing LCs from an inter and transdisciplinary perspective; b) suggesting that LCs are an approach, method, technique and / or methodology of language teaching. The research involved two institutions of the private education network with proposals for bilingual education, one from Ponta Grossa / PR and the other from Bauru / SP. Regarding the schools, the research data were obtained through a questionnaire sent to the teachers and coordinators; and an e-mail sent to a bilingual international consultancy. We used Content Analysis (BARDIN, 2011) for data analysis and treatment. As a result of the research, we found out that LCs constitute a technique (ANTHONY, 1963) based on the assumptions of the New School with important authors of this movement (such as Dewey, Teixeira, Decroly and Montessori) and (Steiner's) Waldorf Pedagogy. Furthermore, they contain in their assumptions basic links with Gardner's Multiple Intelligences Theory and with the transdisciplinary vision in the educational process (NICOLESCU, 2000; MORIN, 2009; SANTOS, 2009). Although the LC technique is more commonly used in an interdisciplinary way, it is more consistent in keeping with the transdisciplinary principle of education, a way of understanding knowledge, starting from the phenomenon and understanding the educational process as a network of connections.

Made available in DSpace on 2016-04-25T20:23:01Z (GMT). No. of bitstreams: 1 Roberto de Oliveira Loureiro.pdf: 1279564 bytes, checksum: 7048510f2978812c41926fe673767f9b (MD5) Previous issue date: 2009-11-05 / This thesis analyses the studies by Domenico de Masi and Howard Gardner, which respectively discusses Creative Leisure and Multiple Intelligences, concepts still scarcely considered in the business scenario that integrates into a new organizational model, transforming the relations between the employee and other people and the results of her own piece, more humanized, without losing focus on competitiveness, and sustainable growth, those being the targets of organizations which desire to survive the 21rst Century. The thesis also briefly discusses the evolutionary thought brought to light as of the main administrative theories as well as a critical analysis about working in a globalized world and how much the concept of work is different from employment / Esta tese analisa os estudos de Domenico De Masi e Howard Gardner, que tratam, respectivamente, do Ócio Criativo e das Inteligências Múltiplas, conceitos estes ainda pouco considerados no cenário empresarial e constituem um novo modelo organizacional, de forma a transformar as relações do trabalhador com outros indivíduos e com o resultado de sua própria obra, mais humanizadas, sem perder de vista a competitividade e o crescimento sustentável, os quais são os objetivos das organizações que desejam sobreviver no século XXI. A tese também faz um rápido resgate do pensamento evolutivo proveniente das principais teorias administrativas, assim como uma análise crítica do trabalho no mundo globalizado e o quanto que a terminologia trabalho difere de emprego

Made available in DSpace on 2016-04-26T14:57:56Z (GMT). No. of bitstreams: 1 Roberto de Oliveira Loureiro.pdf: 1279564 bytes, checksum: 7048510f2978812c41926fe673767f9b (MD5) Previous issue date: 2009-11-05 / This thesis analyses the studies by Domenico de Masi and Howard Gardner, which respectively discusses Creative Leisure and Multiple Intelligences, concepts still scarcely considered in the business scenario that integrates into a new organizational model, transforming the relations between the employee and other people and the results of her own piece, more humanized, without losing focus on competitiveness, and sustainable growth, those being the targets of organizations which desire to survive the 21rst Century. The thesis also briefly discusses the evolutionary thought brought to light as of the main administrative theories as well as a critical analysis about working in a globalized world and how much the concept of work is different from employment / Esta tese analisa os estudos de Domenico De Masi e Howard Gardner, que tratam, respectivamente, do Ócio Criativo e das Inteligências Múltiplas, conceitos estes ainda pouco considerados no cenário empresarial e constituem um novo modelo organizacional, de forma a transformar as relações do trabalhador com outros indivíduos e com o resultado de sua própria obra, mais humanizadas, sem perder de vista a competitividade e o crescimento sustentável, os quais são os objetivos das organizações que desejam sobreviver no século XXI. A tese também faz um rápido resgate do pensamento evolutivo proveniente das principais teorias administrativas, assim como uma análise crítica do trabalho no mundo globalizado e o quanto que a terminologia trabalho difere de emprego

Com base nas teorias apresentadas por Howard Gardner e Daniel Goleman relacionadas à inteligência humana, este estudo busca oferecer um subsídio prático, objetivo e operacional aos profissionais que têm contato com alunos do ensino médio, a fim de que possam, através da percepção que os alunos têm de si mesmos em atividades cotidianas, selecionar e conduzir os temas em suas aulas e atividades. Este subsídio é mais um agente facilitador de conhecimento das características individuais e de grupos, visando ao sucesso na aplicação dos temas e atividades propostas. Fundamentado nas teorias da Psicologia da Educação, este trabalho apresenta uma pesquisa realizada junto a um grupo de alunos do ensino médio de uma escola pública de São Paulo, no ano de 2000. O objetivo consistia em investigar as principais afinidades, tendências, competências e talentos mais desenvolvidos, relacionando esses resultados com as habilidades que porventura estivessem menos desenvolvidas e correlacionando-os com as características específicas que a escola em questão apresenta. Nessas relações, pôde-se constatar que determinados talentos deixam de ser priorizados pela escola e pelo próprio aluno devido à necessidade de direcionar seus estudos para os concursos vestibulares. Tais concursos, na maioria das vezes, exigem do aluno determinados conhecimentos para os quais nem sempre tem maior afinidade e satisfação em estar desenvolvendo. Os resultados apontam para um fortalecimento, aproveitamento e respeito às tendências e características individuais mais desenvolvidas em cada aluno, a fim de que este sinta prazer e motivação em estar atuando dentro dos vários campos de conhecimentos oferecidos pela escola. Com isso, o ensino se torna mais proveitoso e significativo para o aluno e para o professor. / Based on the theories presented by Howard Gardner and related to human intelligence Daniel Goleman , this study seeks to provide a practical , objective and operational allowance to professionals who have contact with high school students in order that they may , through the perception that students have of themselves in everyday activities , select and conduct issues in their classes and activities . This grant is another agent facilitator of knowledge of individual and group characteristics , aimed at successful implementation of the proposed activities and themes . Based on theories of Psychology of Education , this paper presents a survey of a group of high school students of a public school in São Paulo , in 2000 . The objective was to investigate the main affinities , trends , skills and talents more developed , relating these results with the skills that were perhaps less developed and correlating them with the specific features that the school in question presents . In these relationships , it could be seen that certain talents are no longer prioritized by the school and by the student due to the need to direct their studies to the vestibular contests . Such procedures, in most cases, require the student to certain knowledge which has not always higher affinity and satisfaction in being developed . The results point to a strengthening recovery and respect for individual characteristics and trends in more developed each student in order to feel this pleasure and motivation to be acting within the various fields of knowledge offered by the school . Thus , education becomes more useful and meaningful to the student and the teacher .

Abstract As college populations are becoming increasingly diverse, institutions must find ways to meet the needs of their nontraditional students. Nontraditional adult learners are self-directed, ready to learn, and are internally motivated to engage in problem-centered learning. The purpose of this study was to expand and refine an active learning seminar in a higher education setting to improve the quality of teaching, student engagement, and retention rates. The site of the study was a Historically Black College and University (HBCU) in which adult students over 25 constituted 49% of the population. The faculty members at this site predominantly employed traditional instructional methods. Action research was used to explore 6 faculty members' perceptions of active learning approaches before and after they attended an active learning seminar. Before and after the seminar, observations of student engagement, using the Direct Observation Instructional Management (DOIM) checklist, were conducted. Interviews with the faculty members explored their perceptions and needs regarding use of active learning strategies. Interview data were analyzed thematically and pre and post themes were compared. On the DOIM, student engagement was observed to increase in 2 classes. Results, including strategies that increased engagement, were integrated into a seminar that can be implemented at the same HBCU. Social change implications are that faculty members may begin to use techniques that will more effectively engage adult learners, leading to greater retention of knowledge and a likely increase in the graduation rate of students.

Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.

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