In Brazil only in the late twentieth century is that oral language has been presented as a content of elementary school, a requirement of the National Curriculum Parameters. This document has guided the pedagogical practices in our country, indicating that it is the role of school lead the student to learn, use of oral language in the most different forms of communication. This paper presented to investigate the contributions of scientific language and everyday knowledge, and to evaluate the learning progress with the students with intellectual disabilities of a public school in Maceio. The theme researched addressed the Mundaú Lagoon, set in the context of science education, also integrating with socio-cultural aspects of students, valuing prior knowledge, considering social issues surrounding the community which it operates. The study subjects were 15 special students, which are included in the classroom with regular students, but receive attention in Educational Service Specializing room (ESA), twice a week, during 2 hours each meeting, at a different time of day that the regular class. For better development of school learning process of these students was facilitated the implementation of the language of the day-today scientific concepts to be addressed previously. For this, we sought to actions for pedagogical implementation, such as the use of music, crafts and theater. Works to produce various objects and exposure of crafts in school allowed the special students interact with the school community. In the first step we have worked with a parody, in which the subject explored the reality of fishermen and shellfish pickers. The next step sought the development of motor skills, with the production of handicrafts, ending with an art exhibition at school. The third stage presented to the school community a play called pond clam Mundaú. The process of evaluating the progress of these students required the observation of the development of their skills and their dialogues with colleagues and family. It was also applied a task after the staging of the play to analyze and evaluate the progress of student learning. In this sense, it was observed that students with intellectual disabilities were able to have improved their interaction with the school community and the interaction with other colleagues in the regular room, through the actions view. It was also found that there was the appropriation of scientific concepts to acquire new knowledge of the teaching of science. Before the interventions identified clams just like animals that had the body covered with shells. There was a change in the cognitive development of students, to learn that the snails have shells instead of shells, which are bivalves, they are composed of two shells which are invertebrates. When implemented pedagogical practices that favor this process, meeting the current needs for school inclusion. / Fundação de Amparo a Pesquisa do Estado de Alagoas / No Brasil apenas no final do século XX é que a linguagem oral passou a ser apresentada como um conteúdo do Ensino Fundamental, exigência dos Parâmetros Curriculares Nacionais. Esse documento tem norteado as práticas pedagógicas no nosso país, indicando que é papel da escola levar o aluno a aprender, a utilizar da linguagem oral nas mais diferentes formas de comunicação. Esse trabalho apresentou como objetivo investigar as contribuições da linguagem científica e o conhecimento do cotidiano, além de avaliar o progresso do aprendizado, junto aos alunos com deficiência intelectual de uma escola pública de Maceió. O tema pesquisado tratou da Lagoa Mundaú, inserida no contexto de Ensino de Ciências, integrando também com aspectos socioculturais dos alunos, valorizando os conhecimentos prévios, considerando questões sociais que envolvem a comunidade que está inserida. Os sujeitos da pesquisa foram 15 alunos especiais, que se encontram incluídos em sala de aula com alunos regulares, mas que recebem atenção em sala de Atendimento Educacional Especializado (AEE), duas vezes por semana, durando duas horas cada atendimento, no contra turno da sala regular. Para melhor desenvolvimento do processo de aprendizagem escolar destes estudantes foi facilitada a transposição da linguagem do dia-a-dia para conceitos científicos, a serem abordados previamente. Para isso, buscou-se ações para a implementação pedagógica, como o uso da música, de trabalhos manuais e do teatro. Trabalhos de confecção de objetos diversos e a sua exposição na escola possibilitou aos alunos especiais interagir com a comunidade escolar. Na primeira etapa trabalhou-se com uma paródia, na qual o tema explorou a realidade de pescadores e catadores de mariscos. A etapa seguinte buscou o desenvolvimento de habilidades motoras, com a confecção de artesanato, finalizando com uma exposição de arte na escola. A terceira etapa apresentou para a comunidade escolar uma peça teatral, denominada Moluscos da lagoa Mundaú. O processo de avaliação dos progressos destes estudantes necessitou da observação do desenvolvimento de suas habilidades e de seus diálogos com os colegas e com familiares. Foi aplicado também uma tarefa após a encenação da peça teatral para analisar e avaliar o progresso da aprendizagem dos alunos. Nesse sentido, observou-se que os alunos com deficiência intelectual conseguiram melhorar sua interação com a comunidade escolar e o convívio com os demais colegas da sala regular, por meio de visualização das ações. Verificou-se também que houve a apropriação de conceitos científicos na aquisição dos novos conhecimentos relativos ao ensino de Ciências. Antes das intervenções identificavam os moluscos apenas como animais que tinham o corpo coberto por cascas. Ocorreu mudança no desenvolvimento cognitivo dos alunos, ao aprenderem que os moluscos possuem conchas ao invés de cascas, que são bivalves, pois são compostos por duas conchas e que são invertebrados, ao serem implementadas práticas pedagógicas que favoreceram esse processo, atendendo as atuais necessidades para a inclusão escolar.

Submitted by Elisa Gallo (liugallo@hotmail.com) on 2015-09-03T22:03:16Z No. of bitstreams: 1 ELISA GALLO -DISSERTAÇÃO_Final-corrigida pós-defesa.pdf: 1655721 bytes, checksum: a3ed897f4799910645f8c1309d54ea4d (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-09-14T16:02:13Z (GMT) No. of bitstreams: 1 ELISA GALLO -DISSERTAÇÃO_Final-corrigida pós-defesa.pdf: 1655721 bytes, checksum: a3ed897f4799910645f8c1309d54ea4d (MD5) / Made available in DSpace on 2015-09-14T16:02:14Z (GMT). No. of bitstreams: 1 ELISA GALLO -DISSERTAÇÃO_Final-corrigida pós-defesa.pdf: 1655721 bytes, checksum: a3ed897f4799910645f8c1309d54ea4d (MD5) / Capes / O tema desta dissertação situa-se no campo da Docência Universitária, investigando a construção da profissionalidade docente de licenciandos(as) em Biologia, Física e Química da Universidade Federal da Bahia. Tivemos como objetivo geral compreender o papel de professores dos Institutos específicos na construção da profissionalidade docente dos(as) licenciandos(as) em Biologia, Física e Química, através de suas mediações, seus saberes pedagógicos e lúdico-sensíveis. Para tanto, investigamos suas mediações com o foco na atuação destas sobre a construção da profissionalidade docente desses licenciandos, como seus saberes pedagógicos aparecem em suas práticas e discursos, qual o conceito de ludicidade para esses docentes, como saberes lúdico-sensíveis aparecem em suas práticas pedagógicas e discursos. Apresentamos o quadro da formação dos professores do Ensino Superior no Brasil, e mais especialmente dos professores de Ciências Naturais. Tratamos dos saberes pedagógicos e das relações com esses saberes dentre os professores universitários. Seguimos conceituando os saberes lúdico-sensíveis e destacando sua importância na Educação e na formação de professores. Trata-se de uma pesquisa qualitativa com alguns dados quantitativos. Trabalhamos com questionários, observações de aulas e entrevistas, e todo o material foi interpretado a partir da análise temática. A licenciatura em Química apresentou impacto mais consistente na construção da profissionalidade docente, com maior preocupação com a formação para a docência e menor peso da Pedagogia Tradicional, transmissiva. Os professores do curso de Biologia participam dessa construção mesclando aspectos da Pedagogia Tradicional e de linhas pedagógicas mais atuais e construtivistas. Já no curso de Física, os docentes ainda apresentam uma forte marca da linha tradicional em suas práticas, e sinalizaram que os professores das disciplinas pedagógicas são os responsáveis por ensinar a ensinar. Todos valorizam a ludicidade e os saberes lúdico-sensíveis, mas poucos professores conseguem desenvolvê-los com consistência. Diante de tanto, vemos um grave problema na ausência de formação pedagógica específica para docentes do Ensino Superior, e de correlações substanciais entre os conhecimentos e saberes específicos das Ciências Naturais e os das Ciências Educacionais, conduzindo a inconsistência nas relações estabelecidas com os saberes específicos exigidos pela atividade docente. / Abstract The subject in this dissertation lies on University Teaching, investigating the construction of the teaching professionalism of Biology, Physics and Chemistry graduates at Federal University of Bahia (UFBA). As a general objective we had to understand the role of the teachers from the specific Institutes on the construction of the teaching professionalism from the graduates in Biology, Physics and Chemistry by their mediation, pedagogic and ludic-sensitive knowledge. Therefore, we investigated their mediation focusing on how those mediations act over the teaching professionalism of these graduates, how their pedagogic knowledge emerge in their practise and speech, what is the concept of ludic for these teachers, how the ludic-sensitive knowledge emerge in their practise and speech. We presented the situation of the formation of university teachers in Brazil, especially the Natural Science Teachers. We treated about the pedagogic knowledge and about how university teachers deal with this knowledge. After that we conceptualized the ludic-sensitive knowledge and highlighted its importance in Education and in the formation of university teacher. This is a qualitative research using some quantitative data. We worked with questionnaires, observation of classes and interviews and the material was interpreted from the thematic analysis. The teaching graduation in Chemistry presented a more consistent impact in the construction of a teaching professionalism, focusing more on teaching formation and less on the Traditional Pedagogy. The Biology teachers participate on this construction using both aspects from the Traditional Pedagogy and more actual and constructivist orientation. On the other hand, the Physics teachers still present a strong traditional orientation in their practise and signalized that the teachers responsible for pedagogic subjects are also responsible for teaching how to teach. All teachers gave importance to ludic and to ludic-sensitive knowledge, but only a few teachers can develop this knowledge consistently. Taken that picture, we identify the lack of specific pedagogic formation to university teachers and the lack of substantial correlation between the Natural Science and Educational Science knowledge as a critical problem, conducting to inconsistent relations with the specific knowledge of teaching activity.

Submitted by FERNANDA APARECIDA DE SOUZA CORRÊA COSTA null (nanda_life@yahoo.com.br) on 2016-01-22T15:35:57Z No. of bitstreams: 1 DISSERTAÇÃO FERNANDA APARECIDA DE SOUZA CORRÊA COSTA_VERSÃO FINAL.pdf: 2079465 bytes, checksum: bf9b52d7bdec2bdaf9ec2c25b34e5508 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-01-25T15:22:56Z (GMT) No. of bitstreams: 1 costa_fasc_me_bauru.pdf: 2079465 bytes, checksum: bf9b52d7bdec2bdaf9ec2c25b34e5508 (MD5) / Made available in DSpace on 2016-01-25T15:22:56Z (GMT). No. of bitstreams: 1 costa_fasc_me_bauru.pdf: 2079465 bytes, checksum: bf9b52d7bdec2bdaf9ec2c25b34e5508 (MD5) Previous issue date: 2015-12-14 / A inclusão escolar, proposta na qual todos os alunos são aceitos e reconhecidos, independentemente de suas características individuais, coloca às escolas na atualidade, um desafio em desenvolver práticas pedagógicas que favoreçam a aprendizagem de todos. Além desse pressuposto, na educação infantil, o lúdico também deve permear a organização do ensino. Assim, compete ao professor promover atividades lúdicas, intervindo no espaço, nos materiais disponíveis, no tempo do brincar e realizando mediações durante as atividades lúdicas, contemplando o aprendizado de todos. Nesse sentido, o presente estudo teve como objetivo investigar a prática pedagógica dos professores, conhecendo as possibilidades e os desafios diante da inclusão escolar, bem como destacar recursos e estratégias por meio de atividades lúdicas que favoreçam o processo de inclusão de criança com Transtorno do Espectro Autista no contexto da educação infantil. A pesquisa tem enfoque misto (quanti-qualitativa) constituindo-se em um estudo de caso, sendo sujeitos, oitenta e nove professores da educação infantil da rede municipal de ensino de uma cidade do interior paulista, que revelaram que as brincadeiras que envolvem o faz-de-conta e os jogos de armar, além de atividades que abarcam a área do movimento são as atividades lúdicas mais frequentes na educação infantil. O procedimento de coleta de dados foi um questionário com os professores da rede municipal e a observação participante do cotidiano escolar de uma das turmas. Os resultados apontam que um dos principais desafios na inclusão escolar é a dificuldade dos professores na adequação destas e de outras atividades frente às limitações da criança, necessitando do apoio de outra pessoa para auxiliar o processo, bem como a dificuldade no planejamento de atividades de interesse da criança. Após mapeamento com os professores envolvidos, observou-se, em uma unidade escolar de educação infantil, durante as atividades lúdicas, a prática pedagógica de uma professora da classe comum, uma professora especializada, uma cuidadora e vinte e cinco crianças do jardim I com faixa etária média de quatro anos, dentre os quais, há uma criança com diagnóstico de Transtorno do Espectro Autista. Revela-se que a criança com Transtorno do Espectro Autista participa das atividades lúdicas, porém ainda com dificuldades em relação às adequações curriculares, recursos humanos e materiais, fragilidade no tempo para planejamento da professora da sala comum juntamente com a professora especializada, evidenciando que a formação inicial e continuada dos professores é primordial e contribui nos processos de inclusão escolar, inferindo-se que a escola para todos ainda está em construção quanto à implantação, organização e execução das práticas pedagógicas inclusivas. Como produto deste estudo, foi produzido um E-book com possibilidades de atividades, recursos e adequações de práticas pedagógicas inclusivas durante as atividades lúdicas na educação infantil, como ponto de partida para a inclusão da criança com TEA. / The schooling inclusion, proposal according to which all students are accepted and recognized, regardless of their individual characteristics, presents modern-day schools a challenge consisting of developing pedagogical practices that favor the learning of all children involved. In addition of this premise, in preschool level, the ludic aspects should also be present in the teaching’s organization. Therefore, it is the teacher’s duty to promote ludic activities, intervening in the space, available materials, playing times and doing mediations during the ludic practices, overseeing the learning of all children involved. In this manner, the present study had the goal of investigating the teachers’ pedagogical practices, acknowledging the possibilities and the challenges of before the schooling inclusion, as well as pointing out resources and strategies by the means of ludic activities that favor the process of inclusion of children with Autism Spectrum Disorder in the context of preschool. The research has a mixed focus (quantitative-qualitative), consisting itself in a case study, in which the subjects are preschool eighty-nine teachers in a city school located in the São Paulo countryside, who have revealed that the games that involve fantasizing, assembling, as well as activities related to the movement area are the ludic activities more frequently practiced in preschool. The procedure of data collecting was in form of a questionnaire with said teachers and the participating observation of the one of the classes’ daily school activities. The results say that one of the main challenges in schooling inclusion is the difficulties teachers have with adjusting these and other activities according to the children’s’ necessities, requiring the help of someone else to help with the procedure, as well as the difficulties of planning the activities within the children’s interest. After mapping with the involved teachers was done, it was observed that, in one of the preschool units, during the ludic activities, the pedagogical practice of a regular class teacher, a special children’s teacher and caretaker of twenty-five children pertaining to the grade “Jardim 1”, with the average age of four years old, between which there is one child diagnosed with Autism Spectrum Disorder. It is revealed that said child partakes in the ludic activities, but still with difficulties in regards to curriculum adaptations, human resources and materials, fragility in what concerns the time needed for planning by the two teachers involved, making it clear that the initial and continued formation of the teachers is primordial and contributes to the processes of schooling inclusion, inferring that the “schooling for everyone” project is still under construction in what concerns the implementation, organization and execution of the inclusive pedagogical practices. As a product of this study, an E-book containing possible activities, resources and adjustments of inclusive pedagogical practices during the ludic activities of preschool was produced, as a starting point for the inclusion of children with ASD.

Made available in DSpace on 2016-06-02T20:02:52Z (GMT). No. of bitstreams: 1 5433.pdf: 4291184 bytes, checksum: 27a0c65ff5d5f3486f2b9e70b646ccc0 (MD5) Previous issue date: 2012-10-19 / It is presented in this thesis a didactic proposal for pedagogical teaching aspects of Geometry through games and challenges. The main goal is to present a more didactic resource for teachers of elementary Mathematics. The games have been widely used in classroom. However, living in an increasingly competitive world, students focus only on winning the game and most of the time end up forgetting the exploration of mathematical content that is supposed to be learned. Given that, it was decided that cooperative games is an interesting option in which partnership and cooperation is more important than rivalry. We formulated and used games and challenges that could be conducted outside the classroom to explore locations, using measures of length and angles with an adventure approach to the problem of treasure hunting. We also used recreational and computer kits, synchronized with the current world that can subsidize teachers wishing to work with the initial concepts of Geometry in a different and motivating way for students. / Apresentamos neste trabalho uma proposta didática pedagógica para o ensino de aspectos da Geometria através de jogos e desafios. O objetivo principal é apresentar mais um recurso didático para professores de Matemática do Ensino Fundamental. Os jogos têm sido bastante utilizados em sala de aula, entretanto, com o mundo cada vez mais competitivo, nossos estudantes focam apenas em vencer o jogo e na maioria das vezes acabam se esquecendo da exploração do conteúdo matemático que deve ser aprendido. Exploramos jogos cooperativos que é uma opção interessante em que a parceria e a cooperação sobressaem e a rivalidade não deve aparecer. Formulamos e testamos jogos e desafios que podem ser realizados fora da sala de aula para exploração de localidades, servindo-se de medidas de comprimento e de ângulos com uma abordagem do tipo aventura como o problema da caça ao tesouro. Também utilizamos kits lúdicos e computacionais sincronizados com o mundo atual que podem subsidiar professores que pretendam trabalhar com os conceitos iniciais de Geometria de uma forma diferente e motivadora para os estudantes.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-06-12T14:37:35Z No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-06-12T14:37:43Z (GMT) No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-06-12T14:37:49Z (GMT) No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) / Made available in DSpace on 2017-06-12T14:37:56Z (GMT). No. of bitstreams: 1 Favaretto_Danilo_2017.pdf: 1848608 bytes, checksum: a36547f84ac433882333fd4782e39f7b (MD5) Previous issue date: 2017-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The main objective of this work was the elaboration and application of a board game involving physical concepts related to the daily life of the students. The research here points out the importance of using ludic activities to improve students' learning and the exploration of the ability of argumentation, which would not usually be attempt in a traditional classroom. The elaborated product was applied in two classes of the 3rd year of the Secondary School of a private school in the city of Sorocaba. The proposed activity promoted the discussion of physical concepts, associated with group work. It was observed that the interaction between the students and the dialogue were frequent in the classroom when using this methodology, which provided an increase in the interest of the students to learning Physics. Besides that, the more frequent dialogue improved the student-student and student-teacher relations. It is important to emphasize the importance of the interaction between the students in the discussions of the physical concepts and in the construction of the relations between these concepts and their daily activities. In addition to the greater interest of the students in the discipline of Physics, it was possible to observe the development of a critical posture, which has favored the learning in the classroom. / Este trabalho teve como principal objetivo a elaboração e aplicação de um jogo de tabuleiro envolvendo conceitos físicos relacionados ao cotidiano dos estudantes. A pesquisa aqui retrata a importância do emprego do lúdico para melhorar a aprendizagem dos alunos e da exploração da habilidade de argumentação, que não seria normalmente contemplada em uma aula tradicional. O produto elaborado foi aplicado em duas turmas do 3º ano do Ensino Médio de uma escola particular da cidade de Sorocaba. A atividade proposta promoveu a discussão de conceitos físicos, associada ao trabalho em grupo. Observou-se que a interação entre os alunos e o diálogo foi frequente em sala de aula na utilização desta metodologia, a qual proporcionou um aumento no interesse dos estudantes em aprender Física e melhora nas relações aluno-aluno e aluno-professor. Cabe destacar a importância da interação entre os alunos nas discussões dos conceitos físicos e na construção das relações entre esses conceitos e suas atividades diárias. Além do maior interesse dos estudantes na disciplina de Física, foi possível observar o desenvolvimento de uma postura crítica, vivenciada pelos diálogos, o que tem favorecido a aprendizagem em sala de aula.

À l’aube du XXIe siècle, le style-Minuit s’offre d’abord comme une construction critique. En effet, depuis les années 1950 et le mouvement du Nouveau Roman, aussi appelé école de Minuit, les récits publiés aux Éditions de Minuit sont perçus irréductiblement par l’histoire littéraire comme des productions homogènes. Ainsi, les écrivains "impassibles" ou "minimalistes" puis "ludiques" auraient succédé aux Nouveaux Romanciers et, jusque dans les années 1990, le mythique éditeur, Jérôme Lindon, aurait découvert trois écoles stylistiques. Les critiques littéraires contribuent également à perpétuer dans la presse l’idée d’un style-Minuit. Entre 1999 et 2009, les journalistes représentent, dans un discours métaphorique et métonymique qui joue sans cesse d’un glissement sémantique sur la lexie polysémique "style", le style-Minuit en tant qu’objet sociocritique stéréotypique. Mais, si l’on entend par style ce qui fait événement dans la langue, peut-on encore faire l’hypothèse selon laquelle il existe un style-Minuit ? Passée au crible d’une étude à la fois synchronique et diachronique, la langue littéraire des écrivains Minuit nés entre 1964 et 1973 (Éric Chevillard, Éric Laurrent, Laurent Mauvignier, Marie NDiaye et Tanguy Viel) révèle un méta-patron discursif composé de traits de style supra-individuels. Ainsi, une analyse approfondie de la ponctuation, la syntaxe et l’énonciation permet de dégager non seulement la singularité langagière de chaque écrivain mais aussi les convergences de pratiques stylistiques qui définissent bien un style collectif Minuit. / In the early twenty-first century, the “style-Minuit” can be first approached as a critical construction. Indeed, since the fifties literary movement called the Nouveau Roman (the New Novel), also known as the Minuit School, books published by Editions de Minuit have been received by the literary world as homogeneous productions. Thus, the “impassive” or “minimalist” writers, then the “ludic” ones would have followed the Nouveaux Romanciers and upto the nineties, the mythical publisher, Jérôme Lindon, would have discovered three stylistic schools. Literary critics also contribute to perpetuate the idea of a style-Minuit in the media and between 1999 and 2009 journalists have depicted the Minuit-style as a stereotypical socio-critical object through a metaphorical and metonymical discourse playing constantly with several meanings of the word “style”. However, if we restrict the meaning of style to what makes “an event in language”, can we still pretend there would be a “style-Minuit”? Examining on both a diachronic and a synchronic level the literary language of a generation of writers all born between 1964 and 1973 (Éric Chevillard, Éric Laurrent, Laurent Mauvignier, Marie NDiaye et Tanguy Viel) reveals a common pattern composed by similar stylistic figures. Therefore a deep analysis of punctuation, syntax and discourse makes it possible to highlight first the linguistic uniqueness of each writer but also the convergences of some stylistic practices which properly delimit the collective “style- Minuit”.

O objetivo central desta pesquisa foi investigar a prática docente e sua relação com a formação inicial e contínua do professor a partir de uma pesquisa na ação qualitativa realizada no Museu da Educação e do Brinquedo - MEB da Faculdade de Educação da USP. A partir da grande questão do trabalho: \"Por que os professores não brincam?\" configurou-se o objeto de estudo, que trata da importância do lúdico na formação de educadores buscando investigar o potencial do MEB enquanto espaço formativo. As atividades realizadas no museu, que compõem o processo formativo analisado, foram realizadas com os grupos visitantes de crianças e de educadores juntamente com estagiárias e bolsistas do museu. O recorte para a análise de dados foi o processo de formação realizado com estagiárias dos cursos de Pedagogia da FEUSP e das Licenciaturas. O instrumento de coleta de dados foi uma entrevista com um grupo focal, constituído por alunas participantes do processo de formação. Os pressupostos principais da pesquisa referem-se à relação formador/formador, à relação professor/aluno e à formação como um projeto coletivo de reflexão dentro da perspectiva da formação lúdica. Para tanto, a fundamentação está ancorada, dentre outros, nos seguintes trabalhos sobre a formação de professores, (Pimenta, 2002; Schön, 1992/ 1997; Zeichner, 1993 e 1998b) considerando o lúdico como dimensão importante na formação do professor (Andrade e Marques, 2003; Dias, 2003; Kishimoto, 1996/ 1998; Santos e Cruz, 1997; Souza, 2001); sobre o museu na sua relação com o público (Francoio, 2000; Grinspum, 2000) e com a construção de seu projeto político pedagógico (Carrer, 1999; Fusari, 1997/ 2000). A pesquisa revela a importância da dimensão vivenciada do lúdico na formação inicial do professor, articulando teoria e prática, no sentido de contribuir para a apropriação, pelo professor, de uma prática lúdica. Nesse sentido, discutimos a concepção do brincar como prática social e sua influência nas práticas pedagógicas, o comportamento do adulto, a prática docente e o contexto escolar, analisados sob a perspectiva da sociedade moderna capitalista e de seus valores fundamentados na organização do sistema de produção; a valorização da dimensão vivenciada do lúdico na formação inicial e a atitude lúdica; a formação reflexiva e a homologia dos processos como pressupostos para a construção de um coletivo de formação; a contribuição do MEB para a formação de professores e a relação com uma proposta para seu projeto político-pedagógico. / The aim of this research is to investigate docent practice and its relationship to initial and continuous formation of teachers. This research is based on a qualitative analysis which took place on the Museu da Educacao e do Brinquedo da Universidade de Sao Paulo, MEB-USP (Education and Toy Museum, University of Sao Paulo). Having as a starting point an essential question why teachers do not play? the scope of this research was then set up. Specifically, the importance of the ludic element during the process of educating teachers, and MEB\'s potential as a training space. The activities put in practice in this museum - which represent the educational process to be analysed - were done with groups of children visiting the museum, educators and trainees of the museum itself. The education process of trainees coming from the USP Pedagogical faculty (as well as others faculties, e.g. History, Geography, Literature in order to get a license which enables them to teach at school level) was used as the scope of this research. In order to collect the data needed, interviews with focus groups (the students participating in the formation process) were taken. The main point of interest for this research is considered to be the relationship between forming/forming, teacher/student as well as the education of teachers itself as a collective project of reflection within the ludic formation perspective. Thus this research is mainly based on key works on teacher training (Pimenta, 2002; Schon, 1992/1997; Zeichner, 1993 and 1998b); the ludic as an important dimension in teacher education (Andrade & Marques, 2003; Dias, 2003; Kishimoto, 1996/1998; Santos & Cruz, 1997 and Souza, 2001); on MEB\'s role and its relation to the public (Francoio, 2000; Grinspum, 2000); and also on MEB\'s pedagogical political project (Carrer, 1999; Fusari, 1997/2000). This research demonstrates the importance of the ludic dimension experienced by teachers at the beginning of their training. Thus, a range of key elements such as the concept of \'playing\' as a social practice and its influence in pedagogical practices will here be discussed such as adult behavior; docent practice and school context; the valorization of the ludic dimension experienced by teachers during the beginning of their training; the ludic attitude; the reflective formation and also the homology of processes as assumptions for the construction of a collective formation and finally, MEB\'s contribution towards teacher\'s formation and its relationships with a political-pedagogical proposal. When looking at these topics, modern capitalist society as well as its fundamental values and the processes that take place during its production system, will be taken into consideration.

Submitted by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-04T13:19:23Z No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-04T14:23:39Z (GMT) No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-03-04T14:27:18Z (GMT) No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-03-04T14:30:10Z (GMT). No. of bitstreams: 2 Oficinas de arte contemporânea para crianças de pré-escola.pdf: 3094070 bytes, checksum: 4722c69162bfb4b9dadc60536d7a85e2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-05-09 / Sem bolsa / A presente dissertação trata sobre o ensino de Arte Contemporânea na pré-escola, buscando descobrir alternativas para a formação pré-escolar, relacionado-a a experiências estéticas e lúdicas, capazes de provocar a ampliação do interesse da criança pela arte. Tendo como objetivo geral observar de que forma atividades relacionadas à Arte Contemporânea são capazes de impactar as crianças. E como objetivos específicos observar quais atividades provocam as experiências estéticas; investigar de que maneiras a Arte Contemporânea é útil para a produção de sentidos da criança, e de que modo tal aquisição de experiência pode participar no desenvolvimento da criança. Sendo assim esta pesquisa se divide em duas etapas a primeira sendo teórica, onde são abordados os conceitos de lúdico, Johan Huizinga (1990); Paulo de Tarso Cheida Sans (1994) e de experiência, Walter Benjamin (1994; 2002); Jorge Larrosa (2006), relacionados ao ensino de Arte Contemporânea, Katia Canton (2009); Anne Cauquelin (2005), assim como de forma breve, é apresentada a importância das Escolinhas de Arte do Brasil, para a mudança no cenário da arte educação para crianças, Herbert Read (1973; 1986); Augusto Rodrigues (1980). A segunda etapa desta pesquisa se deu de forma prática. A fim de alcançarmos os objetivos citados, foram aplicadas oito (8) oficinas de Artes Visuais, durante os meses de março e abril de 2013, em uma turma de pré-escola, de uma escola pública de Pelotas. As oficinas foram relacionadas às várias expressões das Artes Visuais Contemporâneas, e tiveram como foco a produção de artistas brasileiros ou que produziram no Brasil, são eles: Lygia Clark, Frans Krajcberg, Lia Menna Barreto, Regina Silveira, Lygia Pape, Hélio Oiticica e Arthur Bispo do Rosário. Para a produção e desenvolvimento das oficinas, destaca-se a utilização de uma coleção de livros paradidáticos de arte contemporânea, voltados para as crianças, trata-se da coleção “Arte à Primeira Vista” de Valquíria Prates e Renata Sant’Anna (2009), que serviram como mediadores entre a obra dos artistas apresentados e as crianças, sendo que o design e impressão dos livros permitiram que as crianças tivessem seus sentidos provocados, por meio do tato e da visão, sempre com texturas, imagens, cores e textos referentes aos materiais utilizados e às poéticas, presentes nas obras dos artistas. / This thesis deals about the education of contemporary art in preschool, looking for new alternatives of preschool’s formation, connecting the aesthetics and ludic experiences, able to cause the ampliation of children’s interest for the art. The general objective is notice how the contemporary art can affect the children, and as specific purpose notice how the activities cause the aesthetics experiences; research how the contemporary art is useful for the formation of child’s senses, and how such experience can participate in the formation of the child. So this research have two steps: the first one is theoretical, where are addressed the concept of ludic, Johan Huizinga (1990) and Paulo de Tarso Cheida Sans (1994); and of experience, Walter Benjamin (1994; 2002), Jorge Larrosa (2006); related to the education of contemporary art Katia Canton (2009), Anne Cauquelin (2005); as well as presents briefly the importance of Preschool of Art in Brazil, for the change of children’s art education, Herbert Read (1973; 1986) and Augusto Rodrigues (1980). The second step of this research occurred by experience. In order to reach the objectives mentioned, were applied eight (8) workshops of Visual Art, in march and april of 2013, in a preschool class, in a public school of Pelotas. The workshop were related to many expression of Visual Contemporary Art and were focused in the production of Brazilian Artists, such as Lygia Clark, Frans Krajcberg, Lia Menna Barreto, Regina Silveira, Lygia Pape, Hélio Oiticica and Arthur Bispo do Rosário. For the workshop production and deployment stands out the use of a paradidatic book collection of contemporary art, made for childrens - “Arte à Primeira Vista” - by Valquíria Prates and Renata Sant’Anna (2009), which was used as a mediation between the work of the submitted artists and the children; whose design and the print of the books allowed the children to have the senses stimulated, by the touch and the eyesight, through textures, images, colors and text related to the materials used and the poetics in the works of the artists.

The contemporary flâneur is confronted with a radically different world in comparison to the Parisian arcades of the nineteenth century during which the idea of the flâneur was conceptualised. The current urban milieu of the flâneur is dominated by consumerism, computer systems and surveillance, and the research posed here explores the flâneur within this environment. The flâneur was originally visualised on the streets and arcades of the city; however, cities do not only exist as buildings and streets and have become global entities that are constituted from the physical and the virtual. Throughout this study reference is primarily made to the work of Francis Alÿs to elucidate theoretical concepts. This study proposes that there is an absence of the teleological goal in the journey of the flâneur and as such, the flâneur wanders the streets without aim; however, in the process creates narratives and leaves traces of his journey. The ubiquity of surveillance in the contemporary metropolis complicates the flâneur's relationship with the latter. Consequently the impact of surveillance on the flâneur and the flâneur's daily wanderings are examined to ascertain its influence on the flâneur in a hyperreal society. In contemporary thinking, the traditional idea of the male flâneur requires reassessment and this research investigates the possibility of the female flâneur and women's presence in the public spaces of the city and the virtual realm of cyberspace. Furthermore, women are intricately linked to consumerism and their experience and position in the city are influenced by being seen as objects of the gaze. / Dissertation (MA)--University of Pretoria, 2011. / Visual Arts / unrestricted

La présente recherche traite des mécanismes de communication de type praxique qui sont au cœur des interactions ludomotrices qui se nouent au sein de la pratique du volleyball. Cette perspective de recherche offre la possibilité de mieux appréhender et comprendre les conduites motrices des joueurs qui se façonnent dans un réseau sociomoteur s’articulant autour de rapports de coopération et d’opposition. De là, il nous a semblé intéressant d’étudier le contenu du volleyball qui se pratique aussi bien dans le milieu professionnel qu’à l’école. Le réseau de communication mixte de ce sport est bâti sur la trame de comportements moteurs observables des pratiquants dont l’aisance et l’efficacité motrices espérées s’acquièrent au fil des séances d’entraînements conduits par les entraîneurs/enseignants. Dans ce contexte, l’approche techniciste et classique du Volleyball est-elle privilégiée à l’approche « sémiotrice » fondée sur la lecture des conduites motrices des pratiquants et sur la communication praxique ? La recherche de l’efficacité en situation de match accentue-t-elle cette tendance auprès des éducateurs et des joueurs sur le plan de leurs représentations ? Pour répondre à ces interrogations et mettre en évidence ce réseau subtil d’interactions motrices, nous avons analysé des matchs chez trois populations issues du sport de haut niveau, d’association sportive scolaire et en éducation physique à l’école. Ces observations ont été croisées avec des entretiens semi-directifs réalisés auprès des joueurs et des éducateurs et avec un questionnaire reposant sur la procédure de Condorcet. Les résultats ont révélé d’une part qu’au sein du sport de haut niveau les rapports d’interactions motrices des joueurs se fondent sur des réseaux de communications praxiques plus riches qu’au sein du volleyball scolaire et associatif, mettant en valeur des rapports d’opposition et de coopération autour de sous-rôles sociomoteurs variés et privilégiés. D’autre part, le niveau de pratique à l’échelle scolaire, observé dans le contenu des séances menées par les enseignants, privilégie l’aspect technique et physique du volleyball. Par ailleurs, on relève des distinctions quant aux représentations des pratiquants et de la part de leurs entraîneurs et ce, dans les trois populations comparées : pour les pratiquants, l’intérêt porte principalement sur les aspects techniques, tactiques et physiques. Quant aux entraîneurs, outre les aspects techniques et tactiques, l’organisation et la planification de l’entraînement sont valorisés pour atteindre les objectifs visés. La sportivisation des pratiques telles que le préconisent depuis longtemps les finalités éducatives des instructions officielles (1990) en Tunisie, et observées ici, ne facilite pas la mise en œuvre pédagogique et didactique du volleyball dans une perspective sémiotrice. La référence sportive fondée sur des habiletés motrices (techniques corporelles) du volleyball ne fait qu’entraver la réussite des échanges praxiques entre les élèves. Nous nous proposons ainsi de construire une approche originale de l’enseignement du volleyball scolaire sous l’angle d’un apprentissage fondé principalement sur la sémiotricité. / This study deals with praxis communication mechanisms that are at the heart of motor playfulness interactions that are formed in the practice of volleyball. This research perspective offers the opportunity to better grasp and understand the motor behavior of players that are shaping a social motor skills network revolving around cooperative and adversarial. From there, it seemed interesting to study the content of practicing volleyball both high level and at school. The joint communication network of sport is built on the frame of observable motor behavior of practitioners whose ease and hoped drive efficiency gain over the trainings sessions led by trainers / teachers. In this context, is the technocratic and traditional approach of Volleyball is preferred over the approach motor semiotic based on the studyof motor behavior of practitioners and the praxis communication? The search for efficiency in game situations accentuates this trend with educators and players in terms of their representations? To answer these questions and highlight the subtle network of motor interactions, we analyzed the matches of three populations from high-level sport, school sports association and physical education at school. These observations were crossed with semi-structured interviews with players and educators with a questionnaire based on Condorcet Method. Results revealed that within high level sports, motor interactions of players are based on praxis communication networks are richer within school and club volleyball, thus highlighting links of opposition and cooperation around diverse and under-privileged social motor skills roles. On the other hand, the level of practice at the school level, observed in the content of the sessions conducted by teachers, emphasizes the technical and physical aspects of volleyball. Furthermore, we note distinctions as to the representations and practitioners from their coaches and within three populations: for the first, mainly the focus is on the technical, tactical and physical aspect. As for the second category, in addition to technical and tactical aspects, organization and training of planning are emphasized to achieve objectives. The sportization practices such as have long advocated the educational purposes of official instructions (1990) in Tunisia, observed here, do not make easy the educational and teaching work in a volleyball motor semiotic perspective. Sports reference based on motor skills (body techniques) volleyball only hinder the success of praxis exchanges between students. We thus propose to build an original approach to teach school volleyball in terms of learning based primarily on motor skills semiotic.