<p>Disertacija obuhvata opis tradicionalne nastave engleskog jezika kao podsistema sistema obrazovanja i tradicionalne nastave engleskog jezika: jezičke sposobnosti i jezički elementi, nastavne metode, oblici i sredstva. Dostignuća informatičke tehnologije utiču na neophodne promene u obrazovanju. Model računarski podržane nastave engleskog jezika dat je kroz primenu servisa Interneta i kibernetskih i posebnih metoda nastave u računarskoj laboratoriji.</p> / <p>The dissertation presents a description of the traditional English Language teaching as a subsystem of the educational system: langauge skills and elements, methods, forms, aids.<br />The achievments of information technology make influence on necessary changes in education. It also presents model of Computer Assisted English Language Teaching and Learning applying the Internet services and kibernetics and special teaching methods in a<br />computer laboratory.</p>

The purpose of this study is to present the development of the home economics program of the Teachers College High School from its beginning to the present time of the thesis. It aims to show the type and number of of courses offered, the number of and classification of students enrolled, and what provision was made for the supervision of instruction in these classes. The main body of the thesis is composed of five chapters, which may be outlined in the following manner. Chapter II is a historical sketch of the Teachers College High School. It tells the story of the founding of the parent institution, its development into a teacher's college, and the establishment of a demonstration school as a teacher-training laboratory for college students. Chapter III of the study traces the course offerings in the high school from 1909 to 1939. In this connection, the nature and number of the courses offered are discussed and attention is given to the development of various new phases of the work. Table I shows the development. Chapter IV deals with some aspects of the enrollment of the high school students in the home economics courses. Chapter V of the thesis deals with the supervision of home economics instruction in the high school. Two tables outline the teaching lode of the supervisors. Chapter VI presents a summary of the findings and the conclusions of the study. Since no previous study of the development of the home economics program in the Teachers College High School has been made, this survey should be valuable to those interested in the growth of home economics in this institution.

Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-09T11:20:43Z No. of bitstreams: 1 arquivototal.pdf: 4153663 bytes, checksum: 1498bea749a2cf07373bbe25692a39fd (MD5) / Made available in DSpace on 2017-08-09T11:20:44Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 4153663 bytes, checksum: 1498bea749a2cf07373bbe25692a39fd (MD5) Previous issue date: 2016-07-28 / The discursive multimodality is a common linguistic phenomenon to any genre, and it is the union of more than one semiotic resource in a enunciation event. It is something that requires an understanding of semiotic materiality of texts paying attention to the understanding of all resources used in its constitution. It is something that requires a comprehension of semiotic materiality of texts paying attention to the understanding of all resources used in its constitution. Thus, this research focuses on such epistemological approach and it has as principal goal to investigate the implementation of a multimodal model as didactic proposal to the approach of the multimodal genres in Portuguese Language Teaching. Thus, this research focuses on this epistemological approach and aims to investigate the implementation of a multimodal model as didactic proposal to address the multimodal genres in Portuguese Language Teaching classes. The central object of the investigation is a field research developed in a class of ninth year of the Primary School in a public school in collaboration with the titular teacher of the cited class. The generation of data corresponded to three specific moments: the sequences of lessons, which consists in the planning and realization of the didactic project with the multimodal genres; the oral and written texts produced by the collaborator teacher about her participation in the research; and the textual productions of the students of the investigated class.The central object of this presente research is a research developed in a class of ninth year in a public school, that was done with the collaboration of the teacher of that class. The research data is based on three specific moments: the sequences of lessons, which is the planning and realization of the educational project with multimodal genres; oral and written texts produced by the titular teacher about her participation in the research; and textual productions of the students of the investigated group. Based on multimodal theoretical model, a sequence of three classes were developed and applied, in order to develop visual literacy. The main results point to the identification of multimodal model as an essential educational tool in the visual literacy process to develop a educational attainment. This fact leads to another: the perception of a critical and more aware use of language materialized by the interaction of verbal and image in the student productions. In addition, evaluations of own pedagogical, made by the titular teacher, demostrated a positive assessment performed experience while also unveil epistemological difficulties during the research. Therefore, we can state the positive contribution of the multimodal teaching project to approach a practice of reading and production of imagistic texts in a socially conscious way. This fact corraborate to the thesis that participation in an educational project through multimodal model enables contact with aspects of the production of multimodal genres and with its own meta-language developing Visual Literacy and critical training learner. / A multimodalidade discursiva é um fenômeno linguístico comum a todo gênero textual e que consiste na união de mais de um recurso semiótico em uma composição enunciativa. É algo que requer uma compreensão da materialidade semiótica dos textos atentando para o entendimento de todos os recursos usados em sua constituição. Assim, a presente pesquisa centra-se nessa abordagem epistemológica e tem como principal objetivo investigar a implementação de um modelo multimodal como proposta didática para a abordagem dos gêneros multimodais no Ensino de Língua Portuguesa. O estudo encontra embasamento teórico nos postulados sobre Multimodalidade e Letramento Visual, especialmente, nos trabalhos de Almeida (2009; 2011), Kress e van Leeuwen (1996) e Stokes (2002) e nas concepções acerca da Linguística Aplicada e dos gêneros textuais com os estudos de Moita Lopes (2006; 2009; 2013), Bronckart (2006), Dionísio (2005) e Balloco (2005). O objeto central da investigação é uma pesquisa de campo desenvolvida em uma turma de nono ano do Ensino Fundamental de uma escola pública em colaboração com a professora titular da referida turma. A geração dos dados correspondeu a três momentos específicos: as sequências de aulas, que consiste no planejamento e realização do projeto didático com os gêneros multimodais; os textos orais e escritos produzidos pela professora colaboradora sobre sua participação na pesquisa; e as produções textuais dos alunos da turma investigada. Foram elaboradas e aplicadas, à luz do modelo multimodal, três sequências de aulas, tendo em vista o desenvolvimento do letramento visual. À luz da análise desenvolvida, os principais resultados apontam para a identificação do modelo multimodal como uma ferramenta didática essencial no processo de letramento visual e na formação crítica do aluno. Essas evidências conduzem a outro fato constatado na análise - à percepção de uma linguagem crítica e mais consciente em relação ao seu uso materializada pela interação do verbal e da imagem, nas produções dos alunos. Além disso, as avaliações do próprio fazer pedagógico, feitas pela professora colaboradora, revelam uma avaliação positiva da experiência realizada, embora desvele também dificuldades de ordem epistemológica no decorrer da pesquisa. Portanto, como desdobramentos de todas as análises, ficou constatado a contribuição positiva do projeto didático para a abordagem de uma prática de leitura e produção de textos imagéticos de forma socialmente consciente. Esse fato serviu para confirmar a tese de que a participação em um projeto de ensino por meio do modelo multimodal possibilita o contato com aspectos da produção dos gêneros multimodais e com uma metalinguagem própria desse gênero contribuindo para o desenvolvimento do Letramento Visual e para a formação crítica do aprendiz.

L’enseignement de la science présente plusieurs lacunes : des lacunes en lien avec le contenu scolaire, les activités scolaires et la nature de la science. Qu’en est-il de l’enseignement de la science au Québec par rapport à ces lacunes ? Pour répondre à ces questions, nous avons assimilé l’enseignement de la science à l’enseignement de la modélisation. En effet, « faire la science » revient essentiellement à une activité de modélisation, les scientifiques passent la majorité du temps à construire, à tester, à réviser et à utiliser des modèles scientifiques. Il est important de souligner que cette activité permet, d’une part, de construire les connaissances scientifiques et, d’autre part, de comprendre la nature de la science. Ainsi, l’objectif de cette thèse est d’analyser l’enseignement de la modélisation au Québec en vue de déterminer ses lacunes. Pour préciser cet objectif, nous avons choisi le cas particulier du modèle particulaire, car il est fondamental à l’univers matériel. Pour atteindre les objectifs de cette recherche, nous avons procédé en trois étapes. Dans la première étape, nous avons élaboré des critères de l’enseignement de la modélisation et de l’enseignement du modèle particulaire en s’appuyant sur plusieurs travaux de recherches effectués pour améliorer l’enseignement de la modélisation. Dans la deuxième étape, nous avons décrit l’enseignement de la modélisation tel que présenté dans le programme de formation au secondaire et l’enseignement du modèle particulaire tel que présenté dans le curriculum formel et auprès de certains enseignants. À la troisième étape, cette description a été analysée compte tenu des grilles élaborées à la première étape, ce qui a permis d’identifier plusieurs lacunes dans l’enseignement de la modélisation et l’enseignement du modèle particulaire. Parmi ces lacunes, nous avons relevé l’absence de construction des modèles par les élèves et l’absence du principe de différenciation entre la réalité et le modèle qui l’explique. Ces deux lacunes sont également présentes dans le cas du modèle particulaire. Les élèves ne sont pas amenés à le construire. Son utilisation est inexistante dans le programme de formation et dans la progression des apprentissages au premiers cycle, elle est ambiguë dans les manuels du premier cycle et partielle au deuxième cycle. Les activités qui lui sont associées sont essentiellement des activités de mémorisation et de compréhension des concepts. Ces activités, qui ne sont pas des activités de modélisation, ne permettent pas vraiment de « faire la science » ni de comprendre la nature des modèles et de la science en général. De plus, les énoncés du modèle particulaire sont partiels de sorte que le modèle particulaire ne semble pas une idée centrale à laquelle plusieurs concepts sont reliés. Ces derniers sont plutôt éclatés et décousus. Pour remédier à ces lacunes, plusieurs recommandations ont été proposées. / The teaching of science has several deficiencies : deficiencies related to content, activities and to the nature of science itself. What about the teaching of science in Quebec in relation to those deficiencies? To answer those questions, we have equated the teaching of science with the teaching of modeling. Indeed, "doing science" essentially amounts to a modeling activity. Scientists spend most of their time building, testing, revising and using scientific models. It is important to emphasize that this activity allows, on one hand, to build scientific knowledge and, on the other hand, to understand the nature of science. Thus, the objective of this thesis is to analyze the teaching of modeling in Quebec in order to determine its weaknesses. To clarify this objective, we have chosen the particular case of the particle model, because it is fundamental to the material universe. To achieve the objectives of this research, we proceed in three stages. In the first stage, we developed criteria for the teaching of modeling and the teaching of the particle model based on several research works carried out to improve the teaching of modeling. In the second stage, we described the teaching of modeling as presented in the training program and the teaching of the particular model as presented in the formal curriculum and with certain teachers. In the third stage, this description was analyzed taking into account the grids developed in the first stage, which made it possible to identify several weaknesses in the teaching of modeling and the teaching of the particle model. Among these shortcomings, we noted the absence of construction of the models by the pupils and the absence of the principle of differentiation between reality and the model which explains it. These two deficiencies are also present in the case of the particle model. The pupils do not have to build it. Its use is nonexistent in the training program and in the progression of learning in the first cycle. It is also ambiguous in the manuals of the first cycle and partial in the second cycle. The activities associated with it are essentially activities of memorizing and understanding concepts. These activities, which are not modeling activities, do not really make it possible to “do science” or to understand the nature of models and the nature of science in general. Furthermore, the statements of the particle model are partial so that the particle model does not seem to be a central idea to which several concepts are linked. The latter are rather fragmented and disjointed. To remedy these shortcomings, several recommendations have been proposed.