Made available in DSpace on 2014-08-20T13:48:03Z (GMT). No. of bitstreams: 1 Claudete da Silva Lima Martins_Tese.pdf: 3875554 bytes, checksum: 5cc1a69525c5d1ce8033f72f1f3612c2 (MD5) Previous issue date: 2012-12-21 / In a world of constant and profound transformations, technologies emerge in the school context, creating new possible horizons for the developing of pedagogical practices able to promote the inclusion of students with special educational needs. Searching for knowing and understanding such practices, this study aims to investigate the technologies present in multifunctional resource classrooms in municipal schools in Bagé, RS, as well as the way such technologies are used in inclusive pedagogical practices performed by teachers. The investigation consists of a qualitative research, approaching the characterizing parameters of the multiple case study. The subjects were seven female teachers who work with Special Education, recognized by their pairs for developing good inclusive pedagogic practices. In order to do so, it was used questionnaires, empiric field observation, field diary, interviews, focal group and discursive textual analysis. The theoretical assumptions that beacon this study are based on Freire (2011), Lévy (2006), Moran (2000, 2007), Porto (2009, 2012), Mantoan (2001),Sassaki (2002), Galvão Filho (2009) and Sartoretto and Bersch (2011), without any harm from other collaborations. The study results have showed that the multifunctional resource classrooms from the investigated schools have Assistive Technology resources as well as information and communication technologies which enable teachers to alter, create and recreate their practices. These technologies are used by the teachers in conformity with the needs of the students and their work proposal in the inclusive pedagogic practices they use so that it becomes possible for the student with special educational needs to have access to knowledge and learning, and that the student is able to participate in school activities, able to communicate and socialize. The local teaching system is investing for inclusive policies to become real making it possible for the teachers to participate in continued formation about technologies and be able to have time for discussion time for problems solving as well as cooperative work. These situations, together with a curious open hopeful restless generous cooperative dialogic and loving attitude from the teachers, allow them to perform inclusive pedagogic practices with technologies, inciting the school as a whole to engage in the fight in favor of inclusion. / Num mundo em constantes e profundas transformações, as tecnologias emergem no contexto escolar, criando novos horizontes de possibilidades para o desenvolvimento de práticas pedagógicas que promovam a inclusão dos alunos com necessidades educacionais especiais. Na busca por conhecer e compreender tais práticas, esta tese tem por objetivos investigaras tecnologias presentes nas salas de recursos multifuncionais das escolas do sistema municipal de ensino de Bagé-RS, bem como a forma com que são utilizadas nas práticas pedagógicas inclusivas realizadas pelas professoras que atuam nesses espaços. A investigação se constituiem uma pesquisa qualitativa, aproximando-se dos parâmetros caracterizadores do estudo de casos múltiplos, tendo por sujeitos sete professoras que atuam na Educação Especial, reconhecidas por seus pares por desenvolverem boas práticas pedagógicas inclusivas.Para tal utilizaram-se questionários, observação do campo empírico, diário de campo, entrevistas, grupo focal e análise textual discursiva.Os pressupostos teóricos que balizam este estudo apoiam-se em Freire (2011), Lévy (2006), Porto (2009, 2012), Mantoan (2001), Sassaki (2002), Galvão Filho (2009) e (2006), Porto (2009, 2012), Mantoan (2001), Sassaki (2002), Galvão Filho (2009) e Sartoretto e Bersch (2011), sem prejuízo de outras colaborações. Os resultados do estudo evidenciam que as salas de recursos multifuncionais das escolas investigadas possuem recursos de Tecnologia Assistiva e tecnologias da comunicação e da informação, que possibilitam que as professoras alterem, criem e recriem suas práticas. Essas tecnologias são usadas pelas professoras, conforme as necessidades dos alunos e a sua proposta de trabalho, nas práticas pedagógicas inclusivas que desenvolvem, tendo por finalidade possibilitar que o aluno com necessidades educacionais especiais tenha acesso ao conhecimento e à aprendizagem; consiga participar das atividades escolares e possa comunicar-se e interagir com o mundo que o cerca. Há investimento do sistema de ensino local, para que as políticas voltadas à inclusão se efetivem, possibilitando que as professoras participem de formação continuada sobre tecnologias, tenham espaços para discussão e resolução de problemas e realizem trabalho colaborativo. Estas situações, conjugadas à postura curiosa, aberta, esperançosa, inquieta, generosa, colaborativa, dialógica e amorosa das professoras, possibilitam que elas realizem práticas pedagógicas inclusivas com tecnologias, instigando a escola como um todo a inserir-se na luta a favor da inclusão.

[pt] No final dos anos de 1920 e na década de 1930, o Brasil foi palco de disputas importantes. Não só o campo da política passou por um processo de reordenamento estrutural como também a educação se tornou alvo de interesse público e motivo de debates acalorados. Nossos educadores - o que para a época equivale dizer os nossos intelectuais das mais diversas áreas - tomaram para si a responsabilidade de conduzir as discussões sobre o moderno, o novo, o necessário e se posicionaram de acordo com suas convicções, para melhor divulgar e defender a sua forma de pensar a educação e seu papel na sociedade. Dois grupos se destacaram nesse processo: católicos e pioneiros. Ambos acreditavam na educação como um elemento regenerador e de fundamental importância para a construção de uma identidade nacional e ambos elegeram a matéria impressa como lugar de debate em defesa de suas premissas, fundamentadas pela filosofia da Escola Nova. Os intelectuais qualificados como católicos constituíram um grupo complexo e heterogêneo, unido por ideais em comum. Nessa perspectiva, este trabalho tem por objetivo compreender como estes intelectuais se apropriaram da nova doutrina educacional dentro dos moldes da sua fé e como traduziram nos seus discursos a sua leitura de mundo e o modelo de educação que defendiam, percebendo quais foram as sintonias e nuances entre os seus membros e como estas aparecem no debate pedagógico publicado em suas Revistas. / [en] At the end of the1920s and in the decades of 1930s, many important battles were taking place in Brazil. Not only did the politic field go through a structural reorganization process, education also became target of public interest which led to heated debates. Our educators - who were intellectuals from diverse fields in those periods - they took upon themselves the responsibility of leading the discussion about the modern, the new, the necessary and they positioned themselves according to their convictions, to divulge and to defend better their way of thinking about education and its role in the society. Two groups stood out in this process: Catholics and Pioneers. Both believed in education as a regenerating element and as of fundamental importance in the construction of a national identity and both elected the printed matter as a place for debate to defend their premises founded by New School philosophy. The intellectuals qualified as Catholics constituted a complex and heterogeneous group, united by common ideas. In this perspective, this work aims at understand how these intellectuals appropriated the new educational doctrine within their faith modes and how they translated in their discourse their view of the world and the educational model they defended, perceiving which were the resemblances and nuances among their members and how they appear in pedagogical debate published in their magazines.

"The emergence of English as an international language in a number of domains has implications which are becoming a matter of widespread discussion among both linguists and the general public. In the face of the increasing number of the functions for which English is regarded as more useful or convenient than any other language, and the growth in the numbers of its speakers and learners - it is only slowly that we are beginning to sort out the practical and theoretical implications for the early part of the new millennium of this unprecedented linguistic predominance" (Honey, 1996:99). Despite its high status, the standard of English teaching and learning, especially in severely underfunded black South African schools has suffered rapid deterioration. At the moment, there are no indications that the downward slide can be halted. The nonnative English language debate is compounded by arguments rejecting the pedagogic notion of "Standard English" and advocating a linguistic ethos which suggests that all forms of English are equal. This has resulted in the proliferation of terms such as "black English", "Ghanaian English", "Indian English" etc. which are claimed to be on an equal footing with "British" and "American" English or standard English (Ahulu, 1992). This thesis makes the important point that both "educated" black and white people in South Africa make use of standard English. But the concept of standard English must be properly understood. Quirk at the 1995 English Academy conference, was pushing the term "general English" as an alternative name for "standard English." A variety of English such as British or American English incorporates a standard variety that is encoded in grammars, dictionaries and guides of usage, taught in educational institutions, used to print and often found in the usage of those regarded as educated users. However, those who express "concern for the recognition and acceptance of the English language standard in the education system are sometimes accused of ignoring socio-linguistic realities" (Wright, 1996: 154). This thesis discusses several language features which are peculiar to English as a second language (ESL). These features have been claimed to yield the characteristics of a "South African black English." The analysis shows that these characteristic features are not consistently or reliably realised. In fact according to current research it would seem that most "features are actually teacher-influenced" (Buthelezi, 1989:40). Nonstandard ESL features indicate according to Wright (1995: 8) "a symptom of the sad failure of our education system rather than a sign of the creative evolution of a vigorous new national variety of English." Wright maintains that "to advocate the institutionalising of non-standard English-attributable in large measure to apartheid's legacy of low educational standards - would be neither radical nor progressive, but a profoundly conservative attitude, imposing and enshrining mediocrity." The debate about "black English" in South Africa has not yet gained momentum even though it is part of the common currency. There seems to be a powerful conventional opinion in influential circles that claims that there is a black English in South Africa. The possibility exists that a local variety of English in South Africa may ultimately emerge. But the internationally viable variety will still be needed, one hopes by an ever growing portion of the population as education and opportunity increase. Standard English is the form of English that is taught in South African schools and tertiary institutions. In other words, it includes all users of the "educated" form of English all over the world and it also fulfils more and broader language functions than the nonstandard form. The pedagogic notion of standard English, however, does not imply refusal to accept the existence of non-standard varieties of English or of features in colloquial use that are non-standard and geographically or culturally specific. It is all the more important according to Ahulu (1994: 26) for those concerned with education, especially "the curriculum designers, subject advisors and textbooks writers, to know the forms of English they should consider and emphasize as the educational target, which should subsequently guide teachers and examiners." The evidence we have in the field of "black English" according to Ahulu's (1992) findings in Ghana largely consists of coinages and other lexical modifications, and the listing of isolated examples of grammatical divergence. What is referred to as "educated black English" is nothing more that standard English with an injection of vocabulary items of South African origin. Such phenomena as coinage, lexical borrowing are processes by which standard English is expanding its lexicon as an international language. The inferior conditions of years of underfunding and relentless application of the underlying philosophy of apartheid education have had a critical and profound bearing on the state of ESL teaching. For professional careers, the country's economic development and membership of the international scene, to mention but a few requirements, standard English is essential. Teacher training institutions in South Africa are at the moment going through a rationalisation and restructuring process and they need to review their ESL curriculum and programmes. These teacher training colleges should produces well equipped ESL teachers who are capable of dealing with the language dynamics in the ESL classroom situation. / Thesis (DLitt)--University of Pretoria, 2013. / English / unrestricted

A interferência do homem no meio ambiente reflete em alterações, muitas vezes irreparáveis, entretanto, ações ambientalmente adequadas podem amenizar impactos causados. O Centro Universitário SENAC campus Campos do Jordão, objeto desta pesquisa, sendo uma instituição educacional e consciente de sua responsabilidade socioambiental, realiza ações de Ecoeficiência, dentre as quais, destacam-se as que contemplam os resíduos sólidos que é uma das preocupações mundiais na atualidade, bem como seus impactos ambientais e seu comprometimento com a qualidade de vida no planeta. O trabalho em questão analisou a aplicabilidade da interdisciplinaridade da Educação Ambiental, com foco na geração de resíduos sólidos orgânicos nas aulas do curso de Tecnologia em Gastronomia, buscando identificar os instrumentos utilizados na prática pedagógica, e a aplicabilidade dos temas transversais como estratégia pedagógica prevista na Política Nacional de Educação Ambiental. O estudo se deu por meio de análise da proposta pedagógica, dos planos de ensino, dos diários de classe e da coleta de dados que incluiu dois instrumentos de estudo: docentes e alunos. A finalidade foi investigar os impactos das práticas educacionais quanto a sua representatividade e intervenção junto a Educação Ambiental, e verificar o entendimento da redução da geração de resíduos sólidos orgânicos como um esforço sistemático, coordenado e integrado ao projeto pedagógico do curso. Como resultado deste estudo constatou-se que o processo de ensino-aprendizagem em Educação Ambiental ocorre efetivamente como prática educacional, porém necessita de sistematização nos registros dos projetos desenvolvidos para garantir os indicadores do processo de interdisciplinaridade. / The interference of man on the environment reflects on a change, a lot of times irreversible, however suitable actions can reduce the impacts caused. SENAC University Center in Campos do Jordão, being an educational institution and aware of its social and environmental responsibility, performs some actions of Ecoefficiency, and featuring the ones that contemplates organic residues, which is one of the big concerns in the world nowadays, as well as its environmental impacts and its commitment to life quality on the planet. This present research has analyzed the applicability of the interdisciplinarity on Environmental Education with its focus on the classes of organic residues in the Gastronomy Technology course, considering the tools used on the pedagogic actions and the applicability on transversal themes such as pedagogic strategy previewed at the National Politics for Environmental Education. This study went though the pedagogic project analisys, teaching plans, class diaries and the data collection included two studying tool: teachers and students; the intent was to identify the impact of educational actions in relation to its representativenes and intervention to Environmental Education and verify the comprehension on the production of organic solid residues with a systematic effort , coordinated and integrated to the pedagogic project. As a result, the study has verified that the teaching-learning process from Environmental Education occurs effectively as an educational action, however it needs some systematization on the project registers, developed to assure the indicators from the interdisciplinarity process.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-07-22T13:32:47Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MESTRADO_THALITA_MAIO2016 (3).pdf: 636658 bytes, checksum: 1f9d8fc857b43801a91833c2191f2d18 (MD5) / Made available in DSpace on 2016-07-22T13:32:47Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) MESTRADO_THALITA_MAIO2016 (3).pdf: 636658 bytes, checksum: 1f9d8fc857b43801a91833c2191f2d18 (MD5) Previous issue date: 2016-03-31 / This work is part of the area of concentration: Educational Institution and Educator Training specifically on the Research Line of Training and Teaching the Teacher Professional Practice, Masters Program in Education of the University Universidade do Oeste Paulista (Unoeste) in Presidente Prudente - São Paulo. The study proposed here aimed to investigate how the construction of pedagogical knowledge by teachers of vocational education IFSP Campus President Epitácio is held. This is an interpretative descriptive, of phenomenological orientation, characterized as a case study, carried out at the Federal Institute of Education, Science and Technology of São Paulo - Campus President Epitácio. It was realized a data collection from the application of the interviews that allowed inferring the professional / educational profile of these teachers and investigate his career; it was held the observation of classes, aiming to highlight the teaching practice. It was also performed the analysis of documents, building the amalgam of the existing theoretical base, with recent research dealing with relevant issues to this study, along with laws, decrees and edicts regulating this type of education. This stage permeated the development of the preceding ones. The collected material was interpreted from the adopted theoretical framework and it was also used the content analysis for this purpose, as categories of analysis there are: the professional profile, the educational profile, the construction of pedagogical knowledge and the management of matter. As a result, we have: pedagogical knowledge characterize the specific knowledge of the professional practice of teaching; They are built by our participants in practice, based on the trial / error; the need for teacher training for action in education is marked by features such as emergency, special and provisional; that its importance is not recognized either by the institution or by teachers themselves; that the practices of these teachers have gaps that deserve reflections for a more effective teaching, and the understanding that the vast majority of participants have on teaching and learning is superficial. / O presente trabalho insere-se na área de concentração: Instituição Educacional e Formação do Educador, especificamente na Linha de Pesquisa Formação e Prática Pedagógica do Profissional Docente, do Programa de Mestrado em Educação da Universidade do Oeste Paulista (Unoeste) em Presidente Prudente – São Paulo. O estudo aqui proposto teve por objetivo investigar como se dá a construção dos saberes pedagógicos pelos professores do ensino profissionalizante do IFSP Campus Presidente Epitácio. Trata-se de uma pesquisa descritiva interpretativa, de orientação fenomenológica, caracterizada como um estudo de caso, realizada no Instituto Federal de Educação, Ciência e Tecnologia de São Paulo – Campus Presidente Epitácio. Realizou-se a coleta de dados a partir da aplicação das entrevistas que possibilitaram inferir o perfil profissional/pedagógico desses docentes e investigar sobre sua trajetória profissional; realizou-se a observação das aulas, objetivando evidenciar a prática docente. Realizou-se, também, a análise de documentos, construindo a amálgama do embasamento teórico existente, com pesquisas recentes, que tratam das questões pertinentes ao presente estudo, juntamente com leis, decretos e editais que regulamentam esta modalidade de ensino. Esta etapa permeou o desenvolvimento das anteriores. O material coletado foi interpretado a partir do marco teórico adotado e foi utilizada também a análise de conteúdo para esse fim, como categorias de análises tem-se: o perfil profissional, o perfil pedagógico, a construção dos saberes pedagógicos e a gestão da matéria. Como resultados, tem-se: saberes pedagógicos caracterizam o saber específico do exercício profissional da docência; são construídos por nossos participantes na prática, baseados no ensaio/erro; que a necessidade de formação pedagógica para a atuação na educação profissional é marcada por características como emergencial, especial e provisória; que sua importância não é reconhecida, nem pela instituição, nem pelos próprios docentes; que as práticas desses docentes apresentam lacunas que merecem reflexões para uma docência mais eficiente, e que a compreensão que a grande maioria dos participantes possui sobre ensino e aprendizagem é superficial.

This research is located in the interdisciplinary field of curriculum studies, drawing on both psychological and sociological theories of pedagogy. I explore classroom practice, through a qualitative study into a preparatory school curriculum innovation called DIY: Dream, Innovate Yourself, which encourages children to develop skills (both topic-specific and dispositional) that prepare them for the modern world of business, where flexible thinking, creative problem solving and collaboration are high on the list of ‘hiring qualities’. Using concepts of learning, cognitive and moral development, semiotic mediation, and pedagogy, I develop an analysis of the ‘what’ and ‘how’ of mediation and learning in DIY: Dream, Innovate Yourself. The findings gathered through classroom observation and interviews with learners, suggest that DIY is meeting its intended aims through the programme. However, due to limitations in the data that could be collected, these findings must be treated as preliminary.

This study is about El Sistema, a choir- and orchestra school, that focuses on social development and uses music as a tool to achieve their aims. They primarily work where it is needed the most. Their vision is to get all children, independent of social status, opportunity to take part in instrumental- and choir lessons. The purpose of this study is to shed light on how the El Sistema teachers enable musical learning to take place among the participants. Socio-cultural perspectives on learning, situated learning, the different layers of music from the theory of Frede V. Nielsen, and the intrinsic value of musical experience are used as theoretical starting points. The method in this study was qualitative, semi-structured interviews. This study was conducted with four qualitative interviews. The result shows that musical issues are, to some extent, neglected in El Sistema´s work, that different educators within El Sistema are differently aware of the musical aspect, and how the musical quality is to be achieved in the work, despite the fact that El Sistema has highly appointed musical goals. The result also shows that musical learning is promoted by teaching children in small groups, several times a week. / Den här uppsatsen handlar om El Sistema, en kör-och orkesterskola, som arbetar för social samt mänsklig utveckling främst där behoven är störst. El Sistema anser fokusera på social utveckling och använder musiken som medel för att nå dit. Syftet med denna studie är att belysa hur El Sistema lägger tillrätta för att det musikaliska lärandet ska kunna ske bland deltagarna. Som teoretiska utgångspunkter används sociokulturellt perspektiv på lärande, situerat lärande, musikens olika lager ur Frede V. Nielsens teori samt den musikaliska erfarenhetens egenvärde. Metoden har varit kvalitativa, semistrukturerade intervjuer. Fyra kvalitativa intervjuer har genomförts med fem informanter, varav fyra stråklärare och en rytmiklärare. Resultatet visar att musikaliska frågor till viss del är åsidosatta i El Sistemas arbete. Resultatet visar även att pedagoger inom El Sistema i olika grad inte är medvetna om hur den musikaliska kvalitén ska uppnås i arbetet, trots att El Sistema har högt uppsatta mål när det gäller det musikaliska uttrycket.

Detta examensarbete är ett försök i att utföra ett estetiskt projekt i ett språkämne nämligen franska. Jag genomförde detta projektet för att uppleva hur elever arbetar estetiskt i ett teoretiskt ämne. Eleverna skulle gruppvis utföra en tecknad serie och ett rollspel på franska, med utgångspunkt från den tecknade serien. Från empirin av mitt estetiska projekt med eleverna har jag analyserat hur eleverna upplevde projektet och därmed sitt lärande i ett teoretiskt ämne. Elevernas engagemang och motivation i arbetet var stort. De uppfattade arbetet som intressant och upplevde arbetsprocessen som målet, inte resultatet. / This exam project is an experiment in aesthetic work with language teaching, namely French. I performed this project in order to investigate how pupils work aesthetically with a theoretical subject. The pupils were divided into groups and asked to create a cartoon and, based on the cartoon, a role-play in French. On the empirical background of my aesthetic project with the pupils I studied how the pupils experienced the project and their learning of theoretical subject. The pupils' involvement and motivation was big. They found the task interesting and experienced the work process, not the result, as the goal.

<p dir="ltr">The interactive computer-generated simulation, virtual reality (VR), is growing as an educational and training tool. The primary objective of this research is to explore the effectiveness of VR in teaching in-flight engine failures to beginner flight students, with the intention of integrating it for Purdue University’s curriculum. The methodology for this study is a quantitative descriptive data analysis method. Participant progression and test scores were monitored and translated to statistical data to represent the findings. From the nationwide Flight Academy program, 30 Purdue University JROTC (Junior Reserve Officers' Training Corps) and ROTC (Reserve Officers' Training Corps) cadets with little to no flight experience were selected to participate. The population flew a C172S at Purdue Aviation through the Flight Academy program and were tested on in-flight engine failure knowledge to measure student comprehension. Experimental participants practiced in the TakeFlight Interactive flight training program in a virtual C172R and were able to interact and control the simulated aircraft with the use of the HP Reverb G2 head mount display (HMD), Logitech joystick, and Logitech rudder pedals. The statistical analysis revealed no significant difference in comprehension between the VR and control groups, challenging the initial hypothesis.</p>

This study explores the attitudes and adaptations of social studies teachers in Sweden towardsthe integration of Artificial Intelligence (AI) in their teaching practices. As AI becomesincreasingly prevalent in educational contexts, this research aims to understand both currentviewpoints and anticipated future developments regarding the use of AI tools in education.The rapid advancement of AI technologies presents both opportunities and challenges withinthe educational sector. Teachers are at the forefront of integrating these tools into theirteaching methodologies, striving to enhance educational outcomes without compromisingpedagogical integrity. This research primarily focuses on how these educators perceive andadapt to the incorporation of AI, particularly within the context of social studies, a fielddeeply intertwined with critical thinking and societal analysis.By conducting qualitative interviews with a select group of teachers, this study delves intotheir subjective experiences and attitudes towards AI. It examines the potential of AI tosupport teaching tasks such as assessment and planning, while also considering thetechnology's limitations in providing feedback and personalized learning experiences