Made available in DSpace on 2016-07-27T13:54:18Z (GMT). No. of bitstreams: 1 JOICY MARA REZENDE ROLINDO.pdf: 889362 bytes, checksum: c7733a9787cadb75712009b3a9b0c87e (MD5) Previous issue date: 2008-08-20 / The significant growth of the undergraduate teaching in our country has making educational system worry about the teaching formation of those teachers who work in this educational level. Based in the necessity of looking at carefully to teaching education, this work tried to identify how teachers who do not have a specific formation to teaching realize their own formation and qualification to work at colleges (ensino superior). We have comprehended and known about the representations they have about themselves as teachers and how they act in during the teaching action. For that, it was necessary to get some elements which make part of their professionalism as teacher, their views about the requirement of teaching and action in the classroom. We chose and selected the graduation course of Agricultural Engineering at Goiás State University (UEG) as the research context, where thirty teachers have answered a questionnaire, and five teachers were interviewed and gave us permission to observe their classes for a semester. The reason why we have chosen this course is that the most part of teachers do not have a specific, didactic and pedagogic education. The theory which we use as a basis for this study was: data analisys avaliable in bibliography about the university pedagogy and teaching education presented by foreign researchers such as Tardif, Nóvoa, Shulman, Ariza and Toscano and Brazilian researchers such as Masetto, Cunha, Morosini, Veiga, Vasconcelos, Pimenta, Pimenta e Anastasiou e Libâneo. In the research we used the qualitative method and a case study. In the first moment the subjects of this research answered a questionnaire in which we could obtain data about personal identification, academic and educational formation and their professional life. In a second moment, we selected five teachers who were interviewed and whose classes we observed. We still used as instruments for this research the Project politician. Pedagogic of the institution and the lesson plans of those teachers. The analisys showed that a) based on the their representations, the academic teachers do not consider the pedagogic formation as a basis of the professional identity and their action in the classroom. They consider most their knowledge in their specific area; b) the pedagogic formation, in the studied context, is based on their own professional experience and in their own practice through a right and wrong process; c) there is a favorable motivation to teacher occupation. The conclusions point to the necessity of having an academic and teaching formation based in the theorical and scientific dimension in a specific area in which those teachers act and the necessity of techniques and practice involving a professional and specific preparation to teaching, in which we must include a didactic knowledge education (Cf. Libâneo, 1994, p.27) / O aumento significativo das instituições de Ensino Superior no país tem levado a uma crescente preocupação com a qualificação dos professores que atuam nesse nível de ensino. Diante da necessidade de uma atenção maior à formação docente, este estudo buscou captar como professores sem formação específica para a docência representam seu próprio preparo para atuação no ensino superior. Tratouse de saber as representações que fazem de si próprios como professores e como elas atuam na configuração de sua prática docente. Para isso, foi necessário buscar alguns elementos da constituição de sua profissionalidade como professor, suas percepções sobre requisitos da atividade docente e sua atuação em sala de aula Foi escolhido como campo de pesquisa o curso de Engenharia Agrícola da Universidade Estadual de Goiás, onde trinta professores responderam a um questionário, dos quais cinco passaram por entrevistas e tiveram suas aulas observadas por um período de um semestre. A escolha desse curso deu-se em razão de existir maior probabilidade de seus professores não possuírem formação pedagógico-didática específica. A fundamentação teórica para estudo e análise dos dados foi obtida na bibliografia disponível sobre pedagogia universitária e formação de professores, tendo sido consultados autores estrangeiros, como Tardif, Nóvoa, Shulman, Ariza e Toscano e nacionais, como Masetto, Cunha, Morosini, Veiga, Vasconcelos, Pimenta, Pimenta e Anastasiou e Libâneo. A pesquisa realizada foi qualitativa, utilizando-se o estudo de caso. Na primeira etapa, os docentes responderam a questionário visando obter dados referentes à identificação, formação acadêmica e desenvolvimento profissional. Na segunda etapa, foram selecionados cinco os professores para serem entrevistados e serem observados em suas aulas. Foram utilizados, também, como instrumentos de pesquisa, o projeto Pedagógico da instituição e os Planos de Ensino dos professores. A análise de dados mostrou que: a) segundo suas representações, os docentes universitários não consideram a formação pedagógica como base de identidade profissional e nem de usa prática docente. Esta tem como peso significativo os saberes da área específica; b) a formação pedagógica, no âmbito do curso estudado, se dá pela prática e pela experiência adquirida na própria prática por um processo de erro e acerto; c) há uma motivação favorável à profissão de professor. As conclusões a que se chegou estão em conformidade com as necessidades de formação do docente universitário com a abrangência de duas dimensões: a teórico-científica na área específica de atuação e a técnico-prática visando à preparação profissional específica para a docência, incluindo aqui o conhecimento didático ( Cf. Libâneo, 1994, p. 27)

Made available in DSpace on 2016-07-27T13:54:46Z (GMT). No. of bitstreams: 1 Maria Eugenia Peixoto De Azevedo.pdf: 749147 bytes, checksum: 00c21b5756cdb2894beb4ed8d6fcdeef (MD5) Previous issue date: 2009-08-03 / The present work treats of the pedagogic use of the blog considered in a vygotskyan cultural historic perspective, as a cultural and technological instrument of mediation. Being considered to growing presence of information and communication technologies, as well as of virtual tools, in the society and, in matter, in the school, the research problem was: which is the teachers' vision concerning the pedagogic use of the blog in educational practice. The general objective of the research was to identify the teachers' vision on the use pedagogic of the blog. The specific objectives were: - to identify the teachers' vision about the mediations made possible by the blog with pedagogic purpose; to identify the theoretical reference adopted by the teachers in the use of the blog; to describe the teachers' vision concerning the effects of the blog in the students' learning. It was made a field research with qualitative approach and the technique of the semi-structured interview was used for obtaining of the data. The subjects in the research was six teachers, being three teachers and three go out of course of the Nucleus of Education Technology of the Municipal General office of Education of Goiânia. The results are presented in two main categories: 1) the use of the blog with pedagogic purpose: - necessary conditions and difficulties; - advantages and forms of use of the blog; - theoretical foundation and teaching methodology: the absence of the category mediation; 2) effects of the blog in the students' learning: permanence in the conventional way of to learn and to teach. / O presente trabalho trata do uso pedagógico do blog considerado numa perspectiva histórico-cultural vygotskyana, como um instrumento cultural e tecnológico de mediação. Considerando-se a crescente presença de tecnologias de informação e comunicação, assim como de ferramentas virtuais, na sociedade e, em particular, na escola, o problema de pesquisa foi: qual é a visão de professores acerca do uso pedagógico do blog em sua prática docente. O objetivo geral da pesquisa foi identificar a visão de professores sobre o uso pedagógico do blog. Os objetivos específicos foram: - identificar a visão de professores sobre as mediações possibilitadas pelo blog com finalidade pedagógica; identificar o referencial teórico adotado pelos professores na utilização do blog; descrever a visão de professores acerca dos efeitos do blog na aprendizagem dos alunos. Fez-se uma pesquisa de campo com abordagem qualitativa e utilizou-se a técnica da entrevista semi-estruturada para obtenção dos dados. Participaram da pesquisa seis professoras, sendo três formadoras e três ex-alunas do Núcleo de Tecnologia Educacional da Secretaria Municipal de Educação de Goiânia. Os resultados são apresentados em duas categorias principais: 1. O uso do blog com finalidade pedagógica: - condições necessárias e dificuldades; - vantagens e formas de uso do blog; - Fundamentação teórica e metodologia de ensino: a ausência da categoria mediação; 2. Efeitos do blog na aprendizagem dos alunos: permanência do modo convencional de aprender e ensinar.

Made available in DSpace on 2016-04-27T14:30:39Z (GMT). No. of bitstreams: 1 Francisco Evangelista.pdf: 1031196 bytes, checksum: bd37b915c305e47c020a791f74cc3237 (MD5) Previous issue date: 2011-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research is introduced in The Research Curriculum and Formation Nucleous and its line of research is the interdisciplinerity. This main subject is to present the itinerary of Formation and investigation of the graduated professional in Philosophy and its intend to emphasize the real pedagogical action as a conductor wire in order to the philosophic education happens inside the school environment and also outside of it and considering the pedagogical practice researcher himself as the investigation subject. The reasons of this intensive researches are around of nowadays needs when the educative and didatic practice in Philosophy happens inside and outside of schools. Another reasons are to analyze the present which is the witness more recent of the past hearing the future and it makes a prospective analyze in order to give validate and firm base to the philosophic work. When we study Philosophy hardy we perceive that it is more easy understand it as social,cultural and historic, benefit; this distinguish it as a progressive real life day by day and conscientiouness of the persons involved in this process, consequently, the contents studied inside and outside of classroom are beneficial to their lives. The methodology that was utilized in this research has reflected that one which is the own researcher personal history. This fact approaches the research to the called ego history or more specifically called auto biographic research. This work researches his personal history, revisiting his formation way and his academic investigation. This text analyze his educator trajectory, so he is same time a study object and he is also an investigation process subject. In this research there are reflection and analyze of his history and his real pedagogical practice and over all as professional of the education / Este trabalho insere-se no Núcleo de Pesquisa Currículo e Formação, tendo como linha de pesquisa a Interdisciplinaridade. O objetivo é apresentar o itinerário de formação e investigação de um profissional graduado em filosofia, procurando destacar a ação pedagógica concreta como fio condutor para que a educação filosófica pudesse acontecer de fato no ambiente escolar e fora dele, tomando como objeto de pesquisa a prática pedagógica do próprio pesquisador. As justificativas para este trabalho giram em torno da necessidade nos dias atuais, ao se desenvolver a prática educativa e didática em filosofia, dentro da escola e fora dela, analisar-se o presente, que seria o testemunho mais recente do passado, escutando o futuro, além de fazer uma análise prospectiva que dê validade e base ao trabalho filosófico. Ao se aprofundar no estudo da filosofia, torna-se mais fácil entendê-la como um benefício social, cultural e histórico, caracterizando a filosofia como vivência e conscientização progressiva dos envolvidos em seu processo, sendo que os conteúdos estudados em sala de aula ou fora dela, sejam realmente benéficos para suas vidas. A Metodologia utilizada para a construção deste trabalho, foi a história pessoal do pesquisador, aproximando esta pesquisa da chamada egohistória e mais especificamente da pesquisa auto-biográfica. Pesquisando sua história pessoal, revisitando seu percurso de formação e investigação acadêmica, buscando refletir sobre sua trajetória de educador, sendo ao mesmo tempo sujeito do processo de investigação, como também, objeto de estudo. Neste trabalho, o pesquisador é ao mesmo tempo sujeito e objeto de pesquisa e investigação. Sua história, e, sobretudo, sua prática pedagógica concreta como profissional da educação, são colocadas em questão e reflexão

Made available in DSpace on 2016-04-27T14:30:52Z (GMT). No. of bitstreams: 1 Eliana Allbarrans Leite.pdf: 1267899 bytes, checksum: 6b571c0cd90fde89546e8c76a3278099 (MD5) Previous issue date: 2011-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The study object of the present research is the Curricular Reform of the State of São Paulo, implanted in the administration 2007-2010 in the state public net, in its encounter with a school unit. Without giving voice to the schools and the teachers, the new curriculum was implanted in a climate of a lot of dissatisfaction of the ones that act at the public schools of the state net. With the speech of warranty of a common base of knowledge and competences, for the schools to work as a net, the official curriculum was implanted firstly as proposal, consolidating as official curriculum in the beginning of 2010. In this context, this research had for objective to understand the process lived by the Fênix School State with the implantation of the Program São Paulo Does School, for the government from São Paulo in the administration 2007-2010. In the development of the research, we tried to understand how the construction of the curriculum happened for the school, in the context of implantation of an unified curriculum. Besides understanding as the teachers, main actors in Curricular Reform‟s implementation, exercise their educational autonomy and the Curricular Reform‟s impact in the Political-Pedagogic Project of the school, we also looked for to infer the way as the school is organized interfered in the impact of that education reform. The qualitative research also used documents and academic bibliography on the theme. The data collection grew through the technique of focal group. The results appeared, in the case of the school analyzed, that the impact of the Curricular Reform of the State of São Paulo (administration 2007-2010) was negative, provoking rupture in the collective work of the school and in the educational autonomy. It is waited, with this study, to take to the Fênix School and the net a text that aids the reflection in the direction of the construction of their collective / O objeto de estudo da presente pesquisa é a Reforma Curricular do Estado de São Paulo, implantada na gestão 2007-2010 na rede pública estadual no seu encontro com uma unidade escolar. Sem dar voz às escolas e aos professores o novo currículo foi implantado num clima de muito descontentamento dos que atuam nas escolas públicas da rede estadual. Com o discurso de garantia de uma base comum de conhecimentos e competências, para que as escolas funcionem efetivamente como uma rede, o currículo oficial foi implantado a principio como proposta, se consolidando como currículo oficial no inicio de 2010. Nesse contexto a pesquisa desenvolvida teve por objetivo compreender o processo vivido pela Escola Estadual Fênix com a implantação do Programa São Paulo Faz Escola, pelo governo paulista na gestão 2007-2010. No desenvolvimento da pesquisa procuramos compreender como se deu a construção pela escola de seu currículo no contexto de implantação de um currículo unificado. Além de entender como os professores, principais atores na implementação da Reforma Curricular, exercem sua autonomia docente e o impacto da Reforma Curricular no Projeto Político Pedagógico da Escola, buscamos também depreender se o modo como a escola está organizada interferiu no impacto dessa reforma educacional. A pesquisa qualitativa utilizou-se também de documentos e bibliografia acadêmica sobre o tema. A coleta de dados desenvolveu-se através da técnica de grupo focal. Os resultados apontaram no caso da escola analisada que o impacto da Reforma Curricular do Estado de São Paulo (gestão 2007-2010), foi negativo provocando ruptura no trabalho coletivo da escola e na autonomia docente. Espera-se, com este estudo, levar à Escola Fênix e à rede um texto que auxilie a reflexão na direção da construção do seu coletivo

O principal objetivo desta dissertação é a elaboração da arquitetura de um dicionário eletrônico off-line em CD-ROM, pedagógico, bilíngue italiano-português, para aprendizes brasileiros adultos. Iniciando-se pela representatividade lexical nos dicionários, procurou-se abordar os critérios de eleição dos corpora de base em sua preparação e a consequente seleção de verbetes, indicativos do público-alvo destes dicionários. Após esta introdução ilustrativa feita com exemplos reais de escolhas lexicais no decorrer da história dos dicionários monolíngues e bilíngues na esfera da língua italiana e portuguesa, enfatizaram-se o valor da língua oral para os aprendizes bem como as recentes pesquisas nesta direção. No âmbito da lexicografia crítica, fez-se necessária a criação de uma metodologia de análise apropriada, aplicada a diferentes dicionários existentes, principalmente aos que utilizam mídias eletrônicas, elaborando-se formulários específicos com vistas à padronização e otimização deste processo de avaliação, e à criação de futuros produtos lexicográficos. A princípio tais formulários foram elaborados como um meio para se alcançar o objetivo final, mas acabaram se transformando naturalmente em uma nova meta criativa. O alcance da verificação foi sendo ampliado para que se pudesse catalogar qualquer dicionário, principalmente quanto às suas informações gerais, macroestrutura, microestrutura (denominadas aqui preferencialmente macroarquitetura e microarquitetura), e possibilidades e recursos oferecidos pelo formato eletrônico. A partir destes resultados, sugere-se uma proposta do modelo teórico selecionado, apresentado na forma de telasexemplo para CD-ROM, considerando-se que a estrutura digital seja uma ferramenta imprescindível à didática do ensino de línguas estrangeiras. / This dissertation\'s main objective is the development of the architecture of an off-line pedagogic, bilingual Italian-Portuguese electronic dictionary on CD-ROM for Brazilian adult learners. Starting at the lexical representation in dictionaries, it was sought to address their base corpora selection criteria and subsequent entry selection, indicative of their target audience. After this illustrative introduction made with real examples of lexical choices in the course of the history of monolingual and bilingual dictionaries for Italian and Portuguese language, emphasis was given to the value of oral language to learners, as well as the recent research in this field. As part of the critical lexicography, it was necessary to create an appropriate methodology of analysis applied to various existing dictionaries, especially to those using electronic media, and to develop specific forms having in view the standardization and optimization of this evaluation process and the creation of future lexicographical \'products\'. At first these forms were prepared as a way to achieve the ultimate goal, but eventually it naturally became a new creative aim. The scope of the verification was expanded so that one could categorize any dictionary, especially regarding its general information, macrostructure, microstructure (preferably called here \'macroarchitecture\' and \'microarchitecture\'), and the resources and possibilities offered by electronic format. From these results, it is suggested a proposal of the selected theoretical model, presented as example-screens for CD-ROM, considering that the digital infrastructure is an indispensable tool to the didactic teaching of foreign languages.

La culture informationnelle constitue une des compétences attribuées à l’employabilité des individus dans l’actuelle société de l’information, des connaissances et du savoir (SICS). En exigeant des compétences employables (CE), celle-ci prend à notre sens une nouvelle dimension (SICS&CE) faisant ainsi transiter le marché du travail du concept du « marché d’emploi » d’attributions fixes et de routines classiques à celui du « marché d’employabilité (MEMP) » sollicitant la flexibilité et les compétences adoptives et adaptatives aux changements socio-économiques. Désormais, la veille stratégique en général et précisément numérique, œuvre par son « Processus de production d’information et des connaissances » à développer la culture informationnelle de veille sur Internet (CIVI) pour améliorer les diverses compétences individuelles. Dans ce sens, cette thèse vient dans le cadre d’une analyse qualitative et une approche exploratoire interprétative, traiter la problématique du développement de la qualité des compétences définissant l’employabilité des apprenants, futurs diplômés universitaires. Elle cherche à savoir dans quelle mesure une veille pédagogique et stratégique universitaire peut améliorer la qualité de leurs compétences employables en culture CIVI, en adoptant dans son processus de production informationnelle, un marketing relationnel orienté-marché impliquant les apprenants universitaires en tant que « clients internes », aussi bien que les acteurs du marché d’employabilité en tant que « clients externes » ? En évoluant dans une perspective socio-constructiviste, des séries d’évaluations sur les compétences et les satisfactions des apprenants aussi bien que des modèles d’évaluation de leurs compétences en CIVI ont été élaborés dans le cadre d’une approche par compétence (APC) adoptant un marketing relationnel interne et externe. Cette approche se caractérise en premier lieu par une : « Orientation-Implication des Apprenants-Clients : OI-APCL » et en second lieu par une « Orientation-Implication du Marché d’employabilité : OI-MEMP », se basant sur un blog pédagogique en tant que Système informationnel et outil de veille Web.2.0, destiné à développer la compétence en culture informationnelle des apprenants. Ceci nous a conduit à constater dans le cadre de l’orientation vers une université d’employabilité, l’amélioration des taux des compétences par la baisse des groupes profanes en culture CIVI, passant de 88,74% à 41,94% et un taux de besoin de formation en culture CIVI passant de 89,50% à 46,50% conduisant à la satisfaction des apprenants et des acteurs d’employabilité impliqués dans notre travail et le recrutement de trois groupes des 20 binômes apprenants/diplômés concernés par notre travail, Ces résultats amènent à recommander l’adoption d’une « veille d’employabilité » pour le développement de la qualité des compétences individuelles dans une société SICS&CE sollicitant désormais en plus des connaissances et du savoir, l’actualisation par l’apprentissage à vie et la flexibilité d’adaptation aux changements et innovations, définissant ainsi l’employabilité des individus. / Information literacy is one of competences conferred to individual employability in information and knowledge society (IKS). By Requiring employable skills (EC), this society acquires a new dimension (SICS & CE) and passes labor market from classic concept of "job market" to "employability market (MEMP)" seeking flexibility and adaptive skills to changes. Foresight Scanning in general and specifically digital one, works by its "Information and Knowledge Production Process" to develop information literacy/Internet (CIVI) to improve various individual skills. In this sense, this thesis evolves in a qualitative and interpretative exploratory approach, to treat the issue of quality skills development, defining the employability of university students. It seeks to know how a universities’ foresight scanning will improve quality of their employable CIVI culture skill, by adopting in its informational production process, a market-oriented relational marketing involving university students as "internal customers ", as well as employability market actors as" external customers " ?Evolving in a socio-constructivist perspective, series of evaluations on skills and satisfactions of learners as well as their skills CIVI assessment models were developed as part of a competency based approach (SBA) adopting a relational internal and external marketing. This approach is characterized firstly by an "Orientation-Involvement of Learners-Clients: OI-APCL" and secondly by an "Orientation-Involvement of employability market: OI-MEMP," based on an educational blog as informational Web.2.0 System and monitoring tool designed to develop competency in information literacy learners. This led us to conclude in the orientation forward an employability university, skills levels improvement by declining secular groups CIVI culture, from 88.74% to 41.94% and a need for training CIVI rate of Culture from 89.50% to 46.50% resulting to learner employability and the recruitment of three groups of the 20 pairs graduate students involved in our work, This recommends adoption of an " Foresight Scanning employability" for quality development skills in SICS&CE society seeking now more than information and knowledge, but also flexibility skills to adapt changes and innovations defining really individual employability.

This research is a case study of the Stoneleigh Group; a partnership of voluntary youth work organisations that piloted a spiritual development programme for young people aged 18 to 25. The purpose of the research was to examine the claims made by the Stoneleigh Group to have developed a radical approach and outcomes of personal and social transformation within a programme of informal education out of doors. The research was undertaken in the contexts of reviews of research concerning outdoor education, informal education for young people, and youth transition. An ethnographic study of the retreat programme and its impact on the lives of the young people was combined with a critical study of the advocacy work of the Stoneleigh Group within the development of the National Youth Work Curriculum. The analysis was undertaken with the aid of Bernstein’s theoretical framework for curriculum and pedagogic critique. The study of the programme claims that the pedagogic approach was radical in its ideology and practice. However, it is argued that the impact on the young people depended on the ideology of the youth organisation for which they volunteered. A range of claims for a radical outcome are identified and discussed. The research argues that, despite the claim that the outcomes of social transformation were only partially achieved, the practices of the Stoneleigh Group were contested because of their perceived radicalism. The study of the advocacy work suggests that, despite these challenges, the Stoneleigh Group's contributions to the national discussions concerning the spiritual development of young people within the youth work curriculum resulted in proposals that supported a more radical pedagogic approach than currently practised. The research indicates that the Stoneleigh Group influenced statements made in the consultation. It is argued that the Group provided support for the concept of young people as agents of social change. In particular, it is suggested that the pilot was used to support a view of young people as capable of, and valued for, their challenges to the established norms of society.

The interpretation of landscape, the significance of walking and the relationships that exist between them are rarely considered or critically examined in much of leisure research or outdoor pedagogic practice, despite their significance within other fields of academic study such as anthropology and cultural geography. This research seeks to explore how a variety of landscapes are perceived, how cultural and social interpretations influence this perception, and whether these interpretations may be re-envisioned by walking, or wayfaring, as an alternate way of making understandings and meanings with landscape. In exploring the disparate interpretations surrounding landscape, the concept of place and its specificity comes to the fore, as does the importance of the relationship between walking and how we make sense of place. A mixed methodological approach is employed to explore this relationship, combining auto-ethnography, phenomenology and the practice of walking itself. Utilising written notes, photographs, and recordings of personal observations and impressions made whilst on a combination of single and multi-day walks in a variety of locales both familiar and unknown in England, a series of reflective narratives were produced. These narratives serve to describe the experiences gained whilst wayfaring, and provide the data through which critical consideration is given regarding how landscape and place are interpreted in cultural and social contexts. Themes emergent from the narratives and discussed include psychogeography and the urban environment, countryside and suburbanisation, and landscape as amenity. In addition, consideration is given to stories of place, authenticity of place, the changing demographics of walkers, walking alone and with others, walking in different types of landscape, and the significance of paths. Key findings are that landscape is increasingly becoming places of consumption through practices of conservation, urbanisation, heritage and recreational amenity that produce a homogenous and hybridised character, and reflects an urban sensibility in regards to rural culture and nature. This might be resisted by walking where an engagement with the sedimented characteristics of a taskscape and its multi-generational footpaths are experienced. Such an embodied practice is a meaningful activity that might be understood through the concept of existential authenticity and, particularly with regards to long distance walking, might be 3 recognised as having components similar to that of pilgrimage. Furthermore, it is suggested that wayfaring offers an alternate perspective as a practice in the development of a particular relationship with landscape and place and has profound implications for outdoor pedagogic practice.

[pt] Este estudo visa contribuir para as reflexões sobre a constituição do conhecimento escolar, com base em uma pesquisa bibliográfica que buscou identificar e discutir a aplicação dos conceitos de transposição didática, de Yves Chevallard, e de recontextualização discursiva, de Basil Bernstein. Pretendeu proporcionar, desta forma, uma visão geral das diversas leituras possíveis das proposições desses autores, no recorte acima definido. Para tanto, foram analisadas as publicações de Bernstein e Chevallard que se relacionam mais diretamente com a temática em discussão nesta pesquisa, teses brasileiras recentes que operaram com esses conceitos, além dos trabalhos apresentados a partir de 1998 nas reuniões anuais da Associação Nacional de Pós- Graduação e Pesquisa em Educação (Anped), nos Encontros Nacionais de Didática e Prática de Ensino (Endipe), e nas três revistas categorizadas pelo sistema Qualis como de nível internacional A - Cadernos de Pesquisa, Educação e Sociedade e Revista Brasileira de Educação. No decorrer deste processo de pesquisa e reflexão, colocaram-se ainda, como questões paralelas, a discussão das fronteiras dos campos disciplinares do Currículo e da Didática, e a problemática da interpretação de textos teóricos. Conclui-se o estudo, apontando potencialidades e especificidades dos conceitos de transposição didática e de recontextualização discursiva, bem como a importância da incorporação da discussão de tais conceitos na formação de professores. / [en] The objective of this study is to contribute towards reflections regarding school knowledge constitution based upon bibliographical research, aimed at the identification and application of the following concepts: instructional transposition developed by Yves Chevallard and discourse recontextualization by Basil Bernstein. With the intent to provide an overview of several possible interpretations of these authors theoretical proposals within the above-mentioned approach, an analysis was conducted of the following: publications by Bernstein and Chevallard directly related to the subject discussed in this research, recent Brazilian thesis that applied these concepts and, starting in 1998, articles presented during annual meetings of the Associação Nacional de Pós-Graduação e Pesquisa em Educação (Anped), and during the Encontros Nacionais de Didática e Prática de Ensino (Endipe), as well as published in the three magazines categorized by the Qualis system as international A level (Cadernos de Pesquisa, Educação e Sociedade and Revista Brasileira de Educação). In the course of this reflection and research process, parallel issues were raised, such as the Curriculum and Instruction disciplinary fields boundaries and the interpretation of theoretical writings. In the conclusion of this dissertation, potentialities and specific features of instructional transposition and discourse recontextualization were underscored, as well as the importance of incorporating the discussion of these concepts to the teachers education curriculum.

<p>Syftet med detta arbete är att undersöka vilken uppfattning pedagoger i förskola och skola har om sambandet mellan mat och koncentration. Anser de att mat har en betydelse för barns förmåga att delta i de verksamheter de befinner sig i? För att barn och vuxna skall orka vara delaktiga i sociala sammanhang och kunna vara koncentrerade krävs en näringsriktig kost. Vi har därför sökt att få fram vad som betraktas vara en näringsriktig måltid för barn. Genom enkätundersökning, intervju, observation samt litteraturstudier har vi försökt att få fram svar på dessa frågor. Vi berör skolmatens historia och politiken kring hur det kom sig att barn överhuvudtaget skall serveras mat i de verksamheter de befinner sig i. Vi har försökt se bortanför det psykomedicinska paradigmet för att förklara vissa orsaker till koncentrationsvårigheter.</p><p>The purpose with this work is to examine how the pedagogy personnel in pre-school and school thinks about the connection between food and concentration. Do they believe that food has meaning for the children’s ability to participate in the educational programs they attend in? The strength children and adults need to have, for the ability to participate in social interaction, demands good nourishing food. Therefore we have tried to find answers to what a nutritious meal is for children. Trough questionnaire, interview, observation and litterateur studies we have tried to find answers to these questions. We discuss the history of the school-meal and the politics surrounding the question why children should be served food in the educational programs they attend in. We have tried to look beyond the psycho medical paradigm to explain some causes to behavior problem.</p>