O aluno é uma invenção. Nem sempre existiu na história essa categoria que entendemos por aluno. A partir apenas do final do século XIX é que se pode falar em sua emergência. Assim, é também a partir daí que se inicia o processo de produção de uma nova subjetividade das crianças e dos jovens. A escola, instituição responsável por acolhê-los, é o principal agente dessa produção. Fabricar alunos torna-se sua especialização. O presente trabalho procurou discutir, ao mesmo tempo, dois aspectos dessa questão: a) a invenção do aluno como algo não acabado e definitivo, sendo produzida diariamente no cotidiano escolar; b) a associação da invenção do aluno não ao poder possuído pela escola, mas às relações de poder exercidas no seu interior. Para isso, foi desenvolvida uma pesquisa de campo no intuito de observar práticas e discursos escolares que tomavam o aluno como questão. Uma escola pública estadual de ensino médio foi escolhida e o trabalho de campo realizado no decorrer dos anos de 2008 e 2009. Conversas com os alunos foram registradas no final de cada um dos anos e completaram o material de pesquisa. Inspirada na concepção de relações de poder do pensador francês Michel Foucault (1926-1984), elaborou-se uma análise que pretendeu explorar algumas das possibilidades e dos efeitos das relações de poder estabelecidas no interior da escola em termos de uma invenção cotidiana do aluno. Uma das ideias que pôde ser extraída daí é que a invenção do aluno não necessita de práticas e discursos fixos e específicos para sua realização, mas pode ser pensada como inúmeras invenções que seriam possíveis a partir de jogos, disputas, imprevisibilidades e possibilidades de inversão, abertas pelas relações escolares de poder. Ademais, procurou-se experimentar um olhar e uma escrita aberta ao acaso, ao singular, ao imprevisto, ao variado e ao repetido, multiplicados pela concepção de poder que foi assumida. / The student is an invention. Such category has not always existed in History. Only after the late 19th century it is possible to speak not only of its emergence but also the process of producing a new subjectivity of the child and the young. The school, responsible for welcoming them, is the principal agent of this production whose expertise is to make students. The present study outlines two aspects of that at the same time: a) the invention of the student as a non-ending process, being produced daily in the school routine, b) the association of the student invention not with the power possessed by school, but with the power relations exercised inside of it. In order to do so, a field research has been developed to observe practices and student discourses which took the student as an issue. A state high school was chosen and the field work conducted during the years 2008 and 2009. Conversations with students were registered at the end of each year and completed the research material. Inspired by the conception of power relations developed by French philosopher Michel Foucault (1926-1984), an analysis has been carried out which sought to explore some of the possibilities and the effects of power relations established within the school in terms of an everyday invention of the student. This brought the idea that the invention of the student does not require fixed and specific practices and discourses to its implementation. Instead, it can be thought of an array of inventions made possible through games, contests, unpredictability as well as possibilities of inversion, that would possible by the school power relations. Furthermore, we have tried to adopt a look and a written open to fortuitousness, the singular, the unexpected, the varied and repeated, multiplied by the conception of power that was hereby assumed.

Made available in DSpace on 2016-04-27T16:57:23Z (GMT). No. of bitstreams: 1 Natalia Coelho Soares.pdf: 1911222 bytes, checksum: 49a1ece22c9ff2a82a16d9ff71201d25 (MD5) Previous issue date: 2012-12-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to investigate whether and how eighth-grade middle school students who have difficulty in solving mathematical operations with natural numbers deepen their knowledge in this field when they have the opportunity to work with technological tools that are not frequently used in classroom. Data collection was based on twelve semi-structured interviews, which were done according to André (2008) concept of study of case. The students conceptions about solving mathematical operations with natural numbers were analyzed based mainly on the APOS theory. It was concluded that by introducing technological tools that are not frequently used in classroom, such as abacus and printing calculator, the students were allowed to deepen their knowledge about natural numbers and, consequently, reframe their conceptions about it / Este trabalho apresenta uma pesquisa de mestrado que teve o objetivo de investigar se e como, alunos do 8º ano do ensino fundamental, que apresentam dificuldades na resolução de atividades matemáticas que envolvem operações com os números naturais, aprofundam seus conhecimentos, quando lhes é dada a oportunidade do uso de tecnologias não usuais em sala de aula. Para a coleta de dados, foram realizadas doze entrevistas semiestruturadas que caracterizaram o estudo de caso, conforme definido por André (2008). As análises das concepções construídas pelos sujeitos basearam-se sobretudo na teoria APOS. Concluiu-se que a introdução das tecnologias não usuais, como o ábaco e, principalmente, a calculadora com impressora possibilitaram o aprofundamento e a consequente ressignificação das concepções dos sujeitos sobre as operações dos números naturais

<p>The purpose is to analyze if the students have any use of their computer education at a senior high school level or if there is a demand for them to proceed studying. Does the students background have any importance or is it their own motivation that makes the student advance to higher education.</p><p>In this report we ask ourselves the question, if the students have any use of the knowledge gained at senior high school in computer studies at a higher level. Do the students have any chance for employment based on their senior high school grades in computer studies after graduation?  Do the schools that follow the senior high school guidelines within programming and databases give these students an advantage towards those that have not received the same fundamental education?</p><p>The method used for the survey is a group questionnaire.  The questionnaire was distributed at one and the same time and then collected to examine the results. The survey results showed that students who seek work based only on their senior high school grades, received only a temporary position for different lengths of time. Computer education at a senior high school is a preparatory education for collage. Those students that have graduated from  senior high school and are keeping up to date with collage oriented subjects within the field of programming and databases, give their students an advantage when they begin reading at a more advanced level.</p>

University of Macau / Faculty of Education

No description available.

published_or_final_version / abstract / toc / Education / Master / Master of Education

The aim of this diploma thesis is to map the importance of media education in general education and also to find out the way how pupils of the 2nd stage of elementary school and pupils of lower grade of multi-years grammar schools reflect the media education and at the same time to find out its benefit and usage in their real life. The theoretical part describes the basic knowledge that are connected with the theme of this work. The greatest emphasis is placed on the concept of media education in the Czech educational system. The practical part is focus on the results of the research which was made with the mentioned pupils. With the use of the interview with these pupils should be find out what is their opinion on the media education. Through their answers the author of this diploma thesis will try to outline if there is any difference in concept of media education between pupils of the elementary school and pupils of lower grade of multi-year grammar school. At the end of this work the author gives some suggestions for improvement and diversification of teaching media education that reacts on results found out in the research.

O aluno é uma invenção. Nem sempre existiu na história essa categoria que entendemos por aluno. A partir apenas do final do século XIX é que se pode falar em sua emergência. Assim, é também a partir daí que se inicia o processo de produção de uma nova subjetividade das crianças e dos jovens. A escola, instituição responsável por acolhê-los, é o principal agente dessa produção. Fabricar alunos torna-se sua especialização. O presente trabalho procurou discutir, ao mesmo tempo, dois aspectos dessa questão: a) a invenção do aluno como algo não acabado e definitivo, sendo produzida diariamente no cotidiano escolar; b) a associação da invenção do aluno não ao poder possuído pela escola, mas às relações de poder exercidas no seu interior. Para isso, foi desenvolvida uma pesquisa de campo no intuito de observar práticas e discursos escolares que tomavam o aluno como questão. Uma escola pública estadual de ensino médio foi escolhida e o trabalho de campo realizado no decorrer dos anos de 2008 e 2009. Conversas com os alunos foram registradas no final de cada um dos anos e completaram o material de pesquisa. Inspirada na concepção de relações de poder do pensador francês Michel Foucault (1926-1984), elaborou-se uma análise que pretendeu explorar algumas das possibilidades e dos efeitos das relações de poder estabelecidas no interior da escola em termos de uma invenção cotidiana do aluno. Uma das ideias que pôde ser extraída daí é que a invenção do aluno não necessita de práticas e discursos fixos e específicos para sua realização, mas pode ser pensada como inúmeras invenções que seriam possíveis a partir de jogos, disputas, imprevisibilidades e possibilidades de inversão, abertas pelas relações escolares de poder. Ademais, procurou-se experimentar um olhar e uma escrita aberta ao acaso, ao singular, ao imprevisto, ao variado e ao repetido, multiplicados pela concepção de poder que foi assumida. / The student is an invention. Such category has not always existed in History. Only after the late 19th century it is possible to speak not only of its emergence but also the process of producing a new subjectivity of the child and the young. The school, responsible for welcoming them, is the principal agent of this production whose expertise is to make students. The present study outlines two aspects of that at the same time: a) the invention of the student as a non-ending process, being produced daily in the school routine, b) the association of the student invention not with the power possessed by school, but with the power relations exercised inside of it. In order to do so, a field research has been developed to observe practices and student discourses which took the student as an issue. A state high school was chosen and the field work conducted during the years 2008 and 2009. Conversations with students were registered at the end of each year and completed the research material. Inspired by the conception of power relations developed by French philosopher Michel Foucault (1926-1984), an analysis has been carried out which sought to explore some of the possibilities and the effects of power relations established within the school in terms of an everyday invention of the student. This brought the idea that the invention of the student does not require fixed and specific practices and discourses to its implementation. Instead, it can be thought of an array of inventions made possible through games, contests, unpredictability as well as possibilities of inversion, that would possible by the school power relations. Furthermore, we have tried to adopt a look and a written open to fortuitousness, the singular, the unexpected, the varied and repeated, multiplied by the conception of power that was hereby assumed.

The purpose is to analyze if the students have any use of their computer education at a senior high school level or if there is a demand for them to proceed studying. Does the students background have any importance or is it their own motivation that makes the student advance to higher education. In this report we ask ourselves the question, if the students have any use of the knowledge gained at senior high school in computer studies at a higher level. Do the students have any chance for employment based on their senior high school grades in computer studies after graduation?  Do the schools that follow the senior high school guidelines within programming and databases give these students an advantage towards those that have not received the same fundamental education? The method used for the survey is a group questionnaire.  The questionnaire was distributed at one and the same time and then collected to examine the results. The survey results showed that students who seek work based only on their senior high school grades, received only a temporary position for different lengths of time. Computer education at a senior high school is a preparatory education for collage. Those students that have graduated from  senior high school and are keeping up to date with collage oriented subjects within the field of programming and databases, give their students an advantage when they begin reading at a more advanced level.

The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests.