The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.

This diploma thesis briefly introduces the concept of inquiry based teaching mathematics. In inquiry based teaching, emphasis is placed primarily on the active activity of the pupil, the aim of which is to discover a certain reality. This activity mainly involves solving problems and finding the right paths to achieve the right goal. We can call this path to a goal as a research. The inquiry process involves observing, formulating questions, identifying information, designing possible processes, and verifying them. In this educational method, the role of the teacher is not to pass the facts to the pupils, but to target them and to supervise the correctness of their practices. We can understand the teacher here as a guide, adviser or assistant on the path to the goal (discovery). In the thesis a few examples of mathematics of elementary and secondary schools are given, in which the inquiry based approach is applied. Mathematics in the given examples is not complicated, emphasis is put on the practical use. In the examples interdisciplinary relationships are developed as well, which is an important part of the inquiry based teaching. In each example, additional questions are provided.

xiv, 143 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This descriptive study collected both qualitative data and quantitative data to gain an increased understanding of changes in interns and cooperating teachers during student teaching in music. Five dyads consisting of an intern and a cooperating teacher participated. I gathered quantitative data through analysis of 20 videotaped teaching episodes: one of each intern and cooperating teacher at the beginning and near the end of each placement. Two recognized experts in music student teaching viewed the episodes in randomized order. The experts scored the episodes on 30 items using the Survey of Teaching Effectiveness (STE). The experts also gave an overall rating of each lesson's quality. Additionally, I tallied statements of reinforcement as either specific or nonspecific and as either statements of approval or disapproval . An additional category was found during analysis: nonfunctional communication . I gathered quantitative and qualitative data with a one-page demographic survey and by individual interviews. Though the participants were unanimous in stating that the interns improved as teachers during the placement, no quantitative differences were found. Interns all experienced fulfilled expectations, effective preparation, capable application, increased professionalization, and successful induction. Cooperating teachers were agreed that their interns came into the placement prepared to be successful in student teaching. / Committee in charge: Harry Price, Chairperson, Music; Sharon Paul, Member, Music; David Doerksen, Member, Music; Roland Good, Outside Member, Special Education and Clinical Sciences

The fundamental aim of undertaking the study was to develop a teaching practice curriculum for teachers colleges in Zimbabwe. In order to accomplish this, basic questions on curriculum development were first investigated These were on curriculum intent, structure and content. In chapter two a conceptual framework for the proposed teaching practice curriculum was investigated. This involved an analysis of the influence of aims of education on curriculum theory and development, issues of curriculum foundations and models of curriculum development. The analysis culminated in the adoption of a cyclical model for the development of the proposed teaching practice curriculum. The cognitive framework of the study was further illuminated through the conceptualisation of the teaching practice curriculum, where philosophical foundations of teaching practice as well as its theoretical contexts were examined. Critical in this was the theory-practice relationship. In chapter four, the prevailing teaching practice situation in Zimbabwe was examined and views of lecturers and students on it analysed. This was accomplished in order to further identify flaws in the current approach to teaching practice which could be improved by means of the proposed teaching practice curriculum. The teaching practice curriculum being proposed was synthesised and developed in chapter five. This curriculum is founded on the philosophical foundations discussed in chapters two and three. It has theoretical components and is implemented in teachers' colleges and schools. It brings to the fore the importance of partnership between the practising schools and colleges as well as reflective teacher education. The development of the proposed teaching practice curriculum resulted in the following outcomes: • An investigation into how theory and practice in teacher education could be integrated. • Suggestions for improving the college-school relationship through the development of partnership in teacher education. • The extrication of theory p-orn practice. • An emphasis on the importance of reflective practice and reflective teacher education. In recommending the adoption and implementation of the curriculum the researcher identified a number of meaningful consequences: • The improvement of teaching practice programmes in colleges. • The development of expertise in the practice of education. • The active involvement of experienced teachers in teacher education and training. • The resurgence of research in the practical aspect of teacher education. / Teacher Education / D. Ed. (Didactics)

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2016-10-19T12:29:14Z No. of bitstreams: 1 HANITA_Marilia_2016.pdf: 5271286 bytes, checksum: c7b4f4e745fb62c031ad47fa43f33c36 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2016-10-19T12:30:36Z (GMT) No. of bitstreams: 1 HANITA_Marilia_2016.pdf: 5271286 bytes, checksum: c7b4f4e745fb62c031ad47fa43f33c36 (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2016-10-19T12:30:53Z (GMT) No. of bitstreams: 1 HANITA_Marilia_2016.pdf: 5271286 bytes, checksum: c7b4f4e745fb62c031ad47fa43f33c36 (MD5) / Made available in DSpace on 2016-10-19T12:31:16Z (GMT). No. of bitstreams: 1 HANITA_Marilia_2016.pdf: 5271286 bytes, checksum: c7b4f4e745fb62c031ad47fa43f33c36 (MD5) Previous issue date: 2016-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research is linked to the Program of Graduate Studies in Education (PPGEd-So) UFSCar and has as its theme the teacher professional development of beginning teachers in the context of the Program Observatory of Education (OBEDUC) in the field of mathematics education. The main research objectives glimpse identify the formative potential of the space OBEDUC for early-stage teachers and indicate the possible consequences of the program in terms of teacher professional development. The theoretical framework is based on the studies of early teaching career (GAMA 2007, ROCHA and FIORENTINI, 2006), on teacher professional development (DAY, 2001) and on teaching knowledge (Tardif, 2012; GAUTHIER, 1998; SICARDI, 2008) and on knowledge of concepts (Cochran-Smith and LLYTLE, 1999). Given the nature of the object of study, the research takes a qualitative approach perspective. In the field work initially carried out the survey and mapping documents linked to OBEDUC provided by CAPES, in order to understand the context of the analysis corpus productions. As object of analysis were considered five narratives of beginning teachers produced in the context of OBEDUC. The five narratives is about the professional development of teachers in early career. It is identified by the reading of the documents related to the program, the OBEDUC is currently configured as a training space and professional development. In the analysis of teachers productions stand out the approach and dialogue between university and school, learning research groups, writing narratives and personal and social factors as improvers of teacher professional development for undergraduates and early career teachers. / Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação (PPGEd-So) da UFSCar e tem como tema o desenvolvimento profissional docente de professores iniciantes no contexto do Programa Observatório da Educação (OBEDUC) na área da Educação Matemática. Os principais objetivos da pesquisa vislumbram identificar a potencialidade formativa do espaço oportunizado OBEDUC para professores em início de carreira e indicar os possíveis desdobramentos do programa na perspectiva do desenvolvimento profissional docente. O referencial teórico se fundamenta nos estudos sobre início de carreira docente (GAMA 2007; ROCHA e FIORENTINI, 2006), sobre desenvolvimento profissional docente (DAY, 2001), sobre saberes docentes (TARDIF, 2012; GAUTHIER, 1998; SICARDI, 2008) e sobre as concepções de conhecimento (COCHRAN-SMITH e LLYTLE, 1999). Dada a natureza do objeto de estudo, a pesquisa assume uma perspectiva de cunho qualitativo. No trabalho de campo inicialmente realizou-se o levantamento e mapeamento de documentos vinculados ao OBEDUC disponibilizados pela CAPES, a fim de compreender o contexto das produções do corpus de análise. Como objeto de análise foram consideradas cinco narrativas de professores iniciantes produzidas no contexto do OBEDUC. Os registros textuais dos professores tratam do desenvolvimento profissional docente no início de carreira. Identificase, pela leitura dos documentos relacionados ao programa, que o OBEDUC atualmente se configura como um espaço formativo e de desenvolvimento profissional. Nas análises das produções dos professores se destacam a aproximação e o diálogo entre universidade e escola, a aprendizagem em grupos de pesquisa, a escrita das narrativas e os fatores pessoais e sociais como potencializadores do desenvolvimento profissional docente para licenciandos e professores em início de carreira.

O presente estudo, inserido da linha de pesquisa História e Filosofia da Educação, aborda a relação entre gênero e docência na Educação Infantil. A questão central versa sobre os motivos que levam à interposição entre as identidades materna e docente na educação da primeira infância, bem como suas decorrências para prática pedagógica. Assim, utilizando a metodologia do grupo focal, foram entrevistadas seis professoras atuantes numa Escola de Educação Infantil da cidade de Caxias do Sul/RS, com o intuito de ouvir suas representações sobre o papel docente, a fim de compreender como percebem e lidam com esta questão. Os dados foram tratados a partir da Analise Textual Discursiva, da qual emergiram duas categorias: perfil e formação profissional. O suporte teórico deste estudo está apoiado em autores como Chartier (1990), Pesavento (2008), Hall (2002), Veiga (2007), Louro (2001), Kuhlmann (2003), Cerisara (2002), entre outros pesquisadores que ajudam e compreender a posição da mulher-professora na sociedade e na cultura, bem como o espaço educativo para a primeira infância, abordando aspectos históricos e contemporâneos. Como resultado, observei que a identidade feminina foi historicamente constituída em torno de forte discurso maternal, que influenciou sua inserção na docência, de modo que o magistério passou a ser representado como uma extensão do lar e a professora como a segunda mãe dos alunos. A inauguração de creches e pré-escolas reforçou esta representação, uma vez que exigia da educadora forte atuação maternal. As narrativas das docentes pesquisadas corroboraram esta interposição, sendo vista, inclusive, como característica positiva para o desempenho da função. É importante ressaltar que autores como Pesavento (2008) e Chartier (1990) afirmam que discursos geram condutas e práticas sociais que por vezes ultrapassam tempo e espaço. Neste sentido, quanto mais intenso for o discurso que interpõe o papel materno ao docente, maior a possibilidade de a educadora agir como mãe dos alunos, prejudicando sua atuação profissional, conforme estudos de Diniz (2002) e Zanella (1999). Desta forma, esta pesquisa mostra-se relevante por proporcionar uma reflexão crítica sobre a atuação docente, problematizando o que está “naturalizado” e denunciando contradições. O texto é concluído, abordando a importância de a professora tornar-se ciente sobre si, seu grupo social, sua história e o trabalho docente, fornecendo pistas para amenizar o conflito existente na função. Sendo assim, esta pesquisa abriu novas possibilidades de estudo, em especial na perspectiva da formação docente, tendo em vista a Educação Infantil ainda ser um espaço em construção, um lócus em busca de suas identidades. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-03-17T11:56:39Z No. of bitstreams: 1 Dissertacao Milena Cristina Aragao Ribeiro de Souza.pdf: 1063999 bytes, checksum: c9e8c48a6bfcb859682b406a27b259ae (MD5) / Made available in DSpace on 2017-03-17T11:56:39Z (GMT). No. of bitstreams: 1 Dissertacao Milena Cristina Aragao Ribeiro de Souza.pdf: 1063999 bytes, checksum: c9e8c48a6bfcb859682b406a27b259ae (MD5) Previous issue date: 2017-03-17 / Universidade de Caxias do Sul, UCS. / This study, thati is related to the line of research of Education History and Philosophy, boards the relationship between gender and teaching experience in kindergarten. The central question concerns the reasons that lead to the commencement of the maternal and teacher identities in early childhood education and its consequences for the pedagogical practice. Thus, using the methodology of focus groups were interviewed six teachers working in a Preschool in the city of Caxias do Sul / RS, in order to hear their views concerning the role of teachers in order to understand how they perceive and deal with this question. The data were processed from the discursive textual analysis, which fell into two categories: profile and vocational training. The theoretical basis of this study is based on authors as Chartier (1990) and Pesavento (2008), Hall (2002), Veiga (2007), Blonde (2001), Kuhlmann (2003), Cerise (2002), among other researchers who help and understand the position of the woman teacher in society and culture as well as space for early childhood education, addressing historical and contemporary. The result was that the female identity has historically been built around a strong maternal discourse, which influenced their inclusion in the teaching, so that the teaching came to be represented as an extension of the home and the teacher as the second parent of the students. The opening of kindergartens and preschools reinforced this representation, as it required a strong presence of maternal educator. The narratives of the teachers surveyed supported this interposition, being seen, even as a positive feature for the performance of the function.Importantly, the authors as Pesavento (2008) and Chartier (1990) argue that discourses produce social practices and behaviors that often go beyond time and space. In this sense, the more intense the speech bringing the maternal role to the teacher, the greater the possibility of acting as a parent educator to students, damaging educational practices, according to studies by Diniz (2002) and Zanella (1999). Thus, this research shows is important because it provides a critical reflection on teaching performance, questioning what is "naturalized" and exposing contradictions. The text is complete, addressing the importance of the teacher become aware of themselves, their social group, its history and teaching, providing clues to mitigate the conflict in the role. Thus, this research has opened new possibilities for study, particularly in view of teacher education, with a view to early childhood education is still an area under construction, a locus in search of its identitys.

Esta dissertação tem por objetivo evidenciar os saberes presentes nos registros escolares de alunos que frequentavam o Atendimento Educacional Especializado (AEE). Desenvolveu-se um quadro teórico com alguns entendimentos sobre os conceitos de poder e saber, bem como o funcionamento da inclusão escolar na legislação. Para orientar este estudo, tomou-se a cartografia como inspiração, definindo-se duas pistas/instrumentos. Esses constituíram-se do caderno de anotações e dos registros escolares normativos. O caderno de anotações identificou um documento de produção escolar que foi de encontro com todos os documentos oficiais buscados. Essa produção ganhou o contorno de saber produzido pela escola, sendo denominada Saberes Curriculares de um Currículo Adaptado. Nos registros escolares normativos, encontraram-se termos/expressões que identificavam o indivíduo com necessidades educativas especiais. A partir desses registros, foi possível identificar vestígios de saberes psicológicos e médicos, os quais foram denominados noções de um saber psicológico e noções de um saber médico. A produção desta cartografia, a partir dos registros do caderno de anotações e dos registros normativos da escola, evidenciou três saberes que se fizeram constantemente presentes. Tais saberes conectam-se o tempo inteiro. Entretanto, um deles - o saber curricular de um currículo adaptado -, para poder funcionar, precisa de outros dois – as noções de um saber psicológico e as noções de um saber médico. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2017-06-26T13:31:48Z No. of bitstreams: 1 Dissertacao Roniele Belusso.pdf: 1091278 bytes, checksum: 4406144d5914e9a911fec20d4ec6947f (MD5) / Made available in DSpace on 2017-06-26T13:31:48Z (GMT). No. of bitstreams: 1 Dissertacao Roniele Belusso.pdf: 1091278 bytes, checksum: 4406144d5914e9a911fec20d4ec6947f (MD5) Previous issue date: 2017-06-26 / This Master’s Dissertation has the purpose of evidencing the knowledge of school records from students who attended the Specialized Educational Assistance (SEA). It was developed a theoretical framework with some information about the concepts of power and knowledge, as well as school inclusion functioning in relation to legislation. To guide this research, cartography was used as inspiration, through the definition of two clues/instruments. They were the notebooks and the normative school records. The notebook identified a school production document which met all the searched official documents. This production received the knowledge form produced by school, called Curricular Knowledge of an Adapted Curriculum. In the normative school records, there were terms/expressions which identified the individual with special educational needs. From this information, it was possible to verify traces of psychological and medical knowledge, which were called notions of a psychological knowledge and notions of a medical knowledge. The production of this cartography, from notebook records and from school normative records, evidenced that three types of knowledge were constantly present. Such types of knowledge connect to each other all the time. However, the Curricular Knowledge of an Adapted Curriculum needs two other types of knowledge to properly function, the notions of a psychological knowledge and the notions of a medical knowledge.

Esta dissertação tem como tema “Os saberes das crianças de quatro a cinco anos na prática pedagógica docente”. O objetivo geral foi analisar os modos como os saberes das crianças de quatro a cinco anos são contextualizados nas práticas pedagógicas docentes a partir da realidade de uma escola de Educação Infantil do município gaúcho de Bento Gonçalves/RS. Por tratar-se de um estudo de caso, a pesquisa discute e conceitua infância e o modo como os saberes das crianças sujeitos da pesquisa contribuem para a construção de conhecimento. A empiria foi produzida a partir do resultado de entrevistas com professoras e observações registradas no diário de campo, por meio do acompanhamento de aulas ministradas pelas mesmas professoras entrevistadas. Teóricos como Ariès (1978) e Kuhlmann Júnior (1998) destacam como a infância foi adquirindo sentido e significado, constituindo-se em uma etapa significativa para o desenvolvimento humano. Para conceituar os saberes e as práticas pedagógicas, apoiou-se em teóricos que ressaltam a importante questão da formação docente e da necessidade de sua inovação. Para a análise documental da empiria computada, optou-se pela perspectiva cultural, dessa forma, o viés crítico social de Vygotsky também foi importante para compreender o desenvolvimento da linguagem e o brincar nesta etapa de vida das crianças. No tratamento da análise, identificou-se uma evolução no município, a partir da década de 1980, acompanhando as legislações e orientações nacionais que reorganizaram a forma de atendimento à criança. Na contemporaneidade, a partir das Diretrizes para Educação Infantil, este sentido é ampliado e percebem-se as potencialidades do trabalho docente e da sua relevância para a continuidade dos estudos sobre as crianças, sendo uma etapa da escolarização fundamental para o pleno desenvolvimento. Aspectos do Projeto Político Pedagógico e do Regimento da instituição e a empiria organizada a partir das entrevistas e observações contribuíram para ampliar a identificação do modo como os saberes evidenciam-se no planejamento docente, no momento da ludicidade, da roda de conversas e da sintetização dos conhecimentos construídos no espaço escolar. Na análise dos dados, foi possível perceber que as docentes ressaltam a falta de cursos de aperfeiçoamento no que diz respeito às mudanças educacionais, tanto para professores quanto para atendentes. O trabalho com os projetos e contextualização dos saberes ainda é algo novo, que exige dos professores alterações no modo de pensar e agir, principalmente porque na prática precisam desenvolver a sua escuta para que, aos poucos, identifiquem, nas diferentes linguagens das crianças, os saberes. Embora exista certo receio por parte das professoras em “escutar” as crianças para organizar o planejamento em função dos saberes, elas estão dispostas a mudar concepções tradicionais, buscar novas ideias e novas maneiras de trabalhar com as crianças em formação. Um dos pontos positivos evidente nas entrevistas foi que as docentes já possuem o entendimento de que a quantidade de atividades realizadas em folha de papel, por vezes, pode ser substituída por brincadeiras e outras atividades lúdicas, que também ampliam a aprendizagem. Identificou-se que, mesmo diante de uma insegurança, talvez pelo pouco tempo para realizarem um planejamento de trabalho coletivo ou pela falta de cursos de aperfeiçoamento, a tentativa das professoras em articular as atividades, de modo a fazer uso dos saberes que são trazidos pelas crianças para a ação pedagógica, existe e caracteriza-se como momento em que ocorre a estimulação para a participação da criança na estruturação do fazer didático. Acredita-se que a possibilidade de vislumbrar o avanço nas práticas pedagógicas é algo viável, dentro da percepção de que muito já se despertou para o novo contexto escolar e para o perfil do aluno desta época. / Submitted by cmquadros@ucs.br (cmquadros@ucs.br) on 2018-03-29T12:11:29Z No. of bitstreams: 1 Dissertacao Ana Paula Silveira.pdf: 1593257 bytes, checksum: 2dc228038b0fef84f1b265fbf6afb8df (MD5) / Made available in DSpace on 2018-03-29T12:11:29Z (GMT). No. of bitstreams: 1 Dissertacao Ana Paula Silveira.pdf: 1593257 bytes, checksum: 2dc228038b0fef84f1b265fbf6afb8df (MD5) Previous issue date: 2018-03-29 / This dissertation has as its theme “The knowledge of children aged 4 to 5 years old in the teaching pedagogical practice”. The general objective is to analyze the ways in which children‟s knowledge from four to five years old is contextualized to teaching pedagogical practices, based on the reality of a School of Early Childhood Education in the Gaucho municipality of Bento Gonçalves / RS. Because it is a case study, the research discusses and conceptualizes childhood and the way in which children's knowledge, which attend a School of Early Childhood education in the municipality mentioned, contribute to the construction of knowledge. The research was produced from the result of interviews with teachers and observations recorded in the field diary through the accompaniment of classes taught by the same teachers interviewed. Theorists such as Ariès (1978) and Kuhlmann Júnior (1998) emphasize how childhood has acquired sense and meaning, that is, it constitutes a significant stage for human development. To conceptualize knowledge and pedagogical practices, it is theoretically supported by authors who emphasize the important role of teacher training and the need for its innovation. We opted for the cultural perspective for the documental analysis of the computed empiricism, in this way, Vygotsky's critical social bias was also important in understanding language development and playing in this stage of children's lives. In the treatment of the analysis, an evolution was identified in the municipality, in the 1980s, following the laws and national guidelines that reorganized the form of child care. At the present time, from the Guidelines for Early Childhood Education, this sense is broadened and the potential of teaching work and its relevance to the continuity of children's studies is realized, being a stage of schooling fundamental for full development. Aspects of the Political Pedagogical Project and Regiment from the organization and the experiment organized from the interviews and observations contributed to broaden the identification of the way in which knowledge is evidenced in teaching planning, at the moment of playfulness, the conversational groups and the synthesis of knowledge built in the school space. In the data analysis, it was possible to notice that the teachers emphasize the lack of improvement courses about the educational changes, for both, teachers and attendants, the work with projects and contextualization of the knowledge is still something new, which requires teachers change their way of thinking and acting, mainly because in practice they need to develop their listening, gradually, they can identify, in the different languages of children, the knowledge. While there is some concern among teachers to "listen" to children to organize planning according to previous knowledge, they are willing to change traditional conceptions, seek new ideas and new ways of working with children in training. One of the positive points evident in the interviews was that teachers already have the understanding that the amount of activities carried out on paper can sometimes be replaced by plays and other fun activities, which also increase learning. It was identified that, even in the face of insecurity, perhaps due to the lack of time to carry out collective work planning or the lack of training courses, the teachers' attempt to articulate activities, in order to make use of the knowledge that children bring to pedagogical action exists and characterizes as the moment in which stimulation occurs for the child's participation in the structuring of didactic work. It is believed that the possibility of glimpsing the advance in pedagogical practices is something possible, within the perception that much has already been awakened to the new school context and to the profile of the student of this time.

Acompanha: Unidade didática: elementos de astronomia e energia / Este trabalho investigou indícios de aprendizagem por meio de uma metodologia de ensino fundamentada na aprendizagem colaborativa. Para viabilizar a investigação, foi desenvolvida uma unidade didática, composta por duas sequências didáticas, que propõem o uso do portfólio educacional, versão manual. A unidade foi aplicada no Colégio Estadual Professora Adélia Dionísia Barbosa – Ensino Fundamental e Médio, localizado na cidade de Londrina, região norte do estado do Paraná, com 29 alunos do 9º ano do Ensino Fundamental da disciplina de Ciências, do turno matutino, no período de fevereiro a abril de 2014. Os conteúdos abordados, de acordo com as Diretrizes Curriculares do Estado do Paraná (2008), foram: Leis de Kepler e o Movimento dos Planetas e Energia. A metodologia de pesquisa adotada teve abordagem qualitativa, combinada à técnica da observação e da exploração, para evidenciar as facilidades e as dificuldades de aprendizagem dos alunos. Observou-se que a aprendizagem, por meio do relatório escrito no portfólio, apresentou-se como viável, prazerosa e promissora, indicando aspectos relevantes na construção dos conceitos. Verificou-se que os momentos de atividade em grupo e de discussão possibilitaram a cada aluno: desenvolvimento da criatividade, quando associados às atividades de produção por autoria; desenvolvimento da capacidade argumentativa; melhoria do vocabulário; aumento da autoestima, por conseguir expressar sua opinião/ideia e tê-la aceita pelos demais membros do grupo; atuação ativa dentro do processo de aprendizagem e maior interação com o professor. / This study investigated learning evidences through a teaching methodology based on collaborative learning. To make it possible, a didactic unit consisting of two teaching sequences proposing the use of the educational portfolio, manual version, was developed. The teaching unit have been applied at the School Professora Adélia Dionisia Barbosa - Elementary and High School, located in Londrina, Northern of Paraná, to 29 students in the 9th grade of elementary school in Sciences subject, at the morning period, ranging from February to April 2014. The covered content, according to the Curriculum Guidelines of the State of Paraná (2008) were: Kepler's Laws and the Planetary Motion and Energy. The methodology took a qualitative approach combined with the observation and exploration technique to search for evidences of the strengths and difficulties on learning process of students. By means of the reports written in the portfolio was observed that the learning process, have been feasible, pleasant and promising, indicating relevant aspects in the construction of concepts. It was found that in the group activities and discussions, each student: have developed their argumentative ability and creativity associated with the activities aimed at production by authorship; the improvement of vocabulary; increase of self-esteem and skills to being able to express their opinions / ideas which have been accepted by other members of the group; active participation in the learning process and greater interaction with the teacher.

Acompanha: Unidade didática: elementos de astronomia e energia / Este trabalho investigou indícios de aprendizagem por meio de uma metodologia de ensino fundamentada na aprendizagem colaborativa. Para viabilizar a investigação, foi desenvolvida uma unidade didática, composta por duas sequências didáticas, que propõem o uso do portfólio educacional, versão manual. A unidade foi aplicada no Colégio Estadual Professora Adélia Dionísia Barbosa – Ensino Fundamental e Médio, localizado na cidade de Londrina, região norte do estado do Paraná, com 29 alunos do 9º ano do Ensino Fundamental da disciplina de Ciências, do turno matutino, no período de fevereiro a abril de 2014. Os conteúdos abordados, de acordo com as Diretrizes Curriculares do Estado do Paraná (2008), foram: Leis de Kepler e o Movimento dos Planetas e Energia. A metodologia de pesquisa adotada teve abordagem qualitativa, combinada à técnica da observação e da exploração, para evidenciar as facilidades e as dificuldades de aprendizagem dos alunos. Observou-se que a aprendizagem, por meio do relatório escrito no portfólio, apresentou-se como viável, prazerosa e promissora, indicando aspectos relevantes na construção dos conceitos. Verificou-se que os momentos de atividade em grupo e de discussão possibilitaram a cada aluno: desenvolvimento da criatividade, quando associados às atividades de produção por autoria; desenvolvimento da capacidade argumentativa; melhoria do vocabulário; aumento da autoestima, por conseguir expressar sua opinião/ideia e tê-la aceita pelos demais membros do grupo; atuação ativa dentro do processo de aprendizagem e maior interação com o professor. / This study investigated learning evidences through a teaching methodology based on collaborative learning. To make it possible, a didactic unit consisting of two teaching sequences proposing the use of the educational portfolio, manual version, was developed. The teaching unit have been applied at the School Professora Adélia Dionisia Barbosa - Elementary and High School, located in Londrina, Northern of Paraná, to 29 students in the 9th grade of elementary school in Sciences subject, at the morning period, ranging from February to April 2014. The covered content, according to the Curriculum Guidelines of the State of Paraná (2008) were: Kepler's Laws and the Planetary Motion and Energy. The methodology took a qualitative approach combined with the observation and exploration technique to search for evidences of the strengths and difficulties on learning process of students. By means of the reports written in the portfolio was observed that the learning process, have been feasible, pleasant and promising, indicating relevant aspects in the construction of concepts. It was found that in the group activities and discussions, each student: have developed their argumentative ability and creativity associated with the activities aimed at production by authorship; the improvement of vocabulary; increase of self-esteem and skills to being able to express their opinions / ideas which have been accepted by other members of the group; active participation in the learning process and greater interaction with the teacher.