This study aims to analyze the trajectory of Monsignor José Soares Curvelo in the city of Propriá - SE, in the period from 1949 to 1960, emphasizing their educational practices in this city, presenting their works, their commitment and coping conflict in search of the extension offer schooling for the local population. The sources were located inside the books of Acts of Union Benevolent Society Propriá (SUB), the books of the Diocese of Aracaju Tombo and Propriá 1949 to 1960, the newspaper "The Defense" Propriá, between the years 1950 to 1960, and records in the Historical and Geographical Institute of Sergipe. The theoretical and methodological procedures adopted are linked to the assumptions of Cultural History and Biographical Approach. The main categories of analysis are mobilized: civilization Norbert Elias (1994), Social Capital, Cultural Capital and Educational System of Bourdieu (1998), strategy the Michel the Certeau; Document / Monument Le Goff (1998) and intellectual Sirinelli (2003). Monsignor José Soares Curvelo had a key role in education Propriá, with the intention of such research, study that historic moment, trying to understand how built up this character and his works, and realize the contributions to the history of education in Sergipe. / Esta dissertação tem por objetivo analisar a trajetória de Monsenhor José Curvelo Soares na cidade de Propriá SE, no período de 1949 a 1960, enfatizando suas práticas educacionais nesta cidade, apresentando suas obras, seu empenho e o enfretamento de conflitos em busca de oferecer a ampliação da escolarização para a população local. As fontes privilegiadas foram localizadas nos livros de Atas da Sociedade União Beneficente de Propriá (SUB), nos livros de Tombo da Diocese de Aracaju e de Propriá de 1949 a 1960, nos jornais A Defesa de Propriá, entre os anos de 1950 a 1960, e em registros no Instituto Histórico e Geográfico de Sergipe. Os procedimentos teórico-metodológicos adotados vinculam-se aos pressupostos da História Cultural e da Abordagem Biográfica. As principais categorias de análise mobilizadas são: civilização de Norbert Elias (1994); Capital Social, Capital Cultural e Sistema Educacional de Bourdieu (1998); Estratégia de Michel de Certeau (1990); Documento/Monumento de Le Goff (1998) e intelectual de Sirinelli (2003). Monsenhor José Curvelo Soares teve uma participação fundamental na educação em Propriá, sendo a pretensão dessa investigação, estudar aquele momento histórico, na tentativa de compreender de que forma se construiu esse personagem e suas iniciativas, e perceber as contribuições para a História da Educação em Sergipe.

The main objective of this dissertation, linked to Curriculum Research, Teaching and Teaching Methods of Natural Sciences and Mathematics, consisted of preparing an alternative proposal for teaching physics lab, anchored by a new methodological possibility of teaching. The adopted theoretical perspective indicated the fundamentals that discuss the need to insert innovative methods to make this education more accessible and less intimidating. The study relied on the concepts of reflective teacher and interdisciplinary nature, used as a reference for developing an activity of investigative character. In order to build critical awareness of the student, the proposal was applied to a specific group of students, checking for changes in attitudes as a result of this process of teaching and learning. After application of the material in a Federal Institute of Education, the city of Aracaju / SE, the results show that the developed proposal trends to facilitate student learning and reasoning. / O principal objetivo desta dissertação, vinculada à linha de pesquisa Currículo, Didáticas e Métodos de Ensino das Ciências Naturais e Matemática, consistiu em elaborar uma proposta alternativa para o ensino de laboratório de Física, ancorada em uma nova possibilidade metodológica de trabalho docente. A perspectiva teórica adotada indicou os fundamentos que discutem a necessidade de se inserir métodos inovadores para tornar esse ensino mais acessível e menos intimidador. O estudo apoiou-se nos conceitos de professor reflexivo e da interdisciplinaridade, utilizados como referência para desenvolver uma atividade de caráter investigativo. Visando à construção da consciência crítica do aluno, a proposta foi aplicada a um grupo específico de alunos, verificando-se as mudanças de atitudes em decorrência deste processo de ensino-aprendizagem. Após a aplicação do material em um Instituto Federal de Ensino, no município de Aracaju/SE, os resultados mostram que a proposta desenvolvida tende a facilitar a argumentação e o aprendizado discente.

The purpose of this mixed methods study was to explore the impact of a student teaching internship upon the classroom intercultural competence (CIC) of teacher education students and alumni. Phase I employed quantitative methodology to compare the intercultural competence as measured by Ross, Thornson, McDonald, and Arrastia’s (2009) Cross Cultural Competence Inventory (3CI) for three groups. The 3CI is a 63-item survey that uses corresponding questions to assess intercultural competence. Survey items are scored with a 6-point, strongly agree-to-strongly disagree Likert scale (Thornson, 2010). The three groups included teacher education students enrolled in a field observation course, students enrolled in their student teaching internship, and teacher education alumni currently teaching in the Jacksonville metropolitan area. Participants’ 3CI scores were used as a diagnostic tool to facilitate the recognition of factors relative to their overall intercultural competence. Three quantitative research questions were tested: Is there a statistically significant difference between matched pairs of intern’s CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) after students complete their field observation experience as compared to their pre-field observation scores? This question was not supported (t(116) = 1.07; p > .05). Do matched pairs of interns who experienced an IST enhanced internship (Ross et al., 2009) as compared to matched pairs of interns whose student teaching experience was exclusively in a domestic classroom? This question was supported (t(38) = 1.68; p < .001; d = .252). Do in-service teachers who experienced an IST enhanced internship demonstrate increased CIC as measured by the scales and subscales of the 3CI (Ross et al., 2009) as compared to in-service teachers whose student teaching experience was exclusively in a domestic classroom? This question was not supported (t(25) = .93; p > .05). Each of the 6 subfactors was charted to portray a graphic illustration of the areas of strengths and weakness concerning classroom intercultural competence. In the qualitative component of the present study, interview methodology facilitated gathering qualitative data from intern and in-service teachers. This provided a context for enhancing the quantitative data and for addressing the unique nature of how different individuals learn to adapt to diverse students in the classroom. One qualitative research question was tested: To what extent do qualitative data collected from interviews reflect similar areas of growth as indicated by the scales and subscales of the 3CI (Ross et al., 2009) quantitative measurement? Interviews with these teachers led to the identification of significant factors related to intercultural communicative success in the multicultural classroom. Hence, research question 4 was supported.

Esta investigação teve como objetivo principal examinar os registros dos professores do Ensino Fundamental, anos finais, e do Ensino Médio, de uma escola particular, do município de Bento Gonçalves, Rio Grande do Sul, num curso de capacitação para utilizar um Ambiente Virtual de Aprendizagem (AVA) e relacionálas com possíveis mudanças nas práticas pedagógicas. O trabalho se propôs a realizar uma pesquisa de natureza qualitativa baseada nos dados obtidos através dos registros dos professores-alunos nos espaços do AVA. Foram convidados para serem os sujeitos na pesquisa oito professores da Educação Básica, anos finais do Ensino Fundamental e Ensino Médio. O corpus da pesquisa constituiu-se dos registros presentes nos espaços de comunicação do ambiente (fórum, lições, correio eletrônico). O desenvolvimento do curso de capacitação que serviu de cenário para constituição do corpus, foi planejado sob o ponto de vista da aprendizagem a partir da teoria vigotskiana, assim como estimular os participantes a refletirem sobre o fazer pedagógico buscando a prática pedagógica inovadora sob a visão de Moran (2007; 2008). A análise do corpus foi feita à luz de Moraes e Galiazzi (2007) com análise textual discursiva, a qual é constituída por três ciclos denominado pelos autores como: desconstrução e unitarização; processo de categorização e produção de um texto descritivo-interpretativo (metatexto). A partir da análise foi possível identificar possíveis mudanças no fazer pedagógico futuro dos professores-alunos, caracterizadas por estratégias e intervenções pedagógicas que remetem a construção de conhecimentos através da interação e colaboração entre os pares. / This study had as objective to examine the records of the teachers of Primary and final year of High School, a private school in the city of Bento Gonçalves, Rio Grande do Sul, a training course to use a virtual learning environment (VLE) and relate them to possible changes in teaching practices. The study proposes to conduct a qualitative research based on data obtained through the records of studentteachers in the spaces of VLE. Were invited to be the subjects in the study were eight teachers of Basic Education, the final years of Primary and Secondary Education. The corpus consisted of records present in the space communication environment (forum, lessons, electronic mail). The development of the training course that provided the backdrop for the constitution of the corpus, was planned from the viewpoint of learning from Vigotski theory as well as encourage participants to reflect on the pedagogical seeking innovative pedagogical practice from the perspective of Moran (2007, 2008). The corpus analysis was made in light of Moraes and Galiazzi (2007) with discursive textual analysis, which consists of three cycles called by the authors as deconstruction and unitarization; categorization process and production of an interpretive-descriptive text (metatext). From the analysis it was possible to identify possible changes in pedagogical future of student-teachers, characterized by pedagogical strategies and interventions that lead to knowledge construction through interaction and collaboration among peers.

Orientador: Matilde Virginia Ricardi Scaramucci / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T16:52:28Z (GMT). No. of bitstreams: 1 Vicentini_MonicaPanigassi_M.pdf: 6305430 bytes, checksum: a8299defea0fd6bb1fec0846eb1a63f8 (MD5) Previous issue date: 2015 / Resumo: O Exame Nacional do Ensino Médio passou a ser um mecanismo único de acesso ao ensino superior em 2009 e, como tal, tornou-se um exame de alta relevância para aqueles que almejam uma vaga no ensino superior público. Essa nova condição dá ao exame potencial para exercer efeitos no ensino que o precede. Esse impacto é um fenômeno denominado pela literatura de "efeito retroativo". O fenômeno é de grande interesse de pesquisadores da área de avaliação, na medida em que permite entender melhor a relação de exames com práticas de ensino e com a aprendizagem, com implicações para o aprimoramento dos exames. Apesar de alguns estudos sobre efeito retroativo terem sido realizados em contexto brasileiro, há uma lacuna no que se refere ao efeito retroativo da prova de redação do ENEM no processo de ensino e aprendizagem. Dessa forma, esta dissertação procurou suprir essa lacuna, investigando a influência desse exame nas práticas de ensinar de duas professoras de terceiro ano do ensino médio, sendo uma delas do ensino público e a outra do ensino privado. Escolhemos o terceiro ano por ser de conhecimento geral que essa etapa do ensino básico é diretamente influenciada pelos vestibulares. Com a proposta de uma pesquisa qualitativa de cunho etnográfico, observamos práticas de sala de aula, fizemos anotações de campo e entrevistamos professoras e alunos, triangulando esses dados com a análise de documentos oficiais do exame. Nossos resultados mostram existência de efeito retroativo nas percepções, atitudes e práticas da professora da escola privada; no contexto da escola pública, entretanto, esse efeito se dá apenas nas percepções e atitudes da professora, ou seja, em seu discurso, mas não em sua prática. Fatores diversos são responsáveis por esses resultados (WATANABE, 2004). Enquanto na escola privada, fatores relativos ao teste propriamente dito, tais como sua natureza, formato e habilidade avaliada favorecem a existência do efeito, o mesmo não acontece na escola pública. Fatores pessoais, tais como as crenças e o grau de conhecimento sobre o exame, também são determinantes na ocorrência de efeitos. A dimensão de valor, ou seja, avaliar um efeito como positivo ou negativo, questão bastante complexa dentro dos estudos sobre efeito retroativo, é igualmente abordada neste trabalho, mostrando que esse julgamento depende de quem faz a apreciação (ALDERSON, 1992). Professora e alunos da escola privada, por exemplo, avaliam positivamente a abordagem de ensino para o ENEM utilizada na escola, ao passo que, a nosso ver, o treinamento de estratégias para a realização do exame é negativo. Nossos resultados confirmam a hipótese levantada em outros estudos de que um mesmo teste exerce efeitos distintos, de maior ou menor intensidade, em alguns professores e alunos e não necessariamente em outros. Este trabalho, além de cumprir com o objetivo de contribuir com a área de estudos sobre efeito retroativo e de colocar o ENEM em discussão, aponta para a necessidade da ampliação do número de pesquisas sobre efeito retroativo no contexto da prova de redação do exame / Abstract: The Exame Nacional do Ensino Médio ¿ a Brazilian high school examination known as ENEM ¿, which was officially a nationwide achievement test, became an entrance examination in 2009. Along with that, it has also become a high-stakes test for those who seek admission to the Brazilian public universities. This new status provides great potential for ENEM to cause washback on the process of teaching and learning. This impact is of great concern to testing and assessment researchers since the study of washback can lead to debates about teaching and learning and to refinements of the examinations. Although some washback studies have been conducted in the Brazilian context, there is a lack of studies regarding the washback of ENEM¿s writing test on teaching and learning. Therefore, this research has sought to fill this gap by investigating the washback of the writing test on the teaching practices of two third-grade high school teachers, one from a public school and the other from a private school. We chose the third year of high school because it is known that, in Brazil, this stage is directly influenced by entrance examinations. We have run a qualitative study based on ethnographic instruments such as classroom observations, field notes and interviews with the teachers and with some of their students. Our findings reveal the existence of washback on the private-school teacher¿s perceptions, attitudes and practices; in the public school, however, washback is present only on the teacher¿s perceptions and attitude, that is, in her discourse, but not in her practice. Different factors mediate the process of washback being generated (WATANABE, 2004). While in the private school, test-related factors, such as its nature, format and skills being tested facilitate the existence of washback, the same does not happen in the public school. Personal factors such as teachers¿ beliefs and the extent to which teachers know the test also determine the occurrence or absence of washback in both contexts. The dimension of value, which means, the evaluation of washback as positive or negative, a complex matter in the studies of washback, is also addressed in this research. The study confirms that the value depends on the people who the evaluation is for (ALDERSON 1992). The private school teacher and her students, for instance, agree on the beneficial effect of teaching to ENEM, whereas this study sees the same approach as strategy coaching and, therefore, harmful. Our results also confirm the hypothesis that the same test can cause different effects, of higher or lower intensities, in some teachers and students, but not in others. In addition to contributing to the area of study and to putting ENEM into discussion, this dissertation points out to the necessity of more washback research about the writing test in ENEM / Mestrado / Linguagem e Educação / Mestra em Linguística Aplicada

Résumé.<p><p>Cette recherche a pour but d’étudier le développement de la compétence de conduite de classe chez les futurs enseignants du primaire.<p>Cette idée touche à deux préoccupations. La première renvoie à la question de l’intérêt de la formation initiale dans le développement des compétences d’enseignement. La deuxième est liée à notre pratique de formateur d’enseignant et au constat que les contraintes contextuelles liées à l’environnement de la classe structurent la pratique des futurs enseignants en les obligeant à procéder à une mobilisation d’actions de conduite de classe. <p><p>Pour répondre à la question du développement de cette compétence, le travail de thèse s’articule sur trois parties emboîtées. Les deux premières sont indispensables à la troisième dans la mesure où elles fournissent le matériau nécessaire pour mortaiser cette dernière.<p><p>Sur le plan méthodologique, le travail du chercheur se fonde dans la dynamique de la recherche qualitative pour dégager des données sujettes à l’interprétation et à la réflexion. <p>La première étude est réalisée auprès d’un public d’enseignants. Elle est destinée à explorer la compétence de conduite de classe. La seconde s’intéresse aux contraintes contextuelles qui interfèrent dans les activités d’enseignement des futurs enseignants. La troisième a pour objectif de rendre compte des actions de conduite de classe mobilisées par les futurs enseignants et de la réflexion qui pourvoit à cette mise en œuvre.<p><p>Sur le plan des résultats, l’étude dégage dans un premier temps les actions de conduite de classe privilégiées par les futurs enseignants et les scénarios d’enchaînement de ces actions. Ensuite, la démarche d’analyse qualitative inductive des données empiriques permet de charpenter une structure explicative de la réflexion des futurs enseignants lors de la mise en œuvre des actions et montre les composantes qui étayent cette structure.<p>Les éléments dégagés lors de cette troisième étude donnent à penser qu’une construction de la compétence de conduite de classe est bien entamée dans la formation initiale et que le dispositif des stages d’enseignement est un atout dans la formation. Il permet en l’occurrence d’acquérir des connaissances de la pratique du métier, c'est-à-dire un socle de savoirs qui sont utiles au futur enseignant et qui lui permettent d’ «être » dans ses activités d’enseignement. <p> <p> / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

No description available.

No description available.

The quest for a better way to learn and teach programming, in particular object-oriented programming, is a challenge that continues to intrigue computer science educators. Even after decades of research in learning to program, educators still search for the optimal instructional approach that will solve the `learning to program effectively' problem among introductory programming students. The aim of this study was to gain insight into, and to suggest possible explanations for, the "qualitatively different ways" in which students experience learning to program using an object-oriented programming language, and to recommend teaching and learning strategies as a result of the outcomes of the research. In order to achieve these aims, a combination of phenomenographic research methods and elements of activity theory have been employed to gain an in depth understanding of pre- and in-service teachers' learning experiences. The categories of description for the phenomenon, learning to program and the influence of the learning context have been analysed and described in detail. It is argued that understanding learning to program using Java, in order to teach programming involves more than understanding learning to program as it is normally taught in university programming courses. In addition to object-oriented concepts such as message passing, inheritance, polymorphism, delegation and overriding, it entails understanding how learning to program is reflected in the goals of instruction and in different instructional practices. Knowledge of learning to program must also be linked to knowledge of students' thinking, so that teachers have conceptions of typical trajectories of student learning, and can use this knowledge to recognize landmarks of understanding in individuals. The findings suggest relationships among students' affective appraisals of the value of learning to program, their conceptions of learning to program, their approaches to learning it, their evaluations of their performance in tests and examinations and outcomes of their actions. The relationships emerged from student descriptions of their actions and the way in which different aspects of their learning and outcomes related to one another were qualitatively described and in some cases, quantified. In particular, the tensions between prior programming knowledge of a procedural language and current learning of an object-oriented language have emerged in the study. This has implications for teaching, as this study was set against the backdrop of the change in programming language in high schools, from a procedural to an object-oriented language. / Mathematical Sciences / PhD (Maths, Science and Technology Education)

This research is directed at the investigation of teacher education and the professional status of the teacher in the Northern Province. The literature study examined the essential characteristics of a profession and these were rephrased as criteria to evaluate to what. extent education . meets these criteria. Education is a profession although it does not fully meet the criteria of such traditional professions as law and medicine. A qualitative investigation was undertaken to determine how successfully teacher education is realised in the Northern Province. It was revealed that teacher education is not founded on a pedagogically justifiable theory. The status of the teacher is low. To redress this situation, continuous research and in-service education are recommended whereby the teachers' status and the standard of teacher education may be enhanced Culture needs recognition in the curricula that need to be changed to meet the demands of a changing society. / Educational Studies / M. Ed. (Philosophy of Education)