O objetivo deste trabalho foi investigar, a partir da reforma das licenciaturas nas universidades ocorrida em 2001, a constituição do eixo disciplinar Prática como Componente Curricular (PCC) nos currículos de licenciatura de cursos de Letras, Português / Espanhol da região sudeste brasileira, focando-nos na relação entre teoria e prática. Para tal discussão, utilizamo-nos das reflexões de Deleuze (1968) a fim de problematizar as possibilidades de repetição total ou de diferenciação total; Vázquez (1977), ao trazer sua discussão de práxis que trata da indissociabilidade da teoria e da prática e Schwartz (2010), para incorporar a discussão sobre o âmbito do trabalho, em particular no que concerne a impossibilidade de antecipação completa da atividade a ser realizada por um profissional. Operamos, também, com os preceitos da Análise do Discurso de base enunciativa (MAINGUENEAU, 1998, 2003) quando tratamos os enunciados como socio-historicamente situados em nossas análises. Para atingirmos nosso fim, realizamos uma contextualização documental que contou com a análise do Parecer CNE/CP 28/2001, no qual estão as determinações sobre carga horária e definição dos eixos de disciplinas da licenciatura, sendo eles: Acadêmico Científico, Prática como Componente Curricular e Estágio Supervisionado. Voltamo-nos, também, para os Projetos Políticos Pedagógicos das universidades analisadas, a fim de investigar qual o entendimento de prática construído nesses documentos. Por fim, recorremos às ementas das disciplinas obrigatórias de PCC oferecidas pelas universidades que compuseram o córpus, buscando identificar as marcas que aproximam a temática da disciplina com o trabalho que considere a prática docente, já que o eixo em questão pressupõe essa discussão. Como critérios de seleção de córpus, consideramos: contemplar uma universidade de cada estado da Região Sudeste; duas universidades que possuem disciplinas que contenham exclusivamente horas de PCC e outras duas que contenham, em uma mesmo disciplina, horas dos eixos de PCC e Acadêmico Científico. Com isso, as universidades analisadas são: UERJ, UFSCar, UFES e UFTM. / The purpose of this paper was to research, from de graduation reform on university occurred in 2001, the constitution of the disciplinary axis called Practice as a curricular component (PCC) in the graduation curriculum of the language education - Portuguese / Spanish - courses in the southeast region of Brazil focusing on the relation between theory and practice. We based our discussion on the thoughts of Deleuze (1968) to question the possibilities of total repetition or total differentiation; Vázquez (1977), bringing his discussion about práxis that talks about the impossibility to dissociate theory and practice and Schwartz (2010, to incorporate the discussion of the field of labor, in particular what concerns the impossibility of complete anticipation of the activity to be accomplished by a professional. We operate, also, with the concepts of the Discourse Analysis (MAINGUENEAU, 1998, 2003) as we consider the enunciates as socio-historic situated during our analysis. To accomplish our goal, we did a documental contextualization that included the analysis of the legal document 28/2001, in which are the determinations about the amount of hours and the definition of the graduation discipline axis, being: Academic Scientific, Practice as an Curricular Component and Supervised Training. We looked, also, to the Politic Pedagogic Projects of the analyzed universities, in order to research the understanding of practice built in these documents. Finally, we turned to the syllabus of the obligatory disciplines of PCC offered by the chosen universities, trying to identify the marks that bring together the discipline theme and labor that considers the teacher's work, since the axis of PCC is about this discussion. As criteria to choose the university, we used: one university of each state from the southeast region; two universities with disciplines that have, exclusively, hours from the PCC and two others with disciplines of PCC and AC. Therefore, the universities are: UERJ, UFSCar, UFES e UFTM.

O presente trabalho tem como finalidade abordar aspectos relevantes a respeito da construção e aplicação da Proposta Pedagógica para o Ensino Médio Politécnico e Educação Profissional Integrada ao Ensino Médio do Estado do Rio Grande do Sul, em escolas da rede pública estadual pertencentes a 18ª Coordenadoria Regional do Estado (18ª CRE) visando a reformulação do currículo, formação continuada dos educadores, mediante um ensino interdisciplinar e contextualizado ministrado por áreas do conhecimento. A partir disso acompanhou-se a reestruturação e o desenvolvimento dessa proposta pedagógica em algumas instituições de ensino seguindo alguns critérios que objetivaram a inserção do Seminário Integrado na grade curricular, a modificação da avaliação quantitativa para qualitativa, como essa proposta impactou as comunidades escolares envolvidas na pesquisa e a sua possível designação com o propósito do ENEM. Com isso foi possível verificar os contrapontos existentes na teoria descrita pela reformulação e a sua aplicação prática, pois houveram algumas escolas que tentaram e obtiveram êxito conforme o almejado e outras que se quer se disponibilizaram para a construção da mesma por diferentes motivos, como: a ausência de cursos de formação para os professores, explanação inadequada para as comunidades escolares, modificação no processo avaliativo e ausência na relação com o Exame Nacional do Ensino Médio. Esses fatores contribuíram para uma discussão qualitativa e quantitativa a fim de esclarecer o real propósito do Ensino Médio Politécnico. / The following paper aims to approach the relevant aspects concerning the construction and application of the Pedagogical Propose to the Politechnic Middle School and Integrated Professional Education to the Middle School in the State of Rio Grande do Sul, in the public schools net belonging to the 18th State Regional Coordination (18º CRE), aiming to the reformulation of the syllabus, continuing formation of educators, towards an interdisciplinary and contextualized teaching made by knowledge areas. From this on, it was accompanied the restructuring and development of this pedagogical propose in some teaching institutions following some criteria that had as objective the insertion of the Integrate Seminar to the syllabus, the change from quantitave to qualitative evaluation, as the propose shattered the school communities involved on the research and its possible designation due to ENEM. With this, it was possible to verify the existing counterpoints in the theory described by the reformulation and its practical application. Because there were some schools that tried and obtained success according the aimed and others that were not willing to the construction of it for different reasons, such: the absence of formation courses for teachers, adequate explanation to the school communities, change in the evaluation process and absence in relation to National Examination of Middle School. These factors have contributed to a qualitative and quantitative discussion due to make clear the real propose or the Politechnic Middle School.

A presente pesquisa teve como propÃsito compreender como a formaÃÃo do professor de Arte interfere no ensino de MÃsica das escolas de NÃvel MÃdio pÃblico em Juazeiro do Norte-CE. A importÃncia dessa pesquisa justificou-se frente à emergÃncia da obrigatoriedade do ensino do conteÃdo de MÃsica nas aulas de Arte, no Ãmbito da EducaÃÃo BÃsica, em decorrÃncia da Lei n. 11.769/08. Pretendeu-se realizar uma pesquisa com abordagem qualitativa na modalidade de estudo de caso com aportes etnogrÃficos e autobiogrÃficos, baseada em obras de autores renomados no assunto, tais como: Andrà (2008), ViÃgas (2007), Bogdan e Biklen (1994), dentre outros. As observaÃÃes, os questionÃrios semiestruturados e os relatos ampliados serviram como instrumentos para a coleta de dados. As reflexÃes sobre os relatos dos professores tiveram aporte em Tardif (2008), que trata do saber docente e a formaÃÃo profissional, e Rodrigues (2010) e Bueno (2006), por abordarem a narrativa de si como estratÃgia de formaÃÃo. Para anÃlise das prÃticas musicais do professor em sala de aula foram levados em consideraÃÃo os pressupostos estabelecidos por Swanwick (2003a e 2003b) para a EducaÃÃo Musical. Os resultados da pesquisa apontaram que, para professores sem habilitaÃÃo superior em MÃsica, a formaÃÃo continuada atravÃs de cursos livres e estudos autodidatas, configuram-se como possibilidades de efetivar a presenÃa da MÃsica na Escola BÃsica. / This research project aimed at understanding how teacher education affects the teaching of Music in the Art Classes of the public high schools in Juazeiro do Norte, state of CearÃ, Brazil. The need for this research was justified by the fact that music education is now compulsory as part of basic education in Brazil according to federal law number 11.769/08 enacted in 2008. This ethnographic research with autobiographical contributions was based on Andrà (2008), ViÃgas (2007), Bogdan and Biklen (1994). Observations semi-structured questionnaires and magnified reports served as instruments for the collection of data. The analysis of reports provided by the music teachers were based on techniques presented by Tardif (2008), which deals with teacher knowledge and training, Rodrigues (2010) and Bueno (2006), who address the narrative itself as a training strategy. For analysis of teacher musical practices in the classroom assumptions established by Swanwick (2003a and 2003b) were taken into account. The results of the research show that for music teachers who did not have access to formal higher education in the field, it is productive to engage in further education through self teaching and private courses.

Orientador: Matilde Virginia Ricardi Scaramucci / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-07-25T03:24:31Z (GMT). No. of bitstreams: 1 Xavier_RoselyPerez_D.pdf: 77265118 bytes, checksum: 684b6cdb04674cb92a88839c3286e14d (MD5) Previous issue date: 1999 / Resumo: Esta pesquisa tem como objetivo implementar e avaliar um programa temático baseado em tarefas que foi elaborado para duas 5a. séries do Ensino Fundamental. O processo de aprendizagem é interpretado e avaliado com base nas mudanças pedagógicas realizadas pelas professoras no programa planejado, nas manifestações discursivas e comportamentais demonstradas pelos alunos durante as interações, aqui denominadas de sintomas positivos e negativos de aprendizagem, nas atitudes dos alunos com relação às aulas e ao material didático e no seu rendimento nas habilidades de compreensão oral, leitura e produção oral. Os dados foram coletados através de diários, gravações de aulas em áudio e vídeo, questionários e testes de rendimento em dois momentos do processo de modo que os resultados pudessem ser comparados entre si Para verificar se os ganhos de aprendizagem haviam sido significativos, duas 6a. séries realizaram os mesmos testes de compreensão oral e leitura e os seus resultados comparados com aqueles dos sujeitos desta pesquisa. Os dados mostram que o programa temático baseado em tarefas precisou de algumas mudanças ao longo do processo em decorrência das reinterpretações pedagógicas das professoras, no que se refere, por exemplo, à adição e substituição de tarefas e ao espaço da gramática. Ao longo da implementação houve mais sintomas positivos do que negativos, isso pode ser explicado pelo tipo de interação que se efetivou nas aulas, isto é, mais engajada, verossímel, significativa e colaborativa. A grande maioria dos alunos gostou das aulas e do material didático e muitos perceberam que estavam aprendendo não somente lingua estrangeira mas também conteúdo temático. Quanto ao rendimento dos sujeitos, os dados mostram que em ambos os contextos de ensino, os alunos apresentaram ganhos de aprendizagem nas habilidades de compreensão/ produção oral e compreensão em leitura. Entretanto, esses ganhos foram mais significativos na habilidade de compreensão oral, seguida da leitura e produção oral em um dos contextos. No outro, os ganhos também foram concentrados na habilidade de compreensão oral, seguida da produção oral e leitura / Abstract: The aim oft his research is to implement and evaluate a task-based thematic syllabus which was devised for two groups of Braziian secondary leamers of English as a foreign language. The process of learning is interpreted and evaluated on the basis of the teachers' pedagogical changes in the planned syllabus, the leamers' verbal and non-verbal manifestations during interaction which were classified as positive and negative symptoms of leaming, learners' motivation and their performance in listening and reJ'ldingcomprehension tasks and in oral production skills. The data were collected through diaries, questionnaires, video- and audio-taped set of lessons and progress achievement tests which were anminimered in two moments of the process 50 that the results could be compared. In order to assess gains in leaming, sophomore students were submitted to the same listening and reading comprehension tests and their results compared to those obtained by the subjects ofthis research. The data show that the task-based thematic syllabus needed some changes during the implementation phase because of the pedagogical reinterpretations of the teachers who realized the need for replacement and addition of tasks throughout the course and a new dimension for grammar teaching. The subjects had more positive than negative symptoms of leaming and this can be accounted for a committed, truly, meaningful and collaborative interaction that was built in the classroom. The majority of the subjects have stated that they enjoyed the classes and the textbook which as particularly designed for their age and interests. They realized they were learning not only the target language but also thematic contento The data also show gains in listening and reading comprehension as well as in oral production skills. In other words, the subjects of both contexts of research were able to develop listening comprehension more than the other skills. Reading comprehension was developed more tban oral production in one of the contexts while the reverse was observed in the other context / Doutorado / Ensino-Aprendizagem de Lingua Estrangeira / Doutor em Linguística Aplicada

This independent paper compares the Swedish and the Japanese national syllabi for English. Making use of White’s (1988) Type A and Type B syllabus distinction, a number of dimensions are put forward to permit a comparison between the syllabus documents for the two countries. The methods used are hermeneutics and word counting. By counting content signal word frequencies and observing the context in which the words were found, the relative linguistic and pedagogical focuses of the two syllabi are illuminated. The results of the word counting procedures indicate that both countries are somewhat similar when the results were combined from all the Type A dimensions. When observing the word counting for the Type B on the other hand, Sweden has more than 70 % of a word frequency, while Japan has a bit below 30 %. One consequence of this could be the proficiency in the English language that each country has, and the attitude towards learning the language. The results put forward, suggest the basis for an automatized quantitative comparison between the national syllabi which could be implemented in the form of a computer application.

The essay has been written in order to give a picture of culture teaching within the subject of English in upper secondary schools in Sweden. Although earlier research within this field is still not very extensive, a theoretical framework has been based on the results available and the syllabuses for the subject of English in the upper secondary school. A questionnaire with open question has been used as a tool for collecting data. The main focus is put on analyzing the contents of and ways in which teachers deal with cultural studies, considering the goals in the syllabuses. The results support the results of previous scientific investigations concerning culture studies in Swedish schools and show that culture teaching is often dealt with in the traditional ways where culture is viewed mainly as customs, traditions and history of the target language country, and where teachers mainly choose cultural elements from the UK and the US and seldom from other English speaking countries. Various factors that influence teachers choices in their cultural studies are examined and alternative changes considering the teaching methods, for example ethnographic training, are proposed. The uncertainty about how to approach and what to include in cultural studies is reflected in the testing of students on cultural issues. The survey shows that half the respondents do not test their pupils on culture at all. The conclusion, based on the results of this survey and the previous research, is that no great changes have taken place within this field over the last decade and that further continuous study of culture teaching is recommended.

This paper examines how aesthetic and anthropologic culture is represented in a few selected textbooks for English and to what degree these representations correspond to the aims of the English course syllabi. Regarding aesthetic culture, the emphasis in the syllabi is on the students using literature as means to an end, mainly to develop certain skills such as an understanding of the English language, or learning about anthropologic culture through aesthetic culture. The aesthetic values of literature as an art form are not promoted or encouraged at all. The selected textbooks correspond to the syllabi on this matter. Concerning anthropologic culture, the emphasis in the syllabi is on ‘difference’. Other cultures are presented as strange and distant from us, and this is something that also can be seen in the selected textbooks. Moreover, in one of the textbooks the students are addressed as future tourists, potentially causing them to view other cultures and places as sights to see and sites to visit, instead of as having intrinsic value.

THE APPENDICES TO THIS THESIS ARE NOT AVAILABLE An intrinsic component of South Africa's cultural and colonial heritage resides in the country's deep-rooted tradition of professional musical units known as "service bands": military or concert bands which are an adjunct to the various arms of service of the national defence force and police services. In the first decade of the twenty-first century, the demographics of these bands are as varied as those of the country itself. Yet there is a common factor shared by all service bands, whatever their sociological composition: the need to perform at what is perceived to be a professional musical level in the public eye (and ear). This requires a relatively consistent level of instrumental competency from band members, and to this end a number of evaluation systems have been implemented – and supplanted – since the late 1940s. The purpose of these evaluations is not only an endeavour to maintain acceptable standards of musical performance, but to conveniently categorise band members into four fundamental levels of instrumental proficiency for purposes of salary and, to a lesser degree, rank. Without exception, the previous systems of evaluation were deficient in one aspect or another. More specifically, they were found in the last decade to be lacking both in terms of musical consistency and, since 1994, in the ability to equitably accommodate members of the former "homelands" bands, whose previous training and experience were in the majority of cases confined to the rote learning of band parts, with an almost total lack of formal music training. In a manner that aims to be at once discursive and narrative, this thesis describes the quest for and the realisation of an equitable process of musical evaluation for South African service band members. It documents the actions taken to address the challenges inherent in that quest, the empirical research that provided a tenable answer, and describes the essentially practical stance adopted by the participating musicians and compilers. The processes leading to the new evaluation syllabus are described in some detail, and a number of specific and practical recommendations are proposed for the further amelioration of South African service bands' modus operandi. / Thesis (DMus)--University of Pretoria, 2006. / Music / unrestricted

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-09T20:29:07Z No. of bitstreams: 1 Emilson Roman.pdf: 1280742 bytes, checksum: 03bd75116058f529939531c21bc7c590 (MD5) / Made available in DSpace on 2016-06-09T20:29:07Z (GMT). No. of bitstreams: 1 Emilson Roman.pdf: 1280742 bytes, checksum: 03bd75116058f529939531c21bc7c590 (MD5) Previous issue date: 2006-12-06 / This study aims to analyze programmatic content of subjects related to Finances area in Business Administration Courses in São Paulo City. The content analyzed showed us a set of subject program components, in which we can lay stress on: subject title, quantity of hours, courses periodicity, summaries, objectives, teaching strategies, evaluation methods, and, finally, basic and complementary bibliography used on course. The research, based on necessity of providing a better comprehension of educational context , resulted on Brazilian Higher Teaching evolution study, laying stress on Business Administration. The research core was elaborated by analyzing 32 institutions teaching programs located in São Paulo City. On this research, we could observe the omission of important items: lack of standardization, problems with programmatic content, excess of content items, problems on summaries elaboration, and, lack of correlation between quantity of hours attributed to a subject and the results on "Provão" tests. Therefore, this study can be useful as an instrument for educators and courses coordinators reflection, in order to go in direction to a higher course that is appropriated to actual educational legislation demands, as well as to society aspirations. / O propósito central deste trabalho de pesquisa é o estudo do conteúdo programático de disciplinas ligadas à área de Finanças, ministradas nas Instituições de Ensino Superior de Administração de Empresas no município de São Paulo. A análise dos conteúdos remete-nos a um conjunto de componentes dos programas de disciplina, no qual destaca-se o título atribuído à disciplina, carga horária, periodicidade dos cursos, ementas, objetivos, estratégias de ensino, formas de avaliação e, finalmente a bibliografia básica e complementar adotada no curso. O trabalho de pesquisa, fundamentado na necessidade de subsidiar uma melhor compreensão geral do contexto educacional, apresenta um estudo da evolução do ensino superior brasileiro, destacando os cursos de Administração de Empresas. O eixo central do trabalho de pesquisa foi elaborado por meio do exame dos programas de ensino de trinta e duas instituições de ensino superior localizadas no município de São Paulo. Neste exame foi observada alguma omissão de itens importantes dos programas, falta de padronização, problemas na formatação dos conteúdos programáticos, excesso de itens de conteúdo, confusão na elaboração de ementas e, ainda, que não existe correlação entre carga horária atribuída a uma disciplina e resultados obtidos nos exames do “Provão”. Dessa forma, este trabalho de pesquisa pode ser útil como instrumento que fomente reflexões por parte de docentes e dirigentes de curso, no propósito de caminhar em direção a um ensino superior adequado às exigências da legislação educacional vigente, bem como aos desejos da sociedade.

Det har skett några studier av läroböcker för matematik i Sverige och andra länder. Studierna fokuserar på olika områden i läroböckerna och visar att i vissa områden sker det ingen utveckling alls och i andra verkar det hända mycket. Då det har skett en utveckling i den digitala världen syftar denna studie till att visa hur användningen av digitala verktyg utvecklas över tid i läroböcker. Undersökningen kollar på antalet gånger och i vilka sammanhang digitala verktyg nämns eller används inom taluppfattning/aritmetik och algebra för kurs 1b. För att undersöka detta har två lärobokserier som har böcker publicerade innan och efter 2011 valts ut. Läroböckerna undersöks med hjälp av en kvantitativ och kvalitativ innehållsanalys. Studien visar att det sker en utveckling i hur ofta digitala verktyg nämns och används och att sammanhangen ofta är densamma. Det sker också störst utveckling mellan utgåvorna när det är förändringar i kursplanerna jämfört med om det släpps en nyutgåva baserat på kommentarer från lärare. / Through the years there have been some studies on mathematics textbooks in Sweden. The studies have different focus when they study the textbooks. Earlier studies show that depending on what you study they finds that there are none to some change in the textbooks. Because there has been a development in the digital world this study focuses on the development of use of digital tools in the textbooks for mathematic in Sweden. This study uses content analysis to analyse how often digital tools is mentioned or used in number sense/arithmetic and algebra for course 1b in Swedish upper secondary school. The results show that there is a development in how often digital tools are used in the textbooks but that the context often stay the same. The biggest different is also to be found when a new syllabus is introduced compared to when a new edition is based on teacher comments.