[pt] Este estudo teve por objetivo refletir sobre estratégias para o design de materiais didáticos digitais direcionados à pós-graduação. Inúmeras investigações vêm sendo desenvolvidas sobre planejamento, desenvolvimento, qualidade e avaliação de materiais digitais com fins educacionais. Desses relatos, podemos evidenciar a importância da experimentação para aprimorar conhecimentos, identificar recursos em potencial e desenvolver habilidades para a proposição desses materiais. Sob essa perspectiva, a presente tese abordou o planejamento, a produção e a análise de materiais didáticos digitais para duas disciplinas oferecidas pelo Programa de Pós-graduação em Design da PUC-Rio. A pesquisa foi orientada a práticas que promovessem flexibilidade de produção e de uso dos materiais educacionais, permitindo ao professor maior autonomia sobre a sua atividade didática. As duas experiências analisadas apontam para o fato de que não se pode definir um modelo único para atender iniciativas de ensino voltadas para a pós-graduação. Cada demanda requer um planejamento específico, considerando a arquitetura pedagógica e as estratégias de ensino-aprendizagem. A investigação caracterizou-se como uma pesquisa do tipo exploratória com abordagem qualitativa, justificada pelo objeto de estudo que se encontra em um movimento de construção e experimentação a partir da realização de diversas experiências de criação e uso. A pesquisa buscou proporcionar uma ampliação dos referenciais existentes sobre a elaboração e análise de materiais educacionais, assim como contribuir como incentivo à reflexão sobre novos espaços virtuais para a produção de conhecimento na Pós-graduação em Design. / [en] This research had as objective to reflect on strategies for the design of digital learning materials aimed at post-graduate courses. Several investigations have been undertaken on planning, development, quality and evaluation of digital material for educational purposes. From these reports, we highlight the importance of experimentation to enhance knowledge, identify potential resources and skills for the proposition of these materials. From this perspective, this thesis addressed the design, production and analysis of digital learning materials for two courses offered by the Post-graduate Program in Design at PUC-Rio. The research was oriented towards practices that promote flexibility in production and use of educational materials, allowing greater autonomy to the teachers over their teaching activity. The two examined experiments point to the fact that it is not possible to define a single model for addressing educational initiatives aimed at graduate school. Each demand requires a specific plan, considering the pedagogical architecture and strategies for teaching and learning. The investigation was characterized as a exploratory research with qualitative approach, justified by the object of study that is in a movement of construction and experimentation from carrying out various experiments to create and use. The research sought to provide an expansion of existing references on the preparation and analysis of educational materials, as well as contributing as an incentive to reflect on new virtual spaces for the production of knowledge at the Post-graduate in Design.

The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth & Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classroom practice using Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew. English classes in the courses English 5 and English 6 were asked to read extracts from each of the plays, and then evaluate the play of choice in terms of the socio-political reality of the late Renaissance portrayed in the extracts, through the prism of today’s democratic values. The pupils were assisted in the task by having close-reading questions to answer, and later a smaller written assessment in form of a blog-entry, in order to help develop their thinking. The results of the study show that the pupils were perfectly able to evaluate and discuss values and practices such as equality, racism or sexism based on their reading. From a normpedagogical approach to teaching, it therefore seem that Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew can be utilised as teaching material in order to help foster the development of democratic values, and discussions around the same, into the classroom.

The curriculum for upper secondary school clearly states that every school is obliged to ensure that teaching centres on and implements democratic values in order to prevent discrimination (Skolverket, 2013). How to do this however, is up to the local school to decide. Norm-critical pedagogy shows that in order to inculcate democratic values in education, the individual teacher must design the teaching material so that it focuses on such values (Bromseth & Darj, 2010). The purpose of this study, and the aim of this essay, is to investigate how democratic values can be implemented in classroom practice using Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew. English classes in the courses English 5 and English 6 were asked to read extracts from each of the plays, and then evaluate the play of choice in terms of the socio-political reality of the late Renaissance portrayed in the extracts, through the prism of today’s democratic values. The pupils were assisted in the task by having close-reading questions to answer, and later a smaller written assessment in form of a blog-entry, in order to help develop their thinking. The results of the study show that the pupils were perfectly able to evaluate and discuss values and practices such as equality, racism or sexism based on their reading. From a norm-pedagogical approach to teaching, it therefore seem that Shakespeare’s The Tempest, A Midsummer Night’s Dream and The Taming of The Shrew can be utilised as teaching material in order to help foster the development of democratic values, and discussions around the same, into the classroom.

This diploma thesis called Estimations in Mathematics at Elementary School is created as an auxiliary teaching material. It acquaints the readers with the concept of mathematical estimation and presents its basic divisions. It also provides graphic instructions how to make estimations and it contains plenty of problems which serve as a systematic practicing and training of the ability of estimating. In addition, the form of individual problems shows spheres in which estimating is convenient to develop. At the end of the work there are presented research-oriented problems with the need of estimation.

The aim of the thesis is a view of the way of teaching racial and national issues in Geography lessons at primary schools. The first part of the work is focused on the way how this topic is presented and taught at primary schools in different regions of the Czech Republic. The other part is based on a didactical analysis of particular books and worksheets for Geography available on the market. The thesis contains as well an originally designed teaching material explaining the topic of racial and national issues.

The aim of the thesis was "To assess the current state of awareness of the personnel of the social services providers in the field of extraordinary events, to assess the effectiveness of the implemented training program". Based on the stated objective, then, to verify 2 established hypotheses. Hypothesis No. 1, ´Awareness of social service provider staff on the recommended behaviour manners during extraordinary events does not reach 80% of correct response success´ , and Hypothesis No. 2, ´Social service provider staff education leads to an improvement in the current situation of behaviour manners during extraordinary events´. To fulfill this aim, a research survey was created, which I personally carried out in 4 social service providers, fulfilling the following criteria: the social service provider had to provide a ´stay´ form, handicapped individuals had to stay there´, and the place had to be located in the region of South Bohemia. The results were being evaluated via graphics processed in Microsoft Excel Word 2007 programme. To evaluate Hypothesis No. 2 I created an educative material in an e-learning form, containing 5 thematic areas: protection of population, fire, floods, chemical substances, and radio-active substances. I introduced this educative material to the social service provider staff, and subsequently I carried out a second round of interview survey. In the results of this work I was comparing the staff´s responses before the implemented educative programme, and after. The results of my research work have proven that the less staff takes part in education on protection of population, the less individuals are introduced to the recommended manners of behaviour during extraordinary events. The educative programme has brought valuable information for the social service provider staff. An improvement was missing in certain responses, but in my opinion, this is due to an extremely expert or thematic area of questions. The educative programme has brought valuable information for the social service provider staff. A significant improvement was noticed in the second round of questionnaire survey after implementing the educative programme. An improvement was missing in certain responses, but in my opinion, this is due to an extremely expert or thematic area of questions.

Made available in DSpace on 2016-06-02T20:25:00Z (GMT). No. of bitstreams: 1 1626.pdf: 5300118 bytes, checksum: 85ee4253033f0747e3815619bae91c43 (MD5) Previous issue date: 2007-09-12 / Financiadora de Estudos e Projetos / The aim of this work is to verify the motivation of students to study English in the beginning of their first year right after primary school (5Th grade in Brazil), as well as to analyze the influence of teaching materials adopted in the students motivational disposition. We have confirmed, through our analyses, the hypothesis that students are motivated in the beginning of the foreign language teaching and learning process and, based on authors such as Augusto-Navarro (2007), Barbirato (2005), Stipek (2002), Dörnyei (2001), Peacock (1997), Pintrich e Schunk (1996), Almeida Filho (1994), Viana (1990), Krashen e Terrell (1983), and others, we discuss some characteristics, which if guaranteed in the teaching material, may help the teacher to maintain students motivation. This study may contribute for a better comprehension of the frequent demotivation process observed among English language students in Brazilian public schools. It also presents the characteristics of highly motivating, as well as demotivating, EFL teaching activities. / Este estudo objetiva verificar a motivação apresentada por alunos ingressantes na quinta série do ensino fundamental para o estudo de inglês, bem como analisar a influência exercida pelo material didático adotado na disposição motivacional dos mesmos. Confirmamos, através das análises, a hipótese de que os alunos são motivados no início do processo de ensino-aprendizagem da língua estrangeira e, com base em autores como Augusto-Navarro (2007), Barbirato (2005), Stipek (2002), Dörnyei (2001), Peacock (1997), Pintrich e Schunk (1996), Almeida Filho (1994), Viana (1990), Krashen e Terrell (1983), entre outros, discutimos algumas características que, garantidas no material didático, podem auxiliar o professor na manutenção da motivação. Este trabalho pode contribuir para a melhor compreensão do processo de desmotivação para o estudo da língua inglesa, freqüentemente observado na escola pública. Nesta dissertação apresentamos as características de atividades didáticas com alto e baixo potencial motivacional.

Submitted by Margareth Ferreira Pinto (margarethfpinto@hotmail.com) on 2016-05-02T18:55:34Z No. of bitstreams: 1 dissertao verso definitiva pdf priscila reis.pdf: 2612474 bytes, checksum: 92ba55567898fd46ce8b3e1fa80a83f1 (MD5) / Approved for entry into archive by Gilmar Barros (gilmargomesdebarros@gmail.com) on 2016-05-03T19:29:06Z (GMT) No. of bitstreams: 1 dissertao verso definitiva pdf priscila reis.pdf: 2612474 bytes, checksum: 92ba55567898fd46ce8b3e1fa80a83f1 (MD5) / Made available in DSpace on 2016-05-03T19:29:06Z (GMT). No. of bitstreams: 1 dissertao verso definitiva pdf priscila reis.pdf: 2612474 bytes, checksum: 92ba55567898fd46ce8b3e1fa80a83f1 (MD5) Previous issue date: 2013 / Partindo-se de reflexões que envolvem a exploração animal com os três aspectos da ecologia e com o onirismo ativo vivenciado e propagado pelos defensores dos direitos animais, procurou-se criar dispositivos com micro-intervenções urbanas que foram realizadas em diversos espaços. Objetivou-se sensibilizar as pessoas através da Educação Estética para a condição que impomos aos demais animais. O trabalho apontou a importância do movimento de Libertação Animal para o contexto da Educação Ambiental, enquadrando-se nos estudos que relacionam ética, estética, saúde e educação. Buscou-se mostrar que a instrumentalização dos animais não-humanos perpassa por quase todas nossas atividades e não raras vezes, essas práticas estão igualmente associadas à exploração humana e ambiental. As intervenções foram capturadas em fotografia e filmagem e transformadas em um recurso áudio-visual. Procurou-se, desta forma, contribuir com a Educação Ambiental Não-Formal disponibilizando-se um material didático a ser utilizado enquanto fomentador de espaços de diálogo para problematizar a situação dos animais não-humanos e como ela também nos afeta, abrindo, assim, caminhos para que seja possível desenvolver uma Educação Ambiental com perspectiva da inclusão da consideração moral pelos animais. Esta pesquisa qualitativa apresenta cunho experimental e se propõe a ser produtora de reflexão a cerca do especismo e como ele se reflete em nosso corpus social, individual e educacional. / Beginning with reflections that involve animal exploitation with the three aspects of the ecology and the active oneirism lived and propagated by the animal rights defenders, we created urban micro interventions accomplished at many different places. Aiming to sensitize people through Aesthetic Education to impose the condition that the other animals this work indicated the contribution of Animal Liberation to the Environmental Education context. It is framed in studies that relate ethics, aesthetics, health and education. Search to show that the nonhuman- animals instrumentalization permeates almost all of our activities and not infrequently, these practices are also associated with human and environmental exploitation. The interventions were photographed and filmed and became an audio visual resource. This way, we intended to contribute to Non Formal Environmental Education providing an educational material to be used while developers forums for dialogue to discuss the plight of nonhuman animals and as it also affects us, thereby opening avenues to be able to develop an Environmental Education perspective with the inclusion of moral consideration for animals. This qualitative study presents experimental nature and aims to be producing the reflection about speceism and how it is reflected in our social, individual and educational corpus.

This study aims to investigate how secondary school teachers have used We should all be feminists and the accompanying teacher’s guide and if they used the material in a problematizing way, given that it is sponsored. Hilary Janks’ model of critical literacy served as theoretical basis in this study. To collect data, qualitative interviews were conducted, that included five secondary school teachers. The transcribed material was processed and analyzed by the method Qualitative Content Analysis and with a deductive approach. The main results show that teachers primarily used the material as a way to meet the criteria of the curriculum and to train students in certain moments of the Swedish subject, rather than as a material for the discussion of feminism and gender equality. The study’s most conspicuous result was that none of the teachers had reflected on the fact that the material was sponsored by a numerous of organizations. The teachers viewed the sponsors as harmless and the material as a text from a fiction writer, rather than a material from trade unions and foundations who wish to exert influence in the classroom. In the analysis by Janks’ model of critical literacy, the results show that all of the teachers had worked with critical literacy in the classroom to some extent, but that they had not realized all of Janks’ criteria on how to work with critical literacy in classrooms.

This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.