Abstract Title: Is it in line? – Textbook analysis in religious studies liked to a specific core content   The purpose of this study is to find out how the core content "How different life issues, such as the meaning of life, relationships, love, and sexuality is portrayed in popular culture” (Skolverket, 2011) is handled in three different textbooks within the subject of religion. The textbooks examined are PRIO Religion Stadiebok, Religion och liv 7-9 and Utkik Religion 7-9. These textbooks are published by distinguished publishers and they are common in the Swedish school teaching of religion. The selected textbooks are published after 2011, when the new curriculum in Lgr11 was introduced. The study uses a content analysis as a method. In this case, textbooks linked to the core content of the school subject religion are analyzed. The research questions for this study are: How is the central content "How different life issues, such as the meaning of life, relationships, love, and sexuality is portrayed in popular culture" in the school's religious topic, handled in the textbooks PRIO Religion Stadiebok, Religion och liv 7-9 and Utkik Religion 7-9? How do these three textbooks differ. What consequences may the usage of different textbooks have for different schools? What values ​​are conveyed in the parts that deal with the specified key content? Do the values of the books agree with the school values? The conclusion of this study is that textbooks focus more on some parts then others and they also differ in how they treat the central content.

This work is intended to be used as a teaching tool in conjunction with the text cited. It is written in outline format, highlighting the major concepts of each pertinent chapter. In this format, the concepts can be expanded upon at the discretion of the instructor. This work is to be used as a guide for lecture. The basic concepts contained in the outline are in such a format as to be able to work in more information regarding the subject matter if needed. The instructor can work from this outline as a starting point. Major topics in the chapters are highlighted, making lecture notes for the instructor easier to do.

Este trabalho pretende identificar elementos presentes em vídeos educativos que contribuem para o aprendizado de conceitos científicos. Alunos da rede privada e alunos da rede pública de ensino no 1º ano do Ensino Médio de São Paulo assistiram aos episódios de dois seriados veiculados em TV aberta, um com formato televisivo e o outro mais parecido com a aula tradicional. Para cada um dos seriados foram selecionados dois episódios, um sobre as alavancas e outro sobre o princípio de vôo do avião. Os resultados indicam que, individualmente, os episódios contribuem para o aprendizado de conteúdos científicos, e com desempenho bastante semelhante. Há pequenas diferenças ligadas ao fato de os alunos responderem com melhor desempenho a perguntas que tenham a mesma forma com que o tema foi desenvolvido no vídeo. Já os mesmos episódios contribuem de forma cooperativa, quando são exibidos para um mesmo grupo de alunos, obtendo-se, assim, melhoras significativas no aprendizado dos conceitos científicos em grupos. A linguagem dos vídeos promove forma de aprendizagem de natureza distinta e complementar. Dessa forma, encontramos indícios de que os vídeos prazerosos devem ser mais valorizados no ensino, pois são tão educativos quanto vídeos monótonos. Também identificamos que realizadores de audiovisuais educativos devem ter consciência da cooperação que ocorre quando se mesclam momentos de sistematização e momentos de prazer num audiovisual, o que pode ser contemplado por professores que utilizem vídeos de naturezas distintas. / In this work we identify the aspects of educational videos that contribute to students´ learning of scientific concepts. Students in the first year of high school, from both public and private schools, watched two episodes about levers and two about the principle of airplane flight from two different TV series. While one episode explores the subjects in a contextualized way, the other is similar to a traditional class. Our results indicate that each episode contributes to the learning of scientific concepts in a very similar way. However, there are small differences in performance, due to the fact that students show better learning when the questions have the same format as developed in the video. We find that two episodes, about the same subject, work in a cooperative way when shown to the same group of students. The results show significant improvement in the students´ learning. The approaches of the two videos promote learning in distinct and complementary ways. Thus, we find that contextualized videos should be preferred in teaching, since they teach as much as unengaging videos. We also point out that educational video makers should be aware of the cooperative advantages of alternating moments of pleasure and of systematization. In fact, this can also be attempted by teachers using videos of distinct nature.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-09-12T21:11:54Z No. of bitstreams: 1 MichelleNascimento.pdf: 1561632 bytes, checksum: c87b2fd43c776d217342b3947e08d2f4 (MD5) / Made available in DSpace on 2017-09-12T21:11:54Z (GMT). No. of bitstreams: 1 MichelleNascimento.pdf: 1561632 bytes, checksum: c87b2fd43c776d217342b3947e08d2f4 (MD5) Previous issue date: 2017-08-09 / The present Master Thesis is part of the Research Group "School, Curriculum, Training and Teaching Work" of the Post-Graduation Program in Education of the Federal University of Maranhão. We analyze the relationship between the teaching materials adopted by teachers in the teaching and learning process of the technical courses of the National Integration Program of Vocational Education with Basic Education in the modality of Youth and Adults Education (PROEJA) and the guiding principles of this program. The methodological approach that guides this study is qualitative, because it allows an interpretative analysis, involving the multiple determinations of the investigated phenomenon and to allow the understanding of the phenomena from the perception of the investigated subjects, supported by Richardson et al (2007) and Lessard-Hérbert et al (1990). The techniques and instruments of data collection applied were the semi-structured interview for teachers and pedagogical coordinator and the questionnaire for the students. The sample of this research was composed of ten teachers, one coordinator and ten percent of the students, corresponding to eighteen students, enrolled in PROEJA technical courses at Campus São Luís/Maracanã - IFMA and the categories of analysis were: Teaching materials, PROEJA and Curriculum. The theoretical basis that support us regarding curriculum and teaching materials were the works of Barbosa (2005), Bittencourt (1993), Choppin (2004), Mello (2010), Munakata (2012), Rangel (2006), Ramos (2001; 2005), Silva (2005) and Young (2013) and in the field of EJA, Arroyo (2001; 2011), Beisiegel (2004), Brasil (2000; 2007), Fávero (2008), Freire (1987, 2011), Haddad (2000; 2014) Jardilino and Araújo (2014) and Paiva (1973), among other scholars of these topics, in addition to analyzing documents such as the Law of Guidelines and Bases 9394/96, Curriculum Guidelines for Basic Education, Curriculum Guidelines for Youth and Adult Education, the PROEJA Basis Document, the Pedagogical Political Project of Campus São Luís/Maracanã, the Course Plans, Resolutions and Policy adopted internally at IFMA. The research results allowed us to conclude that the teaching material is present in the teachers’ pedagogical practice of Campus São Luís/Maracanã and they are essential elements for a good performance of teaching. Both students and teachers emphasized the importance of these elements for the learning process. Revealing that the lack of continuous training has prevented or at least limited the performance of teachers who showed an interest in developing a work focused on the real needs of the subjects served by PROEJA. The relevant place that teaching material still have in teaching only reinforces the need to broaden the research on this subject, especially in the EJA. / A presente Dissertação de Mestrado integra o Grupo de Pesquisa “Escola, Currículo, Formação e Trabalho Docente”, do Programa de Pós-Graduação em Educação da Universidade Federal do Maranhão. Analisamos a relação entre os materiais didáticos adotados pelos (as) professores (as), no processo de ensino e aprendizagem dos cursos técnicos do Programa Nacional de Integração da Educação Profissional com a Educação Básica na modalidade de Educação de Jovens e Adultos (PROEJA) e as diretrizes orientadoras desse programa. A abordagem metodológica que orienta este estudo é a qualitativa, por possibilitar uma análise interpretativa, envolvendo as múltiplas determinações do fenômeno investigado e permitir a compreensão dos fenômenos a partir da percepção dos sujeitos investigados, apoiando-nos em Richardson et al (2007) e Lessard-Hérbert et al (1990). As técnicas e instrumentos de coleta de dados aplicados foram a entrevista semiestruturada para docentes e coordenador pedagógico e o questionário para os discentes. A amostra desta pesquisa foi composta por dez docentes, um coordenador e dez por cento dos discentes, que corresponde a dezoito alunos, matriculados em cursos técnicos do PROEJA no Campus São Luís/Maracanã – IFMA e as categorias de análise foram: Materiais Didáticos, PROEJA e Currículo. A fundamentação teórica e em que nos sustentamos no campo do currículo e dos materiais didáticos foram os trabalhos de Barbosa (2005), Bittencourt (1993), Choppin (2004), Mello (2010), Munakata (2012), Rangel (2006), Ramos (2001; 2005), Silva (2005) e Young (2013)e no campo da EJA, Arroyo (2001; 2011), Beisiegel (2004), Brasil (2000; 2007), Fávero (2008), Freire (1987, 2011), Haddad (2000; 2014) Jardilino e Araújo (2014) e Paiva (1973), entre outros estudiosos das referidas temáticas, além de analisarmos documentos como a Lei de Diretrizes e Bases nº 9394/96, Diretrizes Curriculares para Educação Básica, Diretrizes Curriculares para Educação de Jovens e Adultos, o Documento Base do PROEJA, o Projeto Político Pedagógico do Campus São Luís Maracanã, os Planos de Cursos, Resoluções e Normas adotadas internamente no IFMA. Os resultados da pesquisa nos permitiram concluir que o material didático está presente na prática pedagógica dos professores do Campus São Luís/Maracanã e que são concebidos como elementos essenciais para uma boa execução da atividade docente. Tanto alunos quanto professores destacaram a importância destes elementos para o processo de aprendizagem. Revelam que a falta de formação continuada tem impossibilitado, ou pelo menos limitado, a atuação dos(as) professores(as) que demonstraram interesse em desenvolver um trabalho voltado para as reais necessidades dos sujeitos atendidos no PROEJA. O lugar relevante que o material didático ainda ocupa na atividade docente só reforça a necessidade de ampliarmos as pesquisas sobre este objeto, sobretudo na EJA.

In this paper, the aim was to investigate how the Swedish subject is projected in textbooks for grade 6 and grade 9. The study was conducted based on the grounds that teachers need to be aware of the increasing expectations placed on students’ literacyknowledge. To determine how well a textbook helps students to develop these skills, four textbooks’ assignments have been analyzed using textual analysis based on learning theories, literacypractices and Swedish substance conceptions. After completing the analysis, it was concluded that the assignments that practice basic reading and writing skills, are most prominent in the selected textbooks.

This essay examines how female authors are described in the literary canon of two different editions of the Swedish education material on the history of literature: Svenska Timmar – litteraturen. The purpose of this study is to investigate whether the depiction of female authors has changed from the first edition (1991) to the last edition (2012), and how these changes correspond with the curriculums Lgy70 and Lgy11. The study is quantitative as well as qualitative. The quantitative part of the study shows that the percentage of female authors has increased in the 2012 edition. A greater number of female authors are also portrayed with pictures and headings. This increase is partly explained by the new curriculum, Lgy11, which demands that female authors should be included in the history of literature. This was not the case with Lgy70. The qualitative part of the study contains a feminist and gender analysis, examining how a “gender system” produces and reproduces a dichotomy and hierarchy between the sexes, where the male is norm and the female deviates from this norm. This section shows that, despite the increased number of female authors, their portrayal still differs from that of the male authors. For example, the literary work of women is likely to be categorized as “female literature”, which signals that it is not considered as general as the men’s work. This is, in my conclusion, a way to reproduce the gender system of the literary canon.

The following essay aims to determine what textbooks and teaching media educators in the county of Västerbotten use when teaching the relation between religion and science. Based on educational science theory and through analyzes of factual texts, the teaching materials was examined to determine how much focus they put on the thematic of religion and science. The result shows how the different teaching materials affect this thematic differently. The main conclusion is therefore that students in Sweden could, depending on the teaching materials used in their education, be taught by different standards to reach the same requirements.

Thesis (M.S.)--University of Wisconsin--Madison, 1990. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 38-49).

The essay is based on textbook analysis with a qualitativ method from a gender perspective. The essay analyzes three selected textbooks which are all written after the latest release of the curriculum named GY11. In the essay have I been using a analysisinstrument called ”the genderstaircase”. The purpose of the study have been to examine what point of gender awarness the selected learning materials has with the help of the genderstaircase. My ambition is to complete the genderstaircase with other theories to enhance the results. The result showed that two of three textbooks passed the demands of the curriculum GY11.

Este trabalho pretende identificar elementos presentes em vídeos educativos que contribuem para o aprendizado de conceitos científicos. Alunos da rede privada e alunos da rede pública de ensino no 1º ano do Ensino Médio de São Paulo assistiram aos episódios de dois seriados veiculados em TV aberta, um com formato televisivo e o outro mais parecido com a aula tradicional. Para cada um dos seriados foram selecionados dois episódios, um sobre as alavancas e outro sobre o princípio de vôo do avião. Os resultados indicam que, individualmente, os episódios contribuem para o aprendizado de conteúdos científicos, e com desempenho bastante semelhante. Há pequenas diferenças ligadas ao fato de os alunos responderem com melhor desempenho a perguntas que tenham a mesma forma com que o tema foi desenvolvido no vídeo. Já os mesmos episódios contribuem de forma cooperativa, quando são exibidos para um mesmo grupo de alunos, obtendo-se, assim, melhoras significativas no aprendizado dos conceitos científicos em grupos. A linguagem dos vídeos promove forma de aprendizagem de natureza distinta e complementar. Dessa forma, encontramos indícios de que os vídeos prazerosos devem ser mais valorizados no ensino, pois são tão educativos quanto vídeos monótonos. Também identificamos que realizadores de audiovisuais educativos devem ter consciência da cooperação que ocorre quando se mesclam momentos de sistematização e momentos de prazer num audiovisual, o que pode ser contemplado por professores que utilizem vídeos de naturezas distintas. / In this work we identify the aspects of educational videos that contribute to students´ learning of scientific concepts. Students in the first year of high school, from both public and private schools, watched two episodes about levers and two about the principle of airplane flight from two different TV series. While one episode explores the subjects in a contextualized way, the other is similar to a traditional class. Our results indicate that each episode contributes to the learning of scientific concepts in a very similar way. However, there are small differences in performance, due to the fact that students show better learning when the questions have the same format as developed in the video. We find that two episodes, about the same subject, work in a cooperative way when shown to the same group of students. The results show significant improvement in the students´ learning. The approaches of the two videos promote learning in distinct and complementary ways. Thus, we find that contextualized videos should be preferred in teaching, since they teach as much as unengaging videos. We also point out that educational video makers should be aware of the cooperative advantages of alternating moments of pleasure and of systematization. In fact, this can also be attempted by teachers using videos of distinct nature.