Made available in DSpace on 2016-04-27T14:31:56Z (GMT). No. of bitstreams: 1 CED - Angelica Lucia Carlini.pdf: 694460 bytes, checksum: d1461bd01bd2765b4d446840e5684a1c (MD5) Previous issue date: 2006-11-27 / The work contemplates the experience accomplished with the application of the paradigm of learning based on problems, in two groups of Law School undergraduation students, in the period between June 2004 and June 2005, in the São Francisco University, in Bragança Paulista, concerning the study of consumption relations and the consumer's right. The experience was carried out aiming at answering to the query whether the paradigm of learning based on problems is possible of being used in teaching Law in Brazil and, whether this paradigm can mean a renewal in the teaching-learning relation both for teachers and for Law students. The methodological option used was that of qualitative research. The accomplished research comprised the bibliographical-research and the action-research and the used procedures were the participant-observation and the non-directive interview. The research rebuilds the historical path of the Law courses in Brazil, with the objective of drawing a backdrop for the reflection over the need of changes in the teaching-learning relation, which nowadays is still marked, in those courses, by little stimulating practices, like the prevailing use of the traditional expository class pattern, understood as the one where the teacher is the knowledge transmitter for the students who passively receive it. Besides, the Law teaching is also marked by an excessive attachment to the positivism, what results in the lack of room for the construction of a critical reflection about the Law science. The study analyzes the theoretical bases on which the paradigm of learning based on problems is built, and its possibility of being applied to the Law teaching in Brazil. The research discusses the relevant aspects of the developed experience, especially the problems built and introduced to the students, discussing the ways they have built the solutions. Moreover, it analyzes the students' performance in field works, with adolescents and tradesmen of Bragança Paulista, moment in which they taught to lay people relevant aspects of the consumer's right and of consumption relations / O trabalho reflete sobre a experiência realizada com a aplicação do paradigma da aprendizagem baseada em problemas em dois grupos de alunos de graduação em direito, no período de junho 2004 a junho de 2005, na Universidade São Francisco, em Bragança Paulista, no estudo de relações de consumo e direito do consumidor. A experiência foi feita buscando responder à questão se o paradigma da aprendizagem baseada em problemas é possível de ser utilizado no ensino de direito no Brasil e, se este paradigma pode significar uma renovação na relação ensino-aprendizagem tanto para os docentes como para os alunos de direito. A opção metodológica utilizada foi de pesquisa qualitativa. A pesquisa realizada abrangeu a pesquisa- bibliográfica e a pesquisa-ação e os procedimentos utilizados foram a observação-participante e a entrevista não-diretiva. A pesquisa reconstrói a trajetória histórica dos cursos de direito no Brasil, com o objetivo de desenhar um pano de fundo para a reflexão sobre a necessidade de mudanças na relação ensino-aprendizagem, que ainda hoje é marcada nesses cursos por práticas pouco estimulantes, como o uso prevalente da aula-expositiva tradicional, compreendida como aquela em que o professor é o transmissor do conhecimento para os alunos que o recepcionam passivamente. Além disso, o ensino de direito também é marcado por um excessivo apego ao positivismo, o que resulta na ausência de espaço para a construção de uma reflexão crítica sobre a ciência do direito. O estudo analisa as bases teóricas sobre as quais se constrói o paradigma da aprendizagem baseada em problemas, e a possibilidade dele ser aplicado ao ensino de direito no Brasil. A pesquisa discute os aspectos relevantes da experiência desenvolvida, em especial os problemas construídos e apresentados aos alunos, discutindo as formas como eles construíram as soluções. Analisa, ainda, a atuação dos alunos em trabalhos de campo, com adolescentes e comerciantes de Bragança Paulista, momento em que ensinaram a pessoas leigas aspectos relevantes de direito do consumidor e de relações de consumo

Notre projet de recherche porte sur l’enseignement/apprentissage de l’oral en FLE aux étudiants russes de deuxième – et en partie de troisième - année de la faculté de langues de l’université pédagogique. Nous sommes notamment centrés sur l’agir de l’enseignant, celui-ci étant la figure clé assurant la progression du processus de l’apprentissage organisé dans une situation exolingue, en milieu hétéroglotte. Son rôle est plurifonctionnel, ses manifestations sont variables. Les polylogues pédagogiques se trouvent au cœur de nos analyses, dont le but est d’optimiser le processus d’enseignement/apprentissage par l’intermédiaire des modifications de l’agir de l’enseignant en y appliquant notre thèse du « naturel didactique » censée créer des conditions d’expression naturelles dans une situation didactique en motivant ainsi la parole des apprenants, d’une part, et en diminuant la dissymétrie des relations enseignant-apprenants, d’autre part.Les analyses quantitatives ont permis de dégager les particularités discursives des interactions verbales en groupe de FLE de l’université pédagogique russe, notamment la manière spécifique d’agir de l’enseignant. Les éléments dégagés de cette observation permettent d’ouvrir une réflexion sur la pédagogie à concevoir en contexte de la Russie. / Our research project is concerned with the teaching/apprentiship of oral French in the « French as a Foreign Language » (FLE) program for Russian students in the second and, in part, third years in the Faculty of Languages of the teaching university of Vologda. We concentrated in particular on the action of the teacher, since the teacher is the key actor who ensures progress in the learning process in a situation using a non-native language in a foreign language context. The teacher assumes multiple functions with varying manifestations. Pedagogical polylogues are at the heart of our analyses. They aim to optimize the process of teaching/learning by modifying the action of the teacher via the application of our hypothesis of « natural didactics ». This method favors the creation of conditions allowing natural expression in a didactic situation by motivating the learners to speak on the one hand, and by reducing the asymmetry of the teacher-student relation on the other. Quantitative analyses allowed us to isolate particular aspects of verbal interaction in a FLE group within the Russian teaching university and in particular the specific action of the teacher. The results of these observations open up the possibility of a study of pedagogical methods appropriate for use in Russia.