The thesis deals with the issues of financing the regional school system (schools established by regions, municipalities or associations of municipalities) in all regions of the Czech Republic from the state budget with respect to particular types of schools (kindergartens, primary schools, secondary schools) and in accordance with applicable regulations and the ways proposed by the Ministry of Education. It also mentions potential future prospects. The thesis is based on the conclusions of Educational Policy Strategy of the Czech Republic till 2020, which prefers stability and greater predictability in financing the education policy. The thesis compares the regional per capita amounts for individual types of schools, calculated according to the current method of financing, with the Conceptual Reform Plan for Financing the Regional Education System, issued by the Ministry of Education in 2011. The aim of the thesis is to decide (through the analysis and critical evaluation of the results obtained) which funding system appears to be preferable and fairer for particular types of schools. The results of the research could potentially be used for making comparisons with the newly prepared reforms of financing the regional education system.

Text in Afrikaans / The researcher has identified the research problem for the study as the underlying dynamics of physical violence amongst adolescent girls in the school system. The purpose of this study was to investigate these dynamics. The researcher viewed the girls from a holistic perspective and tried to explore and describe the girls' behavior by bringing their environment into consideration. A qualitative study was used to determine the dynamics of physical violence among adolescent girls in the school system. Data was collected by means of semi-structured interviews. From this data it is evident that the dynamics of physical violence among girls is a multi-dimensional and complex phenomenon and cannot be attributed to a single factor. Because of this the researcher tried to make recommendations that touched each level of the girls' functioning. In such a way the researcher tried to address the problem holistically. / Social Work / M.Diac. (Spelterapie)

The State of Texas implemented the No Pass-No Play Rule within House Bill 72 in the spring semester of 1985. The addition of this section to the state education code was a part of the state's efforts toward educational reform. The perceived rationale implied in House Bill 72 is that extracurricular activities can inspire student motivation and increase student achievement. The No Pass-No Play Rule seems to imply that there is a relationship between student achievement and extracurricular activities, and further implies that a student can be motivated to achieve by the desire to continue to participate in extracurricular activities. The problem of this study was a comparison of academic achievement for high school pupils involved in extracurricular activities and those who did not participate in extracurricular activities under the Texas No Pass-No Play Rule. The purpose of this study was to determine the impact of extracurricular activities on the academic achievement of high school students, specifically looking at the years 1983 through 1986, when the No Pass-No Play Rule was implemented. This study was an ex post facto study with data obtained from a cooperating Texas school district. Students were matched on critical variables, and their scores on a measure of achievement were analyzed to determine if there was any relationship between extracurricular activities and achievement. Repeated measures of achievement were also analyzed to determine if students involved in extracurricular activities scored differently from those not involved in extracurricular activities over this time period in which the No Pass-No Play Rule was implemented. Results indicated that for those students involved in this study, there was no significant difference on a measure of achievement for students involved in extracurricular activities and those who did not participate. Results also indicated that in the years 1983 through 1986 all students involved in the study declined slightly in their achievement scores, regardless of involvement with extracurricular activities.

The problem of the study was to ascertain the perceptions of high school personnel and students regarding the effectiveness and implementation of the educational reforms and the No-Pass, No-Play section in Texas House Bill 72 and compare them to changes in reported student academic performances. Questionnaires were mailed to a stratified random sample of fifteen high schools in Texas. Six persons were asked to respond at each school. The sample consisted of ninety participants. In addition, each school provided forty student grade profiles, twenty from 1984 and twenty from 1986. The instrument, "Questionnaire on Texas Educational Reform Legislation, Extracurricular Activities and No-Pass, No-Play," had eighteen questions. Questions one and two provided demographic data for the study. Questions three through eighteen assessed the perceptions of high school personnel and students regarding educational reforms and the "No-Pass, No-Play" rules. Hypotheses one through four used chi-square Tests of Independence to determine the significance among variables. Hypothesis five used a t value to measure the comparison of the grade-point averages from 1984 and 1986. Hypothesis six compared the result of hypothesis five and a z value generated from a comparison of a percentage of participant responses and the neutral value. The findings were that of 120 chi-square calculations only ten showed significance for 8.3 percent of the total. There were no significant differences found among the variables regarding the questions asked. There was a significant difference in what study participants thought about students' achievement and the actual differences in the student grade-point averages. A major conclusion was that the participants believed that students were achieving more academically since Texas House Bill 72 and "No-Pass, No-Play." In summary there were six findings, eleven conclusions, seven general recommendations, eight specific recommendations and six recommendations for further study reported as a result of this research.

Made available in DSpace on 2016-04-27T16:33:04Z (GMT). No. of bitstreams: 1 Ana Paula Camilo Gabriel.pdf: 754954 bytes, checksum: e36fdc7afd9f8c32621590c63da85056 (MD5) Previous issue date: 2015-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims to examine the introduction of Educational Computing and its practices in the municipal schools of São Paulo. The study begins in 1994 with Decree 34.160/1994, which established Educational Computing Laboratories (LIEs) in the São Paulo Municipal Public School System, and continues until 2013 with the publishing of Decree 54.452/2013, which established within the Municipal Secretary of Education the program Mais Educação São Paulo , Program for Curricular and Administrative Reorganization, Amplification and Strengthening for the São Paulo Municipal School System. The analysis examines the legislation and official documentation as well as the pertinent bibliography. In order to verify which Educational Computing practices were developed, a case study was carried out at the municipal elementary school, EMEF Henrique Pegado. Using Oral History procedures, teachers involved narrated their trajectories as teacher-advisors in Educational Computing POIE, presented the concepts of Educational Computing that they adopted, described the infrastructure and logistical conditions encountered in Computer Laboratories and adaptations realized, and enumerated their practices in a variety of day-to-day activities / Esta pesquisa tem por objetivo examinar a introdução da Informática Educativa e as práticas que dela decorrem nas escolas municipais de São Paulo, abrangendo o período de 1994, quando o Decreto n. 34.160/1994 instituiu os Laboratórios de Informática Educativa-LIEs nas escolas da Rede Municipal de Educação de São Paulo, a 2013, ano da publicação do Decreto nº 54.45/13, que instituiu na Secretaria Municipal de Educação, o Programa de Reorganização Curricular e Administrativa, Ampliação e Fortalecimento da Rede Municipal de Ensino de São Paulo Mais Educação São Paulo . Para isso, recorreu-se à legislação e à documentação oficial, além da bibliografia pertinente. Para averiguar quais práticas escolares foram desenvolvidas pela Informática Educativa, realizou-se um estudo de caso da Escola Municipal de Educação Fundamental-EMEF Henrique Pegado, recorrendo aos procedimentos da História Oral, para que os professores envolvidos narrassem suas trajetórias como Professor Orientador em Informática Educativa-POIE, apresentassem as concepções de Informática Educativa que apropriaram, descrevessem as condições infraestruturais e de logística que encontraram nos Laboratórios de Informática e as adaptações efetuadas, contassem suas práticas em suas atividades diversificadas no dia-a-dia

Made available in DSpace on 2016-12-23T14:01:40Z (GMT). No. of bitstreams: 1 Bernadete Veronica Schaeffer Hoffman.pdf: 4955596 bytes, checksum: 014403bc82016d8545d73400b0d8c601 (MD5) Previous issue date: 2012-11-28 / Este estudo, inserido no campo da educação matemática, foi desenvolvido no Programa de Pós-Graduação do Centro de Educação da Universidade Federal do Espírito Santo PPGE/CE/UFES. Desenvolvemos uma investigação qualitativa do tipo pesquisa-ação com práticas colaborativas que buscavam responder ao questionamento central: o que nós, professores, compreendemos da aprendizagem matemática do aluno quando trabalhamos com diferentes formas de comunicação? Para respondê-la, inserimo-nos em três escolas municipais de Serra e Vitória, atuando junto a três professores e suas turmas, a saber, duas turmas de 5º ano e uma turma de 6º ano do Ensino Fundamental. A produção de dados aconteceu entre maio e dezembro de 2011, em 98 encontros que incluíram: momentos de conversas e planejamentos com os professores; aulas ministradas pelos professores regentes observadas por nós; e aulas ministradas por nós observadas por eles. As compreensões construídas nessas atuações se deram a partir do diálogo com autores que teorizam sobre educação; educação matemática; matemática; leitura, escrita e oralidade como formas de comunicação em matemática. Os experimentos de ensino desenvolvidos nas três escolas sugerem que práticas de diferentes técnicas de leitura ajudaram na compreensão de textos com linguagem matemática, dentre estes os textos de resolução de problemas, ampliando conhecimento também em outras disciplinas escolares. Ao falar e escrever sobre um conceito matemático em outros gêneros discursivos, o aluno organizava seu pensamento de forma a melhor compreendê-lo e aprofundava entendimento de conceitos. Ainda tivemos indícios de que formas variadas de comunicação matemática, tais como a representação pictórica na construção de algoritmos não formais, estimularam a resolução de problemas desafiadores enquanto o aluno criava estratégias próprias de solução. O estudo ainda permitiu aprendizagens aos professores, possibilitandolhes compreender pensamentos e sentimentos do aluno em relação à matemática. Isso favoreceu o desenvolvimento de atividades em que alunos pudessem ressignificar crenças e sentimentos em relação à disciplina através de tarefas de caráter lúdico. Enfim, a pesquisa sugere que alunos e professores aprendem matemática com significado ao entrelaçar diferentes formas de comunicação e construir pequenas comunidades de aprendizagem, em que se oportunizam várias interações em aulas de matemática, tais como, (a) interação aluno/aluno, (b) interação aluno/professor/conhecimento, (c) interação professor/aluno/texto e (d) interação aluno/texto/aluno. Essas interações levavam professores à compreensão do que alunos sabiam e não sabiam, possibilitavam-lhes reflexões sobre práticas docentes e indicavam-lhes possibilidades de intervenções nos processos de ensino, aprendizagem e avaliação de matemática / This study, of the field of mathematics education, was developed in the Graduate Education Program of Center of Education at Federal University of Espírito Santo PPGE/CE/UFES. We have developed a qualitative inquiry as an action research with collaborative practices that seek to answer the main question: What do we comprehend from pupils mathematics learning when we work with different forms of communication? In order to answer it we worked with three municipal schools from Serra and Vitória, acting together with three teachers and their classrooms, respectively, two 5th grade classes and one 6th grade class from elementary school system. The data produced took place between May and December 2011, in 98 meetings that included: moments of conversations and planning with the teachers, teachers lessons observed from us, and teachers observations from our taught lessons. The understandings built up from these performances happened through the dialogue with authors who theorize about education; mathematics education; mathematics; reading, writing and speaking as forms of mathematics communication. The teaching experiments developed in the three schools suggest that the practices of different reading techniques helped to text understanding in mathematics language, among them problem solving texts, also expanding knowledge in other school subject areas. By speaking and writing about a mathematical concept in other discursive genres, the pupil organized his/her thinking in a way to better understand it and also broadened concept understandings. We still had evidences that diverse forms of mathematics communication, such as pictorial representations in the construction of non formal algorithms, have stimulated challenging tasks of problem solving while the student created its own solution strategies. The study also allowed teachers learning, while letting them understand pupil s thoughts and feelings towards mathematics. This favored the development of activities in which students could give new meanings to beliefs and feelings about the subject through the use of playful tasks. Finally, the research suggests that students and teachers learn mathematics with meaning by intertwining various forms of communication and building small learning communities, in which diverse interactions are proposed in mathematics lessons, such as, (a) interaction between student/student, (b) interaction between student/teacher/knowledge, (c) interaction between teacher/ student/text, and (d) interaction between student/text/student. These interactions led teachers to the comprehension of what pupils knew and did not know, allowed them reflections about the teaching practices, and indicated possibilities of intervention in the processes of mathematics teaching, learning and assessment

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-10T16:37:27Z No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-11T09:53:09Z (GMT) No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-11T09:53:09Z (GMT). No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs. / Este estudo tem como foco a formação continuada de professores de inglês da rede pública brasileira, com a finalidade de investigar as implicações da participação de dez professores no Programa de Desenvolvimento Profissional para Professores de Língua Inglesa (doravante PDPI), promovido e custeado pela Capes em parceria com a Fullbright e a Embaixada dos Estados Unidos da América no Brasil, realizado nos Estados Unidos da América. Para isso, busquei identificar e analisar os motivos que levaram os professores participantes desta pesquisa a investirem para concorrer a uma das vagas oferecidas para tal curso e como se deu a experiência dos professores selecionados, estudando naquele país, a partir de narrativas sobre sua vida acadêmica e profissional, questionários e entrevistas individuais. Adotando uma abordagem qualitativa de coleta e análise dos dados segundo Fetterman (1998), este estudo de caso foi conduzido com a participação de dez professores participantes de três diferentes edições de oferecimento do curso, a saber, janeiro de 2012, junho de 2012 e junho de 2013. Os dados obtidos foram analisados à luz de estudos sobre formação continuada de professores na perspectiva temporal histórica (ALMEIDA FILHO, 1997; CELANI, 2010) e seus desdobramentos teóricos de formação continuada de professores para uma sociedade global (KUMARAVADIVELU, 2012), bem como sobre identidade social e a noção de investimento (NORTON, 2000). Os resultados apontam para o fato de que os professores de Língua Inglesa investiram para participarem do Programa de Desenvolvimento Profissional nos Estados Unidos da América, principalmente a fim de terem uma realização pessoal através da vivência cultural, prática linguístico/comunicativa, bem como atualização metodológica. Além disso, observei que os cursos de formação continuada propostos por universidades dos Estados Unidos da América para o PDPI ocorreram na forma de treinamento metodológico, reforçando, assim, a ideologia de que o treinamento de técnicas de ensino apresenta-se como a solução dos problemas. Sendo assim, foi possível constatar que a formação pela e para a reflexão e crítica não foi uma meta educacional almejada em nenhuma das universidades pesquisadas. Como consequência disso, uma série de fatores continua a nutrir a ideologia do falante nativo como norte ou referência para a aprendizagem de línguas, e que se constitui na manutenção do status quo da língua inglesa sob as bases do imperialismo ideológico. No entanto, os participantes avaliaram de forma positiva o curso, pois atendeu suas necessidades e expectativas. Quanto às implicações da participação dos professores de língua inglesa no curso, observei que a experiência motivou-os a incrementarem suas aulas tanto com o uso mais constante da língua inglesa em sala, pois voltaram mais confiantes de seus potenciais linguístico/comunicativo na língua, quanto com a utilização de diferentes ferramentas pedagógicas, bem como tecnológicas, às quais foram expostos durante o curso. Além disso, a experiência motivou-os a almejarem dar continuidade à formação em programas de pós-graduação stricto sensu

Made available in DSpace on 2016-04-27T16:58:24Z (GMT). No. of bitstreams: 1 Jose Joao de Melo.pdf: 974281 bytes, checksum: 43f60f31d2ac1eb47af7311e771fc75e (MD5) Previous issue date: 2007-08-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study discusses the teaching of Inequalities in the elementary school system of Indaiatuba, a town located in the state of São Paulo. Our main goal was to investigate whether the issue of inequalities was being developed in this segment of education and, if so, the way it is being approached. Based on DUVAL s theory of Semiotic Representation Registers and taking into account the prevailing mathematics teaching practices, including the ones described by FIORENTINI in 1995, as well as other practices that have been currently endorsed by mathematics teachers, we drew up a questionnaire filled out by twenty-seven out of thirty-two mathematics teachers working in ten out of forty-two schools in the town of Indaiatuba; the schools were chosen according to the criterion of representativeness. Besides the answers provided through the questionnaire, we also analyzed textbooks used by the assessed teachers in the topics related to inequalities. In assessing the teacher s answers and the textbooks used by them, we noticed the predominance of the algebraic symbolic register approach in the teaching of the mentioned issue. Few conversions are made in class, most of which are the examples shown in the textbooks, leaving the students no alternative but to imitate the schemes already devised. According to existing cognitive analysis, conversion is the activity that best supports the process of understanding; however, if it is conducted by the teacher or by the textbook s author, it accounts very little for the student s learning. As far as teaching methods are concerned, we found a regular occurrence of two of them: the classical formalist and the technicist perspectives, both of which were present in the teachers answers and in the textbooks they use in the classroom. Signs of practices related to more recent approaches can be found in the teachers speech, but not in the textbooks they use. Taking into account both the role of the textbook in the teacher s performance and the analysis conducted, we came to the conclusion that the methods already mentioned and the use of conversions between registers of semiotic representation are not put into practice in the teaching of inequalities in the elementary schools of the town. The teachers adopt teaching methods rather censured in researches related to Mathematics education and merely emphasize the subject of semiotic representation registers, which are not suitable for the students adequate learning. With this in mind, we strongly advise the teachers of this town to take updating training courses on the mentioned issue, aiming to improve the teaching and the learning of the subject in the schools of Indaiatuba. Studies about other subjects based on different theoretical frameworks are also suggested / Este trabalho trata da docência de Inequações no Ensino Fundamental da cidade de Indaiatuba localizada no interior do estado de São Paulo. Nosso principal objetivo foi investigar se o tema inequações estava sendo desenvolvido nesse segmento de ensino e, em caso positivo, de que forma o assunto é abordado. Fundamentados na teoria dos Registros de Representação Semiótica de DUVAL e observando, também, Tendências de Ensino da Matemática, fossem as descritas por FIORENTINI em 1995 ou outras atualmente propugnadas por Educadores Matemáticos, elaboramos um questionário que foi aplicado a vinte e sete dos trinta e dois professores de Matemática de dez das quarenta e duas escolas da cidade de Indaiatuba, escolas estas selecionadas por critérios relativos à representatividade. Além das respostas ao questionário, analisamos livros didáticos utilizados pelos professores consultados, nos trechos em que tratam das inequações. Nas análises das respostas dos professores e dos livros didáticos adotados por parte dos professores, notamos a predominância do tratamento no registro simbólico algébrico, no ensino do tema. As conversões, quando observadas, na maioria das vezes são realizadas para os alunos como exemplos pelos autores dos livros, restando ao aluno o papel de imitar os procedimentos que lhes foram apresentados. Do ponto de vista cognitivo é a atividade de conversão que conduz aos mecanismos subjacentes à compreensão, no entanto, se elas são realizadas pelo professor ou pelo autor do livro, isso pouco contribuiu para a aprendizagem do aluno. Em relação às tendências de ensino, encontramos fortes características de duas: a formalista clássica e a tecnicista, tanto nas respostas dos professores ao questionário quanto nos livros didáticos adotados por eles. Indícios de práticas relacionadas a outras tendências mais recentes aparecem no discurso dos professores, mas não nos livros didáticos adotados. Dado o papel do livro didático na prática do professor e as analises realizadas, concluímos que estas tendências e o uso de conversões de registros de representação semiótica não são características da docência de inequações no segmento de Ensino Fundamental da cidade, que enfatiza tendências de ensino bastante criticadas em pesquisas de Educação Matemática e se reduz ao tratamento de registros de representação semiótica o que não é adequado à aprendizagem dos estudantes. Desta forma, indicamos a atualização de professores da cidade, nos aspectos investigados visando à melhoria do ensino e aprendizagem do tema na cidade de Indaiatuba. Pesquisas em outros temas e com base em outras referencias teóricas também são indicadas

Made available in DSpace on 2016-04-27T16:58:46Z (GMT). No. of bitstreams: 1 Alexandre de Paula Silva.pdf: 437142 bytes, checksum: 8c90e74250518378ff9154e82ebe97de (MD5) Previous issue date: 2008-10-24 / Secretaria da Educação do Estado de São Paulo / This research has the objective of investigating the function concept in the mathematics activities of the elementary teaching material in the public school system used in São Paulo during the beginning of the 2008 school year. A documentary research with qualitative caracter was developed by investigating if the function concept was implicit or explicit, if the activities favour its grasp and which kinds of registers of semiotic representation are in such activities, as well as if there is any treatment or conversion in the possible solution strategies. The research is based on the concepts about function presented by Bento de Jesus Caraça and on Raymond Duval's registers of semiotic representation. The results obtained reveal that the concept of function is implicitly present in the activities and favour its future study, therefore they deal with introductory concepts from that mathematical object like: direct and indirect proportionality, reason, the relation between the widths and the standards observation and generalization. They also reveal register transformations like treatment and conversions either congruent or non-congruents, however with no activities that could allow the conversion toward both sides. An interesting observed point was the fact that the activities don't show direct and formal definitions, and they give us the possibility of working with the concepts in a contextualized way and with an accessible language, consisting of a material we notice that matches with the current methodological orientations that are part of the official education documents / O presente trabalho tem como objetivo investigar o conceito de função nas atividades de matemática do material do Ensino Fundamental da rede pública estadual de São Paulo, utilizado no início do ano letivo de 2008. Foi realizada uma pesquisa documental de caráter qualitativo investigando se o conceito de função apresentava-se de forma implícita ou explícita, se as atividades proporcionam favorecimento em sua apreensão futura e quais os tipos de registros de representação semiótica que figuram em tais atividades, bem como se há tratamento ou conversão nas possíveis estratégias de solução. A pesquisa fundamentase nos conceitos sobre função apresentados por Bento de Jesus Caraça e na teoria dos registros de representação semiótica de Raymond Duval. Os resultados obtidos revelam que o conceito de função está presente nas atividades de forma implícita e favorecem o seu estudo futuro, pois tratam de conceitos introdutórios daquele objeto matemático como: proporcionalidade direta e indireta, razão, relação entre grandezas e observação e generalização de padrões. Revela-se haver transformações de registros do tipo tratamento e conversões tanto congruentes como não-congruentes; não havendo nenhuma atividade que possibilitasse a conversão nos dois sentidos. Um aspecto interessante observado foi o fato de que as atividades não apresentam definições diretas e formais e possibilitam o trabalho dos conceitos de forma contextualizada, numa linguagem acessível, constituindo um material que percebemos estar em consonância com as orientações metodológicas atuais constantes dos documentos oficiais da educação

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