Dissertations / Theses: 'Initial years'

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CORREA, ERISSON VIANA. "EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR Repetência refere-se à prática escolar de reter, em uma determinada série, estudantes que em geral não alcançaram o rendimento desejado ao final de um ano letivo. O objetivo desta prática seria corrigir possíveis falhas na aprendizagem ou adequar situações de imaturidade do aluno. No contexto do debate sobre as vantagens e desvantagens desta medida, a dissertação busca verificar os efeitos da repetência no desempenho dos estudantes nos anos iniciais do Ensino Fundamental que participaram do Projeto Geres entre 2005 e 2008. Ao longo da pesquisa busca-se compreender: 1) se os alunos que passaram pela experiência de repetência, mesmo ao custo de um ano extra de escolarização, apresentaram ganhos reais de proficiência que justifiquem a utilização de tal medida; 2) no caso de ter havido ganhos reais em aprendizagem, se esses ganhos se mantém ao longo dos anos iniciais do Ensino Fundamental. Para tentar responder a estas perguntas, foi desenvolvido um estudo observacional que compara dois grupos de alunos, repetentes e promovidos, pareados através de matching, e analisa o impacto da repetência nas medidas de proficiência em Língua Portuguesa e Matemática desses grupos de alunos em diferentes momentos da sua trajetória escolar. Corroborando com diversas pesquisas sobre os efeitos da repetência, os resultados mostram que os alunos repetentes progridem menos que os alunos promovidos ao longo do tempo. Quando comparados em uma mesma série, independente do ano letivo em que a cursaram, os repetentes se saem melhor, embora o efeito em Língua Portuguesa se perca ao longo das séries. Repetition refers to the school practice of holding back, in a given grade, students that generally did not achieve the desired performance at the end of a school year. This practice has the goal to correct possible flaws in learning or adjust to situations of immaturity of the student. In the context of the debate about the advantages and disadvantages of this practice, this dissertation intends to verify the effects of failure on the student’s performance during the initial years of Elementary School. Those students took part in the Longitudinal Study of School Generation 2005 (Geres Project) from 2005 to 2008. Throughout the research the study aims to comprehend: [1] If the students that experience failure, even at the cost of an extra year of schooling, presented real gains of proficiency that justify the use of such measure; [2] in the case of real gains in learning, do this gains maintain during the initial years of the Elementary School? To try to answer these questions, a observational study was developed that compare two pupils groups, the ones who failed and the ones who got promoted, paired up through matching, and analyze the failure impact on the proficiency level in Reading and Mathematics from these groups of students in different moments of their school trajectory. Corroborating with several researches on the failure effects, the results show that the students who failed improve less than the students who were promoted along the years. When comparated in the same grade, regardless from the school grade that they have attended, the students who failed have better results, although the effect in Reading gets lost along the school grades.

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MARAFELLI, CECILIA MARIA. "CHALLENGES IN TEACHERS TRAINING FOR INITIAL SCHOOL YEARS OF ELEMENTARY SCHOOL: A LOOK ON TWO PEDAGOGY COURSES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32246@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR PROGRAMA DE EXCELENCIA ACADEMICA O presente trabalho retoma a questão da formação de professores pelos cursos de Pedagogia. Para tal empreendeu uma pesquisa com alunos, professores e coordenadores de dois cursos de Pedagogia considerados de qualidade, pertencentes a instituições voltadas para a pesquisa e que estão avaliadas entre as melhores da cidade do Rio de Janeiro, uma pública e uma privada comunitária. Buscamos compreender como se dá a atual formação de professores para o Primeiro Segmento do Ensino Fundamental, uma vez que esta formação hoje, após um movimento de reestruturação, submete-se à exigência da formação em nível superior, num processo de universitarização, na suposição de que esta seria uma forma de qualificar melhor a formação docente e encaminhá-la para a profissionalização. Indagamos aos estudantes se percebem-se preparados para enfrentar os desafios da profissão a partir, principalmente, do valor atribuído às questões pedagógicas em sua trajetória acadêmica. Os motivos da escolha, as possibilidades de atuação dentro da profissão, as condições de formação e de desenvolvimento do trabalho estudantil dos futuros professores foram analisados através do olhar do próprio estudante e de seus professores. Os dois cursos foram investigados a partir da aplicação presencial de 252 questionários para alunos, 62 questionários online para professores, além da realização de entrevistas semiestruturadas com os coordenadores dos dois cursos. Os estudantes de Pedagogia da nossa pesquisa, da mesma forma como divulgado pela literatura, são, em sua maioria, provenientes de estratos de camadas populares, e demandariam, portanto, condições humanas e materiais para maior dedicação e investimento no curso superior, de modo a contrabalançar as possíveis deficiências de sua formação básica, buscamos identificar as possíveis oportunidades oferecidas pelas instituições para suplantar essa dificuldade inicial. Com este conjunto de elementos procuramos levantar algumas hipóteses sobre as dificuldades a serem enfrentadas pelos cursos de Pedagogia e os rumos da formação docente em nosso país. The present work resume the question of teachers training under Pedagogy graduation courses. To do so, a research with students, professors and coordinators of two top quality Pedagogy courses was undertaken. Both of them belonging to research institutions evaluated among the best in the city of Rio de Janeiro, one public and one community private. We seek to understand how the present teachers training for initial school years of elementary school works. Since this qualification now a days, after a movement of restructuring, is under the demand of university diploma. A process that can be called universitization, in order to better qualify teachers training and enhance professionalization. We asked th students IF they see themselves prepared to face the challenges inherent to the profession, based on the value given to pedagogy questions in their academic trajectory. Why they chose the course, the possibilities of professional performance, the conditions of formation and the development of students work were questions asked and driven by the look of the students and their teachers themselfs. Both courses were researched through the application of 252 presence questionnaires for students, 62 online questionnaires for professors and semi structured interviews with both courses coordinators. The majority of the students in our research, as indicated by the literature, come from popular strata. There so, demanding more human and material conditions to increase dedication and investment to achieve university diploma, in order to counterbalance possible deficiencies in their basic education. We also aimed to identify opportunities offered by those institutions to overcome these initial difficulties. With this group of elements, we looked forward to raise some hypothesis about the challenges to be faced by the Pedagogy courses and the pathways of teachers training in our country.

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Hopkin, Tony John. "Investigation and analysis of new-build housing defects during the initial ten years after occupation : a learning perspective." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77335/.

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Rapid growth in the production of new homes in the United Kingdom (UK) is putting build quality under pressure as evidenced by the increase in the number of defects. Housing associations (HAs) contribute 21% to the UK’s annual supply of new homes. HAs are experiencing the challenge of government funding cuts and rental revenue reductions. Maximising the benefit of learning from defects is recognised as being a key opportunity for HAs to help address these challenges. Learning from defects is argued as a means of reducing the persistent defect problem within UK house building, yet how HAs learn from defects is under-researched. There is also a lack of research exploring which impacts of defects are perceived as important by the key stakeholders, which has caused confusion over which types of defect HAs should focus their learning on. The aim of this research was to better understand how UK HAs, in practice, learn from past defects to reduce the prevalence of defects in future new homes. The theoretical lens for this research was organisational learning (OL). An action research approach consisting of diagnosis, action planning, action taking, action evaluation and specifying learning was adopted. Further, the principles of soft systems methodology were incorporated in the action planning phase in order to explore an ill-structured real world problem to identify desirable and feasible changes (action interventions) within a HA. Data collection consisted of questionnaires, semistructured interviews, a focus group and organisational documents. Data analysis techniques included thematic analysis and simple statistical analysis. The key findings suggested that OL can potentially reduce defects and revealed that the health and safety implications and home occupant disruption caused by defects are the priorities. OL in HAs appeared to be viewed as a secondary task which consisted of a defects management team capturing and analysing defect data to identify improvement opportunities, with a primary focus on designing out the identified defects. Opportunities for data analysis fluctuated with workload. The use of live data analysis protected against workload spikes. The key findings further enabled the development of a specific OL from defects model for HAs. The findings revealed the importance of a dual approach to learning consisting of a codification approach of designing out defects combined with a personalisation approach of networking to tackle workmanship and other defects that can’t be designed out. The practical challenges of AR were highlighted when the interventions were abandoned due to changes in key personnel, despite the changes of a live data dashboard being shown to be beneficial after implementation.

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Salli-copur, Deniz. "Teacher Effectiveness In Initial Years Of Service: A Case Study On The Graduates Of Metu Foreign Language Education Program." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609430/index.pdf.

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Since English has risen as the dominant language in the world, the demand for English language teachers has grown rapidly especially in the last three decades. Hence, English language teacher education has become an important concern in the Turkish national education system, which has forced the governments to implement a series of reforms. One of these was the Foreign Language Education (FLE) curriculum designed by the Higher Education Council (HEC), forwarded to all FLE departments in Turkish universities to be carried out starting from 1998-99. This curriculum was also used for pre-service English language teacher education in the Department of Foreign Language Education at Middle East Technical University (METU). However, a large scale evaluation study was not conducted on the effectiveness of the program or the competence of its graduates. This study primarily aimed at reaching the FLE graduates from 2002 to 2006 to investigate to what extent they perceive themselves competent as EFL teachers and to what extent they find the FLE program components successful in helping them gain these competencies. Besides, it also intended to reach the employers of FLE graduates to explore how competent these graduates are viewed and how successful METU FLE program is considered in serving its graduates gain teacher competencies. For this aim quantitative and qualitative data were collected through two graduate questionnaires, and graduate and elite employer interviews. The findings of the first graduate questionnaire revealed that the FLE graduates perceived themselves competent in most of HEC&rsquo s competence areas, while the open-ended questionnaire items and interview data demonstrated a need for improvement for competencies of language knowledge, spoken use of English, classroom management, assessment and instruction. It was also seen in these two types of data that graduates&rsquo perception of their strengths and weaknesses in HEC&rsquo s foreign language teacher competencies and their need for developing other competencies depend on the level they teach, the type of school they work at and the length of experience they have. Similarly, some of the employers, according to the institution where they have elite positions, indicated a high level of satisfaction with the FLE graduates&rsquo competence in language and subject knowledge, inclass and out-of class competencies, while some of them emphasized a need for improvement in competencies of language knowledge and use, and putting theory into practice. In addition, although the program was reported to have a strong and positive role on the development of professional competencies in the teacher candidates, it was also stated that the five components and some courses of the program need revisions in terms of their content, methodology of instruction and assessment. Moreover, the need for communication among the components of the program was also expressed, as the graduates mention unnecessary overlaps among some courses. In the light of these findings, some suggestions are made towards program improvement.

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Haselton, W. Blake. "A Study of Initial Educational & Occupational Activities of Oldham County High School Seniors for the Years 1979-1983." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2458.

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A follow-up study of five Senior Classes of Oldham County High School (Kentucky) was conducted to determine students' initial status six months after graduation. Study findings based on survey responses from slightly aver 83 % of the 2,025 students listed as seniors in the spring semester for the years 1979-1983 included the following: It was found that 58% of the respondents entered educational activities, 36% entered the work force and 6% were unemployed. Eighty-five percent of all graduates entering college did so at an in-state, state supported institution. Results further indicated that 25% of all graduates attended either the University of Kentucky or the University of Louisville and that most students entered four year colleges in the educational category and retail sales in the employment categories. It is suggested that Oldham County High School could benefit from a reevaluation of the school's curricular program offerings and further study comparing the academic program followed in high school versus actual college and/or career pursuits. The study includes data tables showing a summary percentage of survey respondents by class year and sex, educational and occupational categories, by specific postsecondary schools attended and by academic programs indicated in high school. Appendices include more detailed information by class and sex.

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Yagi, George. "A study of Britain's military failure during the initial stages of the Seven Years' War in North America, 1754-1758." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438342.

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BARREIROS, CLAUDIA HERNANDEZ. "WHEN DIFFERENCE IS A SOURCE OF TENSION: A STUDY OF THE CURRICULA BEING IMPLEMENTED IN INITIAL YEARS OF PRIMARY EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9293@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR Nesta pesquisa de inspiração etnográfica, procurou-se conhecer e compreender de que forma o referencial teórico da diferença, trazido à escola e à formação de professoras via estudos sobre o fracasso escolar, foi incorporado nas práticas pedagógicas cotidianas de professoras dos anos iniciais do ensino fundamental. Foi investigada uma escola da rede pública municipal do Rio de Janeiro, localizada no interior de uma grande favela- bairro. O estudo contou com observações a reuniões de planejamento e centros de estudos, a aulas de quatro turmas e três professoras e também com entrevistas a essas três professoras e à diretora e à coordenadora pedagógica da escola. Considerou- se a princípio que a diferença é um tema que não exige apenas ações planejadas e conscientes, uma vez que também emerge em situações não previstas e que, quase sempre, implicam em tensão. Iniciou-se o estudo pela delimitação do que se entende por uma educação intercultural e, para isso, optou-se por tomar como autores/as de referência Peter McLaren, com seu multiculturalismo crítico e Vera Candau, com sua didática intercultural. Para compreender como as professoras constróem seus conhecimentos didáticos, optou-se por trabalhar com Maurice Tardif e sua noção de saberes docentes. Para lidar com a ação docente diante do inesperado e do imprevisto, escolheu-se Philippe Perrenoud e a noção de habitus profissional que ele aperfeiçoou. A partir daí, analisam-se o projeto pedagógico da escola apresentado pela equipe técnico pedagógica e discutido em algumas reuniões observadas, cenas do cotidiano da escola acompanhadas pela pesquisadora e as entrevistas feitas às professoras pesquisadas. Percebeu-se que a palavra diferença congrega variados sentidos e que alguns deles de fato estão presentes nessa escola e sendo enfrentados por essas professoras em suas atividades como docentes, mas que a perspectiva cultural abordada por McLaren, Candau e outros e procurada pela pesquisadora somente apareceu nos momentos de estudo do tema pelo grupo de docentes. Nesse sentido, acredita-se que ainda há muito o que investir em políticas de formação docente para que esse referencial, pelo seu viés cultural e numa perspectiva crítica, penetre as práticas pedagógicas. In this study of an ethnographic nature, we have sought to understand how a theoretical framework based on the concept of difference and introduced in schools and teacher education via studies on school failure has been incorporated into the daily pedagogic practice of teachers in charge of initial grades in primary education. We focused our investigation on a public school located in a large shantytown in Rio de Janeiro. The study included observation of planning sessions and study centers, of lessons given to four different classes by three different teachers, as well as interviews with the teachers, the coordinator and the school´s headmistress. Our starting point was the idea that difference does not demand only planned, conscious action, once it also emerges in unplanned situations frequently generating tension. Another starting point is the concept of intercultural education. To this end, we have chosen to adopt Peter McLaren and his concept of critical multiculturalism as well as Vera Candau´s idea of intercultural teaching practices as major theoretical references. To understand how teachers build up their pedagogical knowledge, we have chosen Maurice Tardif´s notion of teacher knowledge. To analyse teachers´ ways of coping with the unexpected, unplanned-for situations in their lessons, we have chosen Philippe Perrenoud´s notion of professional habitus. From these theoretical perspectives, we have attempted to analyse the school´s pedagogic project presented by the school´s pedagogic team and debated at some staff meetings we had the opportunity to attend; some aspects of the school daily routine we were able to observe and the interviews with key staff. From these analyses, we have concluded that different meanings are attributed to the word difference, some of which are present in the school and are encountered by the teachers in their practice. However, the cultural perspective proposed by McLaren, Candau and other authors was only considered when it was the focus of a study group made up by the teachers. This observation led us to conclude that a lot of effort has yet to be invested into teacher education policies in order to promote the cultural and critical perspectives proposed by this theoretical framework so that it becomes incorporated into teaching practices.

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Zuliani, Renata Duarte. "Professores das séries iniciais do ensino fundamental e as feiras de ciências /." Bauru : [s.n.], 2009. http://hdl.handle.net/11449/90881.

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Orientador: Fernando Bastos Banca: Sérgio Mello Arruda Banca: Silvia Regina Quijadas Aro Zuliani Resumo: O presente estudo tem como objetivo levantar os saberes utilizados e quais critérios orientaram oito professores participantes da pesquisa para a realização de uma Feira de Ciências nas séries iniciais do Ensino Fundamental em uma escola pública estadual na região metropolitana de São Paulo. Como se portam frente ao desafio de abordarem conceitos específicos de Biologia, Química e Física, quais as necessidades formativas e as implicações para a formação inicial e continuada de professores das séries iniciais. A pesquisa e análise de dados foram feitas a luz da metodologia de Pesquisa Qualitativa. O referencial teórico tem aporte em autores que discutem formação de professores e saberes docentes (SCHON, TARDIF, ZEICHNER, GAUTHIER, entre outros). Os resultados demonstram a modificação dos professores frente ao desconhecido e à necessidade de refletirem sobre sua prática docente com a intenção de ampliar seus conhecimentos disciplinares, curriculares e experienciais. Abstract: This study is meant to find out and list the knowledge and the criteria employed by eight teachers who took part in the research to present a Science Fair in the initial years of Elementary School, in a state-run public school in the São Paulo Metro Area; how they cope with the challenge of bringing up specific biology, chemistry and physics concepts; what are the skills required and the implications with regard to initial and continued education of initial years' teachers. Research and data analysis were carried out according to the Qualitative Research methodology. The theoretical background was based on the works of authors who discuss teachers' training and required knowledge for faculty (SCHON, TARDIF, ZEICHNER, GAUTHIER, among others). The results show the changes in the teacher's attitude when facing the unknown and the need to reflect on their teaching practice in order to enhance their subject -, curriculum-vitae-, and experience-related knowledge. Mestre

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Letsie, Moselinyane. "Knowledge, attitudes and perceptions of TB non-adherent and adherent 2-3 years after their initial registration at Botšabelo clinic, Maseru, Lesotho." University of the Western Cape, 2011. http://hdl.handle.net/11394/5366.

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Magister Public Health - MPH Background: Tuberculosis (TB) in the majority of cases is a curable disease requiring prolonged treatment of six months. The World Health Organisation (WHO) recommends the Direct Observation Treatment Short course (DOTS) strategy as the approach to control TB. Despite such interventions, defaulting from TB treatment is still a major problem among TB patients at Botšabelo Clinic in Maseru. This research aimed to describe knowledge, attitudes and perceptions to TB as a disease and its treatment among non-adherent and adherent at Botšabelo Clinic in the Maseru district of Lesotho, in order to identify contributing factors related to defaulting treatment. Study design: A cross-sectional descriptive study was conducted. Population and sampling: TB non-adherent and adherent registered at Botšabelo Clinic in 2007 were included in the study. Simple random sampling was used to select both non-adherent and adherent. Data collection: Data were collected by means of a structured questionnaire. Data analysis: Epi-Info Version 3.4.3 was used for data analysis. Descriptive statistics were calculated using frequencies, means and percentages for socio-demographic information, knowledge, attitudes and perceptions. A p-value of less than 0.05 was accepted as being statistically significant in all statistical tests. Results: The total number of respondents who were interviewed in this study was 283. 131(46%) were non-adherent and 152 (54%) were adherent. Non-adherent and adherent showed good knowledge of symptoms, prevention and transmission of TB. They were also knowledgeable about duration of treatment. 98% non-adherent and 100% adherent knew that TB is curable. 93% non-adherent and 93% adherent visited a health facility when TB symptoms occurred. Less than half of the respondents (47% non-adherent and 47% adherent) smoked. 47% non-adherent 43% adherent drank alcohol. Many non-adherent and adherent experienced support from the community. A large number mentioned that TB did not affect their marriage negatively. Conclusion: Non-adherent and adherent showed good knowledge of symptoms, prevention, disease transmission and definition of TB. Even though many could define TB, there were misconceptions that TB is caused by poison. Therefore, there is a need to strengthen health education on TB among communities. They were also knowledgeable that TB is curable and many could define DOT. Their attitudes and perceptions towards TB as a disease were positive. Many (93%) of those who were diagnosed with TB went to a health facility for treatment, while others sought it from traditional healers. Less than half of non-adherent and adherent delayed seeking treatment. A considerable number of non-adherent and adherent were heavy smokers. Alcohol intake was moderate among both groups. Media was reported as the main source of TB information in this study. Side effects to medication were the most reported deterrent to treatment among non-adherent. The side effect with the highest frequency was vomiting. It was followed by nausea and skin rash. Socio-economic factors that determined treatment were access to health services, long distance to the clinic, lack of transport and lack of funds and personal habits like smoking and alcohol abuse. Delay in seeking treatment was found to be a problem in this study. There was no difference found between knowledge attitude and perceptions of non-adherents and adherents.

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Silva, Emerson de Souza. "Desenvolvimento curricular de matemática nos anos iniciais na perspectiva do professor e do coordenador : um estudo do projeto EMAI de São Paulo." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7152.

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Submitted by Livia Mello (liviacmello@yahoo.com.br) on 2016-09-12T19:28:23Z No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:36Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-15T13:24:45Z (GMT) No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Made available in DSpace on 2016-09-15T13:24:53Z (GMT). No. of bitstreams: 1 DissESS.pdf: 3089780 bytes, checksum: b423107a63d63ffde082a62b9fe7ea9f (MD5) Previous issue date: 2015-08-06 Não recebi financiamento The general objective of this research paper is to have an understanding of the process of curricular development in the Initial Years of Basic Education from the perspective of teachers and teacher coordinator. This general objective breaks itself up into two specific ones: 1. to describe the perceptions of teachers about the project “Mathematical Education in the Initial Years (EMAI)”; 2. to point out the main aspects involved in curricular development for these teachers and teacher coordinator of the Initial Years within the scope of teacher formation. To this aim a qualitative research was done, of the interpretative type, in a State Public School in the city of Franca (SP) and three instruments were employed for data compiling: open and closed question type questionnaires for teachers; interview with three pre-selected teachers and a teacher coordinator of the school besides videos furnished by the school and the Regional Educational Bureau of the São Paulo State Educational Secretary. Results indicate that teachers realize positive aspects of the EMAI Project, such as well-built learning sequences containing diversified activities, teaching work guidance, enhancement of student thought and creativity, and spiral teaching and learning. On the other hand they point out some limitations of pedagogical practice in relation to the need for concept systematizing, insufficient time for activities, and the need for more problem-solving situations within the learning sequences. In relation to the curricular development in the school we were able to demonstrate that the formation done with the teachers has been directed to the implementation of the prescribed and presented curriculum, although we have gathered indications, voiced by teachers and the coordinator, of the need to enhance the formation under the perspective of collaborative teams that could give greater autonomy to the teacher providing him with a differentiated look, mainly on the real curriculum, as observed in classroom practice, in search for a comprehension of mathematical contents and forms of teaching and learning. Esta pesquisa tem como objetivo geral compreender o processo de desenvolvimento curricular nos Anos Iniciais a partir da perspectiva dos professores e do coordenador. Esse objeto se desmembra em dois objetivos específicos: 1. descrever as percepções dos professores sobre o projeto “Educação Matemática nos Anos Iniciais (EMAI)”; 2. apontar os principais aspectos envolvidos no desenvolvimento curricular dos professores e do coordenador nos Anos Iniciais a partir de espaços de formação de professores. Para isso foi realizada uma pesquisa qualitativa, do tipo interpretativa, em uma Escola Pública Estadual na cidade de Franca (SP) e utilizou três instrumentos para a construção dos dados: questionário contendo questões fechadas e abertas com os professores; entrevistas com três professoras selecionadas e coordenadora pedagógica da escola e vídeos disponibilizados pela escola e pela Diretoria de Ensino. Os resultados revelam que os professores percebem aspectos positivos do Projeto EMAI, como as sequências didáticas bem elaboradas com atividades diversificadas, direcionamento do trabalho docente, valorização do pensamento do aluno e da criatividade, conteúdo em espiral. Por outro lado, apontam limitações na prática pedagógica em relação à necessidade de sistematização dos conceitos, ao tempo insuficiente para o desenvolvimento das atividades, ao acréscimo de mais situações-problema nas sequências. Em relação ao desenvolvimento curricular na escola, pudemos evidenciar que a formação desenvolvida com os professores têm se constituído de forma direcionada na implementação do currículo prescrito e apresentado, porém percebemos indícios, nas vozes das professoras e da coordenadora, da necessidade de ampliar a formação em uma perspectiva de grupos colaborativos, que podem oportunizar maior autonomia ao professor, permitindo-lhe um olhar diferenciado, sobretudo para o currículo real, efetivado na prática da sala de aula, buscando a compreensão dos conteúdos matemáticos e das formas de ensinar e aprender.

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Barbosa, Aline Pereira Ramirez [UNESP]. "Formação continuada de professores para o ensino de Geometria nos anos iniciais: um olhar a partir do PNAIC." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/150623.

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Submitted by Aline Pereira Ramirez Barbosa (aline_rmz@yahoo.com.br) on 2017-05-10T23:57:31Z No. of bitstreams: 1 dissertação Versão Final_ BARBOSA- Aline P. Ramirez.pdf: 2444561 bytes, checksum: 38203b514d58827b9fe2e91f48c16e17 (MD5) Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-05-12T13:50:30Z (GMT) No. of bitstreams: 1 barbosa_apr_me_bauru.pdf: 2444561 bytes, checksum: 38203b514d58827b9fe2e91f48c16e17 (MD5) Made available in DSpace on 2017-05-12T13:50:30Z (GMT). No. of bitstreams: 1 barbosa_apr_me_bauru.pdf: 2444561 bytes, checksum: 38203b514d58827b9fe2e91f48c16e17 (MD5) Previous issue date: 2017-02-14 Pesquisas referentes ao ensino de Geometria e os anos iniciais do Ensino Fundamental indicam que professores da educação básica possuem dificuldades formativas com este conteúdo. Diante dessa problemática, no ano de 2014, o Pacto Nacional da Alfabetização na Idade Certa (PNAIC) ofereceu um curso de formação continuada em matemática aos professores, com abordagens conceituais e didáticas sobre a Geometria. O presente estudo objetivou ouvir, observar e registrar quais foram os impactos da formação continuada do PNAIC na ação de professores que atuam nos anos iniciais do Ensino Fundamental e assim analisar se esta formação possibilitou (ou não) reflexões, preenchimento de lacunas e mudanças nas práticas dos sujeitos envolvidos e, em caso positivo, quais foram elas. Participaram dessa pesquisa cinco sujeitos, que cursaram a formação oferecida em 2014 e lecionam, atualmente, nos anos iniciais em duas escolas da rede municipal de ensino de Bauru. Adotou-se a abordagem qualitativa e os dados foram levantados a partir de uma entrevista semiestruturada, gravada em áudio e com falas transcritas e notas de campo resultantes do acompanhamento e observação de aulas de Geometria ministradas pelos sujeitos. Três questões de estudo foram definidas para dar suporte à compreensão do objetivo principal: 1- Como um grupo de professores que participaram do PNAIC estão desenvolvendo atividades de ensino relacionadas aos conteúdos de geometria? 2- Quais motivos levaram as professoras envolvidas a participarem deste tipo de formação? 3- De que modo avaliam o PNAIC? Para construção do corpus e análise dos dados coletados, adotou-se a abordagem francesa da Análise de Discurso (AD), baseando-se nos trabalhos de Orlandi. Os resultados indicaram que a formação do PNAIC possibilitou novas abordagens metodológicas com o ensino de Geometria, mas que os professores envolvidos ainda possuem dificuldades conceituais com tema, tendo em vista que não tiveram uma boa formação em Geometria durante a trajetória escolar (níveis fundamental, médio e graduação) e a carga horária destinada à formação continuada de Geometria foi pequena. Entendem que a busca por formação continuada deve ocorrer desde que os cursos favoreçam articulação com sua prática de ensino, apontando esse fator como ponto positivo no PNAIC mesmo sem terem se apropriado da teoria demonstrando alguns traços da racionalidade técnica, presentes nos modelos de formação inicial e continuada ao longo de décadas. Concluiu-se que os cursos de formação continuada devem fornecer embasamento conceitual e teórico adequado às ações docentes em relação ao ensino de Geometria, sendo importante ocorrer uma retomada de conceitos necessários ao ensino destes conteúdos anteriormente ao enfoque dado às abordagens didáticas metodológicas. Somente assim, cursos de formação continuada deixarão de ser paliativos, mascarando problemas maiores e permitindo uma maior interação entre teorias e práticas. Researches concerning the Geometry teaching and the elementary education initial years indicate that teachers of basic education have formative difficulties with this content. Facing this problem, in 2014, the National Pact of Literacy in the Right Age (PNAIC) offered a course of continued formation in mathematics to teachers, based on conceptual and didactics approaches of Geometry. The goal of the present study, therefore, was to listen, observe and record the impact of continued education from the PNAIC on the practices of teachers who work in the elementary school initial years and, thus, analyze whether this training made possible (or not) reflections, fulfilling gaps and practice changes of the involved subjects and, if affirmative, what were they. Five subjects, whom attended the training offered in 2014 and currently teaching in the initial years of two schools of the Bauru municipal education network, participated in this research. The qualitative approach was adopted and the data were collected from a semi-structured interview, which was recorded in audio, later the speeches were transcribed and the field notes resulting from the monitoring and observation of the geometry classes given by the subjects were also used. Three study questions were defined to support the understanding of the main objective: 1- How did a group of teachers who participated in the PNAIC developed teaching activities related to geometry topics? 2 - What reasons led the teachers involved to participate in this type of training? 3- How do you evaluate the PNAIC? For the construction of the corpus and analysis of the collected data, the French approach of the Discourse Analysis (DA) was adopted, based on the works of Orlandi. The results indicated that the formation of the PNAIC enabled new methodological approaches with the Geometry teaching, but that the teachers involved still had conceptual difficulties with the subject, considering that they did not have a good formation in Geometry during their school trajectory (elementary, high school, and undergraduate education levels) and the workload destined to the continued formation of Geometry was small. They believe that the search for continued formation should occur for as long as the courses favor articulation with their teaching practice, pointing this factor as a positive in the PNAIC even not having learned the theory, showing some traces of the technical rationality present in the initial and continued training models along the decades. It was concluded that continued education courses should provide a conceptual and a theoretical basis adequate to the teaching practices in relation to Geometry teaching, and it is important to retake concepts necessary to teach these contents prior to the approach given to didactic methodological approaches. Only then, continued education courses will no longer be palliative, masking bigger problems and allowing a greater interaction between theories and practices.

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Marques, Márcia Regina Xavier. "O corpo na escola : discursos e práticas pedagógicas das professoras dos anos iniciais do ensino fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13872.

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Nesta dissertação, investigamos os discursos e as práticas pedagógicas das professoras dos Anos Iniciais do Ensino Fundamental, do município do Rio Grande/RS, com relação aos corpos. Com o objetivo de discutir e problematizar os corpos, estabelecemos algumas conexões com os Estudos Culturais numa perspectiva pós-estruturalista, entendendo-os, como sendo produzidos pela história e pela cultura e, portanto, resultantes de um processo social. Para análise de como os corpos são representados e trabalhados pelas professoras dos Anos Inicias do Ensino Fundamental, utilizamos algumas estratégias metodológicas; dentre elas, a realização de entrevistas individuais semi-estruturadas com quatorze professoras de três escolas do município do Rio Grande: uma municipal, uma estadual e uma particular, com o objetivo de investigar qual era o entendimento que tinham de corpo e como trabalhavam com seus/as alunos/as em suas práticas pedagógicas. A outra estratégia foi analisar os materiais produzidos pelas professoras com seus/as alunos/as sobre os corpos. A seguir, foram analisados, em alguns livros didáticos de Ciências utilizados pelas professoras, a apresentação dos corpos e algumas questões de gênero. Posteriormente, oferecemos um curso, - (Re)pensando os corpos com as professoras dos Anos Iniciais do Ensino Fundamental - , às professoras participantes desta pesquisa, com o objetivo de analisar as pedagogias escolares utilizadas nas salas de aula pelas professoras dos Anos Iniciais com relação aos corpos, gêneros e sexualidades. O curso funcionou como um espaço narrativo, em que as professoras participaram de um processo de contar, ouvir e contrapor algumas histórias a respeito de suas práticas escolares relacionadas ao corpo. A partir das análises, foi possível perceber que os corpos aparecem na maioria das vezes, nos livros didáticos de Ciências, fragmentados, desvinculados do contexto social e histórico. Com relação às questões de gênero, normalmente são enfatizados os padrões universais que se estabelecem indicando como devem ser e agir os homens e as mulheres. No que diz respeito às representações de corpos das professoras, através das entrevistas, estas mostram um “modelo” de como devem ser ensinados os corpos. Nas análises das narrativas das professoras, durante o curso, quando falam de corpo, as questões são direcionadas à sexualidade e ao gênero. Assim, os discursos que predominam são os biológicos, vinculando a sexualidade ao discurso da famíliareprodução e da criança inocente e assexuada. Tal discurso científico é dito, “autorizado” nas práticas pedagógicas das professoras. In this dissertation, we have investigated the speeches and the pedagogical practices of the female teachers towards bodies in the first years of primary school in Rio Grande, RS,. Aiming at discussing and problematizing the bodies, we have established some connections with the Cultural Studies in a post-structuralist perspective, broadening their view, as produced by history and culture and, thus, resulting from a social process. For the analysis of how the bodies are represented and viewed by the female teachers in the first years of primary school, we applied some methodological strategies. Among them, semi-structured interviews with fourteen female teachers in three schools of the city of Rio Grande, comprising one private school and two public schools, one ruled by the state and the other ruled by the municipality, in order to investigate their understanding of body and how they dealt with their students in their pedagogical practices. Another strategy was to analyze the material produced by the female teachers with their students about bodies. Then, it was analyzed the presentation of the bodies and some issues related to gender in some Science textbooks used by the teachers. Later, we offered the course - (Re)thinking the bodies with the female teachers in the first years of primary school - , to the female teachers who took part in the survey, aiming at analyzing the school pedagogies applied in the classroom by the female teachers in the first years of primary schools, regarding to bodies, genders and sexualities. The course was a narrative space where the female teachers made part of a process of telling, listening and opposing some stories regarding their school practices related to the body. It was possible, then, to understand that the bodies are, most of the times, seen in the Science textbooks, fragmented, detached of the historical and social context. Regarding to the issues of gender, it is usually highlighted the universal standards, which indicate how men and women must behave. As for the representations of bodies of the teachers, through the interviews, they show a “model” of how the bodies must be taught. In the analysis of the narratives of the teachers, during the course, whenever they spoke about body, the questions were towards sexuality and gender. Thus, the predominant discourses are considered biological, linking sexuality to the discourse family-reproduction and about the innocent and asexual child, such scientific discourse is so-called, “allowed” in the pedagogical practices of the teachers.

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Santos, Fernando Rodrigues dos. "Tecnologias digitais e o currículo dos anos iniciais do ensino fundamental : análises e proposições /." Bauru, 2020. http://hdl.handle.net/11449/192787.

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Orientador: Thais Cristina Rodrigues Tezani Resumo: As Tecnologias Digitais de Informação e Comunicação (TDIC) incorporadas à educação estão diversificando e trazendo melhorias para os processos de ensino e aprendizagem, por meio de diversas ferramentas e aplicações que estimulam e propiciam o desenvolvimento cognitivo e psicossocial nos diversos níveis e modalidades de ensino. As TDIC, em alguns sistemas e modalidades de ensino, possuem relevância a ponto de serem incorporadas ao currículo como conteúdos didáticos de modo transversal como eixo de habilidades e competências ou por meio da inclusão de uma disciplina específica na matriz curricular. Tal situação é encontrada em quatro municípios de uma microrregião do interior do Estado de São Paulo, nos quais a disciplina de informática faz parte da matriz curricular dos anos iniciais do Ensino Fundamental em suas respectivas redes públicas municipais de ensino. Sendo esta, uma disciplina da parte diversificada do currículo composta por conteúdos de alfabetização digital e conteúdos didáticos curriculares dos anos iniciais do Ensino Fundamental, abordados por meio de Objetos Digitais de Aprendizagem (ODA). Nossa pesquisa de mestrado profissional em Docência para Educação Básica teve seu foco nestas quatro redes de ensino e se estrutura na análise das práticas pedagógicas dos docentes da disciplina de informática no que tange o uso das tecnologias digitais. Apoiados nesta análise, desenvolvemos como proposições Guias de Atividades Interdisciplinares abordadas por meio das tecnol... (Resumo completo, clicar acesso eletrônico abaixo) Abstract: The Digital Technologies of Information and Communication (DTIC) incorporated to the education are diversifying and bringing improvements to the processes of teaching and apprenticeship, through several tools and applications that stimulate and favor the cognitive and psicossocial development in several levels and kinds of teaching. The DTIC, in some systems and teaching methods, have relevance to point of being incorporated to the curriculum like educational contents, in cross themes as an axis of skills and competences or also through the inclusion of a specific subject in the course curriculum. Such situation is found in four local cities of a microregion of the interior of São Paulo State, in which the subject of computer science makes part of the course curriculum of the initial years of the Basic Teaching in their respective public municipal education network. Being this, a subject of the diversified part of the curriculum composed by contents of digital literacy and curricular educational contents of the initial years of the Basic Teaching boarded through Digital Objects of Apprenticeship (DOA). Our inquiry of professional master's degree in Teaching for Basic Education had his focus in these four education networks and it is structured in the analysis of the pedagogical practices of the teachers of the computer science discipline regarding the use of digital technologies. Supported on this analysis we developed as propositions Guides of Interdisciplinary Activities bo... (Complete abstract click electronic access below) Mestre

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Dulanto, Jahl, and Aldo Accinelli. "Disco Verde fifty years after Frédéric Engel: The first season of excavations of the Paracas archaeological project at the site." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/113528.

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Discovered and excavated by Frédéric Engel, Disco Verde is a key site to reconstruct a sequence of early pottery styles of the Paracas zone, in particular, and the south coast, in general. In this article, we present the preliminary results of the Paracas Archaeological Project excavations at the site, especially in relation to the stratigraphy, chronometry and associated ceramic styles. Descubierto y excavado hace más de 50 años por Frédéric Engel, Disco Verde es un sitio clave para construir una secuencia deestilos de vasijas de cerámica tempranos de la zona de Paracas en particular y la costa sur en general. En este artículo, presentamoslos resultados preliminares de las excavaciones del Proyecto de Investigaciones Arqueológicas en Disco Verde, especialmente, en lo concerniente a la estratigrafía, la cronometría y los estilos de cerámica asociados.

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Zuliani, Renata Duarte [UNESP]. "Professores das séries iniciais do ensino fundamental e as feiras de ciências." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/90881.

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Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-14Bitstream added on 2014-06-13T19:11:34Z : No. of bitstreams: 1 zuliani_rd_me_bauru.pdf: 939479 bytes, checksum: 99fd983254b0e1afdedea835a046cff1 (MD5) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) O presente estudo tem como objetivo levantar os saberes utilizados e quais critérios orientaram oito professores participantes da pesquisa para a realização de uma Feira de Ciências nas séries iniciais do Ensino Fundamental em uma escola pública estadual na região metropolitana de São Paulo. Como se portam frente ao desafio de abordarem conceitos específicos de Biologia, Química e Física, quais as necessidades formativas e as implicações para a formação inicial e continuada de professores das séries iniciais. A pesquisa e análise de dados foram feitas a luz da metodologia de Pesquisa Qualitativa. O referencial teórico tem aporte em autores que discutem formação de professores e saberes docentes (SCHON, TARDIF, ZEICHNER, GAUTHIER, entre outros). Os resultados demonstram a modificação dos professores frente ao desconhecido e à necessidade de refletirem sobre sua prática docente com a intenção de ampliar seus conhecimentos disciplinares, curriculares e experienciais. This study is meant to find out and list the knowledge and the criteria employed by eight teachers who took part in the research to present a Science Fair in the initial years of Elementary School, in a state-run public school in the São Paulo Metro Area; how they cope with the challenge of bringing up specific biology, chemistry and physics concepts; what are the skills required and the implications with regard to initial and continued education of initial years' teachers. Research and data analysis were carried out according to the Qualitative Research methodology. The theoretical background was based on the works of authors who discuss teachers' training and required knowledge for faculty (SCHON, TARDIF, ZEICHNER, GAUTHIER, among others). The results show the changes in the teacher's attitude when facing the unknown and the need to reflect on their teaching practice in order to enhance their subject -, curriculum-vitae-, and experience-related knowledge.

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Masibo, Peninah Kinya. "Effects of initial nutritional status on the responses to a school feeding programme among school children aged 6 to 13 years in the Millennium Villages Project, Siaya, Kenya." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85693.

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Thesis (PhD)--Stellenbosch University, 2013. ENGLISH ABSTRACT: Aim: To assess the effects of initial nutritional status on the responses to a school feeding programme (SFP) among school children in the Millennium Villages Project (MVP), Siaya District, Kenya. Objectives: To establish baseline data on the dietary intake, prevalence of undernutrition, body composition, prevalence of anaemia, body iron stores and vitamin A status in order to assess the impact of the SFP over a 30-month period on the same outcomes. Further, the study assessed the effect of initial nutritional status on the responses to the SFP on growth, the prevalence of anaemia, body iron stores and vitamin A status. Methods: In the MVP, a school meal additional to the children’s usual daily food intake was provided consisting of locally available foods (containing whole fish omena and beef). The meals contributed approximately 25% of the Estimated Energy Requirement (EER), 70% of the Estimated Average Requirement (EAR) for protein, and 18% of EAR for fat. A school meal, additional to the children’s usual daily food intake, was introduced to the control group 6 months into the study as a project scale up initiative. The meal provided 15% EER, 49 % EAR for protein and 10% EAR for fat. A total of 235 children participated in the study and were followed up for 30 months, with 118 in the MVP and 117 in the control group. Statistical analysis included descriptive, Pearson’s chi-square test, repeated measures ANOVA and multivariate logistic regression models. Results: The mean subject age was 7.9 years (2.0 SD) at baseline, and half (51.4%) were boys. More than half of the children (66%) had energy intakes less than the EER. At baseline, the prevalence of stunting, wasting and underweight was 16.9%, 6.0% and 3.6% respectively. Prevalence of linear growth deficit based on height-for-age z-score ≤-1 standard deviation was 48%. Anaemia was higher in the MVP group (82.2%; P < 0.0001) compared to controls (58.1%) while depleted body iron stores was observed in 10.7% of the children. Half of the children in the control group and 30% in the MVP group had an inadequate vitamin A status while 11% of the children had infection/inflammation. At six months after initiation of the intervention, anaemia prevalence was reduced to 41.2% among the controls and 9.3% in the intervention group (P < 0.001). Among the MVP group, children with initial inadequate nutritional status based on weight-for-age z-score WAZ ≤ -1 SD had a higher (P < 0.01) height velocity (2.3 cm/six months) by the 24th month study interval compared to those who had an initial adequate nutritional status based on weight-for-age z-score WAZ > -1 SD. Conclusion: SPF menus were associated with potential for improved growth, gain in lean body mass and reduced anaemia prevalence when inadequate nutritional status was present at baseline. AFRIKAANSE OPSOMMING: Doel: Om die verband tussen skoolkinders se aanvanklike voedingstatus en die respons op ’n skoolvoedingsprogram (SVP) in die Millennium Villages Project (MVP), Siaya-distrik, Kenia, te bepaal. Doelwitte: Om basislyn data te versamel ten opsigte van dieetinname, prevalensie van ondervoeding, liggaamssamestelling, prevalensie van anemie, ysterstore en vitamine A status ten einde die impak van die SVP oor ‘n 30-maande periode op genoemde uitkomste te bepaal. Verder het die studie ook die effek van aanvanklike voedingstatus op die respons tot die SVP bepaal ten opsigte van groei, die prevalensie van anemie, ysterstore en vitamine A status. Metode: In die MVP is ‘n skoolmaaltyd addisioneel tot die kinders in beide studiegroepe se daaglikse voedselinname voorsien. Die SVP se spyskaarte het bestaan uit plaaslik beskikbare voedsel (bevattende die vissoort omena en beesvleis) en het ongeveer 25% van die kinders se geraamde energievereistes (EER), 70% van hul proteïenvereistes (EAR) en 18% van hul vetvereistes (EAR) voorsien. ‘n Skoolmaaltyd is addisioneel tot die kinders in die kontrolegroep se gewoontelike daaglikse voedselinname ingesluit 6 maande na aanvang van die studie as deel van die MVP se uitbreidingsinisiatief. Dié maaltyd het in 15% van die kinders se energievereistes (EER), 49% van hul proteïenvereistes (EAR) en 10% van hul vetvereistes (EAR) voorsien. Altesaam 235 kinders is by die studiegroep ingesluit – 118 in die MVP en 117 in kontrolegroepe – en is vir 30 maande bestudeer. Statistiese ontleding het beskrywende ontleding, Pearson se chi-kwadraattoets, ANOVA met herhaalde metings, en multivariansie logistiese regressiemodelle ingesluit. Resultate: Die gemiddelde ouderdom van die kinders by basislyn was 7.9 jaar (2.0 SD) en die helfte (51.4%) van die respondente was seuns. Meer as die helfte van die kinders (66%) het ‘n energieinname minder as die EER getoon. By basislyn was die prevalensie van belemmerde groei, uittering en ondergewig onderskeidelik 16.9%, 6.0% en 3.6%. Die voorkoms van onvoldoende lengtegroei gebaseer op lengte-vir-ouderdom z-telling < -1SD was 48%. Anemie was hoër in die MVP groep (82.2%; p<0.0001) vergeleke met die kontroles (58.1%), terwyl 10.7% uitgeputte ysterstore getoon het. Onvoldoende vitamine A status het voorgekom in die helfte van die kinders in die kontrolegroep en 30% van die MVP groep, en infeksie / inflammasie was teenwoordig in 11% van die kinders. Die voorkoms van anemie op ses maande na aanvang van intervensie het verbeter tot 41.2% in die kontrolegroep en 9.3% in die intervensiegroep (P < 0.001). Op 24 maande het kinders met aanvanklike onvoldoende voedingstatus (WAZ < -1SD) in die MVP-groep groter lengtetoename (2.3 cm/6 maande) getoon as hul groepgenote met aanvanklike voldoende voedingstatus gebaseer op WAZ > -1 SD (P < 0.01). Gevolgtrekking: Die skoolvoedingsprogram spyskaarte het die potensiaal getoon tot ‘n verbetering in groei, toename in maer liggaamsmassa en ‘n verlaagde voorkoms van anemie onder kinders wie se basislynvoedingstatus onvoldoende was.

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Brito, Jessica de. "Práticas matemáticas em uma turma do primeiro segmento da EJA." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7067.

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Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-08T13:09:16Z No. of bitstreams: 1 DissJB.pdf: 2162717 bytes, checksum: e2388c005697deae34b44106f86b5b59 (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:43:43Z (GMT) No. of bitstreams: 1 DissJB.pdf: 2162717 bytes, checksum: e2388c005697deae34b44106f86b5b59 (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-12T16:44:09Z (GMT) No. of bitstreams: 1 DissJB.pdf: 2162717 bytes, checksum: e2388c005697deae34b44106f86b5b59 (MD5) Made available in DSpace on 2016-09-12T16:44:30Z (GMT). No. of bitstreams: 1 DissJB.pdf: 2162717 bytes, checksum: e2388c005697deae34b44106f86b5b59 (MD5) Previous issue date: 2015-02-23 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) The motivation for this research was the concomitant interest in the teaching and learning of mathematics by students of the Youth and Adult Education (YAE). The research proposal is guided, for discretion in performing mathematical tasks able to relate mathematical knowledge gained in life experience of these students with knowledge learned in school. The main question of this study was: What were the challenges and possibilities in the teaching and learning of mathematics in a term I room of the 1st segment of the Youth and Adult Education? Starting from this question, we sought to investigate how is the process of teaching and learning mathematics in Youth and Adult Education classroom (YAE) of the First Term of the first segment in a school municipal a country town São Paulo. Methodologically the research took advantage of a qualitative approach. The research theoretical references this work was relating to the education of young and adult students, in addition to mathematics education in adult education. The location of the data collection was in a Municipal Center for Early Childhood Education (MCECE), which served the children day and night periods of Youth and Adult Education. The study included a teacher of adult education and its 13 students, and the data collection was carried out through two interviews - initial and final - with the teacher of adult education; math tasks developed with students; reflective dialogues with the teacher registered in the field diary and interviews with some students of the EJA. Data analysis was made by axes and analysis subcategories. The first axis is titled the game was not played and the second Mathematical practices across contexts, which was subdivided into two subcategories: Task of the textbook: the use of golden material and the abacus and the daily lives of students through troubleshooting. Results showed the occurrence of mathematical practices arising from daily life and school. Most students, though autonomous in mathematical practices out of school, could not accomplish on their own school mathematical tasks. In a way, the school practices experienced by the class curtail them autonomy, a fact impeding citizenship that is rightfully theirs. In contrast, it was observed that, in mathematical tasks related to the daily lives of these students, experience the reports were extracted experienced by them. The development of everyday situations-problems, with dialogues and interventions performed in the classroom between researcher, teacher and students, allowed the latter broaden their knowledge in mathematics. This survey also revealed that mathematics was taken by the teacher and the students as a difficult subject to teach and to learn. We therefore conclude that mathematics taught in that class is a mix of mathematical practices from various contexts which were, or still are, of great importance for young and adults students in adult education. A motivação para realizar esta pesquisa foi concomitante ao interesse pelo processo de ensino e aprendizagem da matemática pelos alunos da Educação de Jovens e Adultos (EJA). A proposta da pesquisa pautou-se, por critério, na realização de tarefas matemáticas capaz de relacionar conhecimentos matemáticos adquiridos, na experiência de vida desses educandos, com saberes aprendidos na escola. A questão norteadora deste trabalho foi: Quais foram os desafios e possibilidades no processo de ensino e de aprendizagem da matemática em uma sala do termo I do 1º segmento da Educação de Jovens e Adultos? Partindo-se dessa indagação, buscou-se investigar como ocorre o processo de ensino e aprendizagem da matemática numa sala de aula de Educação de Jovens e Adultos (EJA) do Termo I do primeiro segmento em uma escola da rede municipal de uma cidade do interior paulista. Metodologicamente a pesquisa valeu-se de uma abordagem qualitativa. Embasaram essa investigação referenciais teóricos atinentes à educação escolar do aluno jovem e adulto, além da Educação Matemática na EJA. O local da coleta de dados foi em um Centro Municipal de Educação Infantil (CEMEI), que atendia a crianças nos períodos diurno e noturno em Educação de Jovens e Adultos. Participaram do estudo uma professora da EJA e seus 13 alunos, e a coleta de dados foi realizada mediante duas entrevistas - inicial e final - com a professora da EJA; tarefas de matemática desenvolvidas com alunos; diálogos reflexivos com a professora registrados no diário de campo e entrevista com alguns alunos da EJA. A análise dos dados deu-se por eixos e subeixos de análise. O primeiro eixo intitula-se O jogo que não foi jogado e o segundo, As práticas matemáticas através dos contextos, que se subdividiu em dois subeixos: Tarefa do livro didático: o uso do material dourado e do ábaco e O cotidiano dos alunos através da resolução de problemas. Os resultados permitiram observar a ocorrência de práticas matemáticas oriundas do cotidiano e da escola. A maioria dos alunos, ainda que autônomos nas práticas matemáticas fora da escola, não conseguia realizar por conta própria tarefas matemáticas escolares. De certo modo, as práticas escolares vivenciadas pela turma cerceiam-lhes a autonomia, fato esse impeditivo da cidadania que lhes é de direito. Em contrapartida, observou-se que, em tarefas matemáticas relacionadas ao dia a dia desses alunos, eram extraídos relatos das experiências vivenciadas por eles. O desenvolvimento de situações-problemas do cotidiano, com diálogos e intervenções realizados em sala de aula entre pesquisadora, professora e alunos, possibilitou que estes últimos ampliassem seus conhecimentos em matemática. Esta pesquisa também revelou que a matemática era tida pela professora e pelos alunos como uma disciplina difícil de ensinar e de aprender. Concluímos, portanto, que a matemática ensinada naquela turma é um misto de práticas matemáticas advindas de diversos contextos os quais foram, ou ainda são, de grande importância para os educandos jovens e adultos da EJA.

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Wilson, Rachel Emma. "An initial investigation into early years foundation stage and key stage one pupil referral units : who attends, what mechanisms do they use and what outcomes are associated with this intervention?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10020598/.

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This thesis presents the findings of research into three Pupil Referral Units (PRUs) for children in the Early Years Foundation Stage and Key Stage One (EYFS/KS1). More specifically it offers an insight into the factors associated with EYFS/KS1 PRU placement, the mechanisms used by the PRUs and the outcomes for PRU pupils, their families and schools. The rationale for this study stems from literature identifying the serious long term implications of Social, Emotional and Behavioural Difficulties (SEBD)-related school exclusion. There is a need to understand this issue for younger populations and to explore and evaluate interventions designed to address SEBD and reduce school exclusion. This work supports current national and local goals to reduce exclusion and promote early intervention, evidence based and accountable practice. Mixed methods were employed to qather qualitative and quantitative data relating to all research questions. Semi-structured interviews were conducted with parents, Local Authority (LA) professionals, PRU and mainstream school staff. The Strengths and Difficulties Questionnaire (Goodman, 1997) contributed information about the profile of needs upon entry and the short term impact of PRU intervention. File trawl and database searches were used to collect data relating to 247 children who had attended the PRUs between 2004 and 2009. Comparisons were made between this PRU sample and national and LA school populations. The results identified special educational needs, home context factors and homeschool relationships as particularly influential on the difficulties of EYFS/KS1 children. Study of PRU mechanisms revealed that stakeholders perceive an effect not only from PRU systems and activities but also the attitude and skills of PRU staff. Work with children, parents and mainstream schools was described and in turn PRU intervention was associated with positive outcomes for all three groups. The true value of this thesis is dependent upon how the data are used. It is intended that LA stakeholders will use the results to inform development of both EYFS/KS1 PRU provision and the wider changes needed to support young children with SEBD. Suggestions for this work and for future research are included in the discussion section.

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Bomfim, Márcia Virgínia Pinto. "A geografia nos anos iniciais do ensino fundamental: entre a realidade e as possibilidades." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5109.

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Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-01-14T13:22:05Z No. of bitstreams: 2 Tese - Márcia Virgínia Pinto Bomfim - 2015.pdf: 7123539 bytes, checksum: 4ddce93fbb32f0302102a9409c6496d2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-01-15T09:43:04Z (GMT) No. of bitstreams: 2 Tese - Márcia Virgínia Pinto Bomfim - 2015.pdf: 7123539 bytes, checksum: 4ddce93fbb32f0302102a9409c6496d2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Made available in DSpace on 2016-01-15T09:43:04Z (GMT). No. of bitstreams: 2 Tese - Márcia Virgínia Pinto Bomfim - 2015.pdf: 7123539 bytes, checksum: 4ddce93fbb32f0302102a9409c6496d2 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-03-19 This research is about the teaching of Geography and integrates the Teaching and Learning Research Line in the Graduate Program in Social and Environmental Geography Studies from the Institute of Geography at the Federal University of Goiás and the Laboratory of Studies and Research in Geographical Education - LEPEG. Geography was considered and investigated as an important field of knowledge to be acquired by the child from his first formative experiences in childhood, especially from the educational processes of the early years of elementary school. The main objective was to understand and analyze the reality and the possibilities of school geography in the early years of elementary school. Those who participated in this survey were teachers in the early years of elementary school who currently teach students in the 2nd and 3rd years of a selected public school selected in the Municipal Network of the city of Barreiras, Bahia. The construction of this object of study began with, above all, the formative experiences of educators teaching Geography in a public institution of higher education in Bahia, seeking to understand, in all the training processes, how to teach and how Geography is taught in the early years of elementary school. For the production of knowledge, research was guided in a qualitative-descriptive method (LUDK; ANDRÉ, 1986; MINAYO, 2002; André, 2005), using the following data collection instruments: literature review, document analysis, open question questionnaires, thematic workshops, observation and narrative. To investigate and explain that geographical and didactic knowledge in geography should be worked in the course of study for the early years of elementary school the following were adopted as a category method: praxis, by observing relations, contradictions and form of organization following key concepts, such as geographical knowledge; the course of pedagogy and teacher training; primary education in the early years in the Municipal Network of schools in Barreiras, Bahia. It is understood that, in school, Geography, the relevant conceptual benchmark for the development of spatial reasoning depends on the theoretical and methodological principles of understanding of space. And these should be developed when selecting the content, linking them to the analytical categories of geography: space, landscape, location, territory, region, network, society and nature, it is possible to transform the geographic content in thinking tools of students for the development of spatial reasoning, Callai (1996, 2000, 2011), Cavalcanti (1998, 2008, 2005, 2012), Castellar (1999, 2009, 2010) and Libâneo (2009, 2010). Research has shown that school teaching content of Geography should be conducted in the early years of elementary school through approach that relates to society and nature in the construction and organization of space. It was possible to see that thematic blocks and Geography contents are defined in the school curriculum, covering topics related to the study of the local landscape, the experienced and perceived space, referring to the student‟s everyday experience. This study found that working with Geography in the early years of primary education points to a specific link between the school, the reality lived and the community, which gives important significance to this school subject for an education and for citizenship. The teaching of Geography is required by the SME in Barriers, with allocation of hours to this subject, and it is a confirmed reality at the school studied. Esta pesquisa é sobre o ensino de Geografia e integra-se à Linha de Pesquisa Ensino-Aprendizagens em Geografia do Programa de Pós-Graduação em Geografia do Instituto de Estudos Socioambientais da Universidade Federal de Goiás e ao Laboratório de Estudos e Pesquisas em Educação Geográfica – LEPEG. Considerou-se e investigou-se a Geografia Escolar como um campo de conhecimento importante a ser adquirido pela criança desde suas primeiras experiências formativas vividas na infância, em especial a partir dos processos pedagógicos dos anos iniciais do Ensino Fundamental. O principal objetivo foi compreender e analisar a realidade e as possibilidades da Geografia escolar nos anos iniciais do Ensino Fundamental. Participaram, desta pesquisa, professores dos anos iniciais do Ensino Fundamental que atuam no 2º e 3º anos de uma escola pública selecionada pertencente à Rede Municipal de Educação do município de Barreiras-BA. Para a construção desse objeto de estudo partiu-se, sobretudo, das experiências formativas de pedagogos com o ensino de Geografia, em uma instituição pública de ensino superior na Bahia, buscando entender, no conjunto dos processos formativos, como se ensina e qual a Geografia se ensina nos anos iniciais do Ensino Fundamental. Para a produção do conhecimento, a investigação pautou-se no método qualitativo- descritivo (LUDK; ANDRÉ, 1986; MINAYO, 2002; ANDRÉ, 2005), utilizando-se dos seguintes instrumentos de levantamento de dados: pesquisa bibliográfica, análise documental, questionário de perguntas abertas, oficinas temáticas, observação e narrativas. Para investigar e explicar que conhecimentos geográficos e didáticos em Geografia devem ser trabalhados no curso de Pedagogia para os anos iniciais do Ensino Fundamental, foi adotada, como categoria do método, a práxis, por meio da observação de relações, contradições e forma de organização dos seguintes conceitos-chave: o conhecimento geográfico; o curso de pedagogia e formação de professores; o Ensino Fundamental nos anos iniciais em escolas da Rede Municipal de Educação em Barreiras-BA. Entende-se que, na Geografia escolar, as referências conceituais relevantes para elaboração do raciocínio espacial dependem dos pressupostos teórico-metodológicos de compreensão do espaço. E estes devem ser desenvolvidos quando se selecionam os conteúdos, articulando-os às categorias de análise da Geografia: espaço, paisagem, lugar, território, região, rede, sociedade e natureza, pois é possível transformar os conteúdos geográficos em ferramentas do pensamento dos alunos para o desenvolvimento do raciocínio espacial ( Callai,1996, 2000, 2011), Cavalcanti (1998, 2008, 2005, 2012), Castellar (1999, 2009, 2010) e Libâneo (2009, 2010). A pesquisa mostrou que o conteúdo escolar ensino de Geografia deve ser conduzido, nos anos iniciais do Ensino Fundamental, mediante abordagem que relacione a sociedade e a natureza na construção e organização do espaço. Foi possível ver que blocos temáticos e conteúdos de Geografia são definidos no currículo da escola, contemplando temas relacionados ao estudo da paisagem local, ao espaço vivido e percebido, fazendo referência ao cotidiano do aluno. Este estudo evidenciou que o trabalho com a Geografia escolar nos anos iniciais do ensino fundamental aponta para uma especificidade de vínculo entre a escola, a realidade vivida e a comunidade, o que confere a esse conteúdo escolar uma importância significativa para uma educação voltada para a cidadania. Esse ensino de Geografia está prescrito no SME de Barreiras, com destinação de carga horária para esse conhecimento, e trata-se de realidade que é verificada na escola estudada.

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Persicheto-Oja, Aline Juliana [UNESP]. "A construção coletiva de aulas para o ensino de ciências: uma proposta de formação continuada com professoras dos anos iniciais do ensino fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/143434.

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Submitted by ALINE JULIANA OJA PERSICHETO null (aline_oja@yahoo.com.br) on 2016-08-23T16:52:11Z No. of bitstreams: 1 FINAL TESE DOUTORADO PERSICHETO-OJA.pdf: 1845644 bytes, checksum: 4bf12324b1deac4370f4f6714e5309d1 (MD5) Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-08-26T14:54:08Z (GMT) No. of bitstreams: 1 persicheto-oja_aj_dr_bauru.pdf: 1845644 bytes, checksum: 4bf12324b1deac4370f4f6714e5309d1 (MD5) Made available in DSpace on 2016-08-26T14:54:08Z (GMT). No. of bitstreams: 1 persicheto-oja_aj_dr_bauru.pdf: 1845644 bytes, checksum: 4bf12324b1deac4370f4f6714e5309d1 (MD5) Previous issue date: 2016-03-10 O ensino de Ciências, especialmente quando realizado por um professor multidisciplinar, é caracterizado por considerável complexidade em razão de motivos diversos. Vários estudos têm revelado que, muitas vezes, o professor multidisciplinar, geralmente graduado em Pedagogia, finaliza a graduação com uma formação fragmentada para trabalhar com conteúdos de Ciências. Acrescenta-se a este cenário, o espaço, muitas vezes residual, disponibilizado para essa disciplina no início da escolarização fundamental. Visando contribuir com elementos para construção de caminhos possíveis no terreno da docência, este estudo buscou desenvolver um trabalho colaborativo, a partir de uma proposta de Formação Continuada, junto a docentes multidisciplinares no contexto da escola. Como alternativa para este intento, foi proposto a um grupo de professoras que integrassem a elaboração compartilhada de um Acervo Didático com aulas de Ciências, identificado como um produto final de um percurso de aprendizagem conjunta. Como objetivo principal, buscou-se investigar de que maneira a elaboração e utilização de um Acervo Didático poderia constituir-se como um suporte para o desenvolvimento profissional dos docentes. Concomitante à compilação dos materiais resultantes do trabalho pedagógico das professoras, também foi proposto às participantes a elaboração de registros escritos, denominados Registros Reflexivos, sobre as aulas desenvolvidas. Optou-se pelo desenvolvimento de uma pesquisa qualitativa, de caráter colaborativo e como instrumentos de coleta de dados foram utilizados questionários, observação participante, além de registros dos depoimentos escritos e orais que surgiram no decorrer do estudo. Os resultados obtidos permitem afirmar que a construção compartilhada de um Acervo Didático, juntamente com as demais ações integradas ao percurso de aprendizagem, representou uma estratégia de formação produtiva e que pode repercutir positivamente no desenvolvimento profissional dos docentes. No que se refere às propostas de formação de professores em exercício, acredita-se que o saber experiencial possa constituir-se como eixo central das discussões, como ponto de partida e de chegada, na medida em que o seu aprimoramento reconfigura a identidade docente e resulta em aprendizagens que contemplam os demais saberes e conhecimentos inerentes ao trabalho do professor. Science education, especially when performed by a multidisciplinary teacher, is characterized by considerable complexity due to several reasons. Several studies have revealed that often multidisciplinary teacher, usually graduated in Education, concludes graduation with a fragmented training to work with science content. Added to this scenario, we have the space, often residual, available for this discipline at the beginning of elementary school education. To contribute with elements for construction of possible paths in the field of teaching, this study sought to develop a collaborative work, from a proposal for Continuing Education, along with multidisciplinary teacher in the school context. Alternatively for this purpose, it was proposed to a group of teachers to incorporate a shared development of a Didactic Collection with science classes, identified as an final product of a joint learning path. As the main objective, we sought to investigate how the development and use of a Didactic Collection could be constituted as a support for the professional development of teachers. Concomitant with the compilation of teaching materials resulting from the work of the teachers, it was also proposed to the participants to elaborate written records, called Reflective Records, on the developed classes. We opted for the development of a qualitative research, collaborative nature and as data collection instruments were used questionnaires, participant observation, and records of written and oral testimony that emerged during the study. The obtained results allow us to state that the shared construction of a Didactic Collection, along with other integrated actions into the learning process, represented a productive training strategy that can impact positively on the professional development of teachers. With regard to the proposal of training teachers in exercise, experiential knowledge is believed to arise as the centerpiece of discussions, as a point of departure and arrival, to the extent that its improvement reconfigures the teaching identity and results in learnings that include other knowledges and knowledges inherent to the work of the teacher.

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Silva, Paula Aguiar da. "Campo multiplicativo das operações : uma iniciativa de formação com professores que ensinam matemática." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/109917.

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Este trabalho apresenta investigação acerca das concepções de professores dos Anos Inicias sobre o Campo Multiplicativo à luz da Teoria dos Campos Conceituais de Gérard Vergnaud. O campo multiplicativo foi escolhido como tema de estudo por permear todo o ensino básico, sendo assim de grande importância para a formação matemática escolar dos estudantes. A coleta de dados se dá em um curso de formação continuada, que se desenvolveu ao longo de 5 encontros de 4 horas, com 11 professoras da Escola Estadual de Ensino Médio Célia Flores Lavra Pinto localizada no município de Viamão/RS. Utilizou-se a pesquisa-ação como metodologia da pesquisa. Ao final da pesquisa, concluímos que o grupo de professores pesquisado se mantém restrito ao trabalho voltado para o algoritmo de multiplicação e a memorização da tabuada, quando se trata do Campo Multiplicativo das Operações. O produto desta pesquisa é um conjunto de atividades sobre o tema Campo Multiplicativo das Operações, dentre outros temas relacionados, que poderão auxiliar professores que ensinam matemática interessados em pensar sobre a prática docente e ampliar suas possibilidades de intervenção junto aos estudantes. This paper presents the development of a training course for teachers of the early years in order to investigate teachers' conceptions about Multiplicative Field Operations to the Theory of Conceptual Fields Gérard Vergnaud. The multiplicative field was chosen as the subject of study not only because it permates the whole basic education, but also because it has a great importance to the training school mathematics students. Data collection occurs in a continuing education course, which was developed in 5 meetings of 4 hours, with 11 teachers from State Preparatory School High School Celia Flores Lavra Pinto localized in Viamão/RS. We used the action research as the research methodology. At the end of the paper, we conclude that the studied group of teachers remains restricted to the work facing the multiplication algorithm and memorizing multiplication tables when it comes to the field Multiplicative Operations . The product of this research is a set of activities on the theme Multiplicative Field Operations. Among other issues, it may help teachers to teach mathematics for those who are interested in thinking about teaching practice and expand their possibilities of intervention with students.

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Santos, Lucimar Marchi dos. "EDUCAÇÃO MUSICAL NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: CONCEPÇÕES E AÇÕES DE COORDENADORAS PEDAGÓGICAS ESCOLARES." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/6956.

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This dissertation is part of the Education and Arts research line in the Post Graduate Program in Education at the Education Center of the Federal University of Santa Maria. This research used a qualitative approach, with the application of semi-structured interviews for data collection, in order to understand the conceptions and actions of the pedagogic coordinators working inside the city schools of Santa Maria / RS. Two criteria were utilized - spatial proximity and availability to be part of the research process. I chose to interview pedagogic coordinators working in schools in Camobi, a neighborhood in Santa Maria/RS. Nine institutions matched the spatial proximity criteria, and all nine pedagogic coordinators agreed to become part of the research. This work is divided in five chapters, dealing, respectively, with (1) school democratic management, in which I consider the pedagogic coordination in the school context and in relation to the processes of administration; (2) Musical Education in the initial years, presenting aspects of Musical Education at this level of instruction, since the LDB 9.394/96 and the PCN-Arte, and approaching the role of teachers working in the initial years with the teaching of Music, as well as showing the functions music can have in school; (3) research methodology, in which I refer to the methodological paths takes to the accomplishment of this dissertation; in (4) pedagogic coordinators: brief description, there are outlines of the participants; and (5) discussion of the results, chapter in which I write about the results found by the research in relation to the intended goals. A presente dissertação insere-se na linha de pesquisa Educação e Artes do Programa de Pós-Graduação em Educação do Centro de Educação da Universidade Federal de Santa Maria. Visando compreender concepções e ações de coordenadores pedagógicos, atuantes em escolas da rede municipal da cidade de Santa Maria/RS, sobre a Educação musical nos anos iniciais do ensino fundamental, a pesquisa realizou-se mediante enfoque qualitativo, com o uso da entrevista semi-estruturada na coleta dos dados. A construção da amostra de pesquisa ocorreu através dos critérios de proximidade espacial e disponibilidade de participação no processo de pesquisa, optando-se por entrevistar coordenadores pedagógicos atuantes em escolas localizadas no bairro Camobi de Santa Maria/RS. Nove instituições corresponderam a esse critério de proximidade espacial, sendo que todas as coordenadoras pedagógicas atuantes nas respectivas instituições aceitaram participar da pesquisa. O trabalho está dividido em cinco capítulos: (1) gestão democrática escolar, em que discorro sobre a coordenação pedagógica no contexto escolar e sua relação com os processos de gestão; (2) Educação musical nos anos iniciais, no qual apresento aspectos sobre a Educação musical neste nível de ensino, a partir da LDB 9.394/96 e do PCN-Arte, abordando sobre o papel dos professores atuantes nos anos iniciais no que se refere ao ensino de Música, assim como as funções que a música pode assumir na escola; (3) metodologia da pesquisa, onde relato os caminhos metodológicos percorridos para a realização da dissertação; faço um esboço das participantes da pesquisa em (4) as coordenadoras pedagógicas: breve retrato; (5) discussão dos resultados, capítulo no qual discuto os resultados encontrados na pesquisa, tendo em vista os objetivos propostos.

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Severino, Augusta Teresa Barbosa [UNESP]. "O projeto EMAI: uma análise sobre seus pressupostos políticos, filosóficos e pedagógicos e a questão da autonomia." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137819.

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Submitted by AUGUSTA TERESA BARBOSA SEVERINO null (gutasix@yahoo.com.br) on 2016-04-06T20:13:17Z No. of bitstreams: 1 Dissertação Augusta versão final.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5) Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-07T17:42:08Z (GMT) No. of bitstreams: 1 severino_atb_me_bauru.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5) Made available in DSpace on 2016-04-07T17:42:08Z (GMT). No. of bitstreams: 1 severino_atb_me_bauru.pdf: 1379082 bytes, checksum: b83d915ef235f6cc40b4ae21b55ea4ff (MD5) Previous issue date: 2016-02-23 Não recebi financiamento Esta pesquisa foi realizada visando entender o suporte político, filosófico e histórico do material, do projeto EMAI – Educação Matemática nos Anos Iniciais, do 4º ano da Educação Básica (1º ao 5º ano); os objetivos de sua implantação; a estrutura das atividades propostas; e suas respectivas expectativas de aprendizagem, bem como, entender a implantação desse projeto, seus benefícios e as dificuldades para a autonomia de agentes educacionais (professores e coordenadores) para o trabalho e para os estudos. O ponto de partida para a pesquisa foi a seguinte questão: “O projeto EMAI tem em seu texto um suporte teórico e filosófico que propicie a autonomia ao professor tão necessária para uma reflexão crítica sobre sua própria prática pedagógica?”. E para respondê-la, foi utilizada a metodologia de caráter qualitativo, tanto para a análise do material impresso quanto para a análise das entrevistas semiestruturadas. A busca, portanto, centrou-se no estudo do conceito de autonomia para o entendimento da identidade docente diante da implantação do referido projeto. A partir daí, aponta-se para a necessidade de inovações metodológicas e conceituais no que se refere ao estudo e ao trabalho com a Matemática tanto para a formação inicial quanto continuada do professor que atuará nos anos iniciais da Educação Básica. Como resultado se observou, tanto no material quanto nas entrevistas, que o projeto possibilita uma autonomia, porém, relativa para o trabalho do professor, condicionada pelas determinações do projeto EMAI. Apontou-se, portanto, para a formação inicial e continuada como possibilidades de avanços no sentido conceitual e metodológico para o trabalho com a Matemática; e, também, no sentido da construção de uma autonomia real e de uma identidade docente na produção e efetivação do currículo. This research was carried out to understand the political, philosophical and historical support of EMAI - Mathematics Education in the Early Years – project material, from the 4th year of Basic education (1st to 5th grade); the objectives of its implementation; the structure of the proposed activities; and the respective expectations of learning as well to understand the implementation of this project, its benefits and difficulties for the autonomy of educational agents (teachers and coordinators) for work and for studies. The starting point for the research was the question: "Does the EMAI project have in its text a theoretical and philosophical support that provides autonomy to teachers, which is so necessary for a critical reflection on their own pedagogical practice?". And to answer it, a qualitative methodology was used for both the analysis of printed material as for the analysis of semi-structured interviews. The search, therefore, focused on the study of the concept of autonomy to understanding the teacher identity in the face of the said project implementation. From then on, the need for methodological and conceptual innovations in relation to study and work with Mathematics for both initial and continuing education of teachers who will act in the early years of basic education. As a result, it was observed both from the material and the interviews, that the project permits the autonomy, even though relative, to the teacher's work, conditioned by determinations of EMAI project. Therefore, it was conducted towards initial and continuing education, such as possibilities of conceptual and methodological advances in the work with Mathematics; and also towards building a real autonomy and teacher identity in the production and implementation of the curriculum.

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João, David de Souza. "Duas professoras e o ensino de história nos anos iniciais do ensino fundamental em Laguna/SC." Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/1007.

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Made available in DSpace on 2016-12-08T16:35:06Z (GMT). No. of bitstreams: 1 116947.pdf: 980645 bytes, checksum: 2ed3218526bc272f994bdb76be3dc512 (MD5) Previous issue date: 2014-04-30 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Esta pesquisa é um estudo de caso sobre o ensino de História nos Anos Iniciais do ensino fundamental. Foram selecionados, para tanto, os trabalhos de duas professoras, desenvolvidos em duas escolas públicas estaduais da cidade de Laguna (SC). A pesquisa também contou com a coleta de dados relativos ao cotidiano escolar das professoras. Os dados contribuíram para analisar as relações entre a prática docente e os usos do livro didático de História nos anos iniciais. A metodologia de pesquisa incluiu observações de aulas durante um ano letivo, realização de entrevistas orais (gravadas, transcritas e editadas) com cada uma delas, visando a entender como elementos da sua trajetória de vida pessoal e profissional possam ter interferido na prática docente e nos usos dos livros didáticos na atualidade. Fizeram parte do recorte empírico a análise de livros didáticos usados pelas professoras, os Parâmetros Curriculares Nacionais (PCN s), o Programa Nacional do Livro Didático (PNLD) e a Proposta Curricular de Santa Catarina de 1998. Na análise desse conjunto diversificado de documentos foram consideradas as produções relativas aos usos do livro didático, as questões que envolvem a história ensinada e a análise dos livros didáticos, as entrevistas orais. Também foram incluídos os documentos-representações que dotam o presente de sentido. Representações são aqui, compreendidas a partir de Chartier (1990), dizem respeito ao modo como em diferentes lugares e tempos a realidade social é construída por meio de classificações, divisões e delimitações.

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Venturieri, Bianca. "A formação de professores dos anos iniciais do ensino fundamental em espaços não formais na Amazônia : investigando uma iniciativa no Centro de Ciências e Planetário do Pará /." Bauru, 2019. http://hdl.handle.net/11449/191046.

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Orientador: Renato Eugenio da Silva Diniz Resumo: A educação em ciências é uma prática social que vem sendo cada vez mais ampliada e desenvolvida nos chamados espaços não formais de educação. Por apresentar estratégias de ensino atrativas e interativas, a utilização desses espaços pode contribuir para uma alfabetização científica mais efetiva tanto para os alunos como também para os professores. Partindo dessa perspectiva o objetivo geral desta pesquisa foi analisar as possibilidades e limites de uma proposta de formação continuada de professores dos anos iniciais do Ensino Fundamental, que busca uma ressignificação da relação entre o ensino de Ciências em espaços não formais e a prática docente escolar. Para atender tal objetivo a pesquisa foi desenvolvida, no período de janeiro de 2016 a março de 2018, no Centro de Ciências e Planetário do Pará – CCPP, localizado na cidade de Belém no estado do Pará. Os sujeitos foram professores de Ciências que atuavam em turmas dos anos iniciais do Ensino Fundamental e os dados qualitativos foram coletados por meio da observação participante, de questionários e entrevistas. A análise dos dados coletados utilizou-se o conjunto de técnicas da Análise de Conteúdo. Através dos resultados obtidos a partir do levantamento do perfil dos professores foram realizadas ações de formação onde a proposta levou em consideração a análise crítica da realidade docente. A formação foi desenvolvida no período de julho a novembro de 2017 e o último encontro ocorreu em maio de 2018. O processo formativo ocor... (Resumo completo, clicar acesso eletrônico abaixo) Abstract: Education in science is a social practice that has been increasingly expanded and developed in the so-called non-formal spaces of education. By presenting attractive and interactive teaching strategies, the use of these spaces can contribute to a more effective scientific literacy for both students and teachers. From this perspective, the general objective of this research was to analyze the possibilities and limits of a proposal for the continuous training of teachers from the initial years of Elementary Education, which seeks a re - signification of the relationship between science teaching in non - formal spaces and school teaching practice. In order to meet this objective, the research was carried out from January 2016 to March 2018 at the Center of Sciences and Planetarium of Pará - CCPP, located in the city of Belém in the state of Pará. Subjects were science teachers who worked in classes from the initial years of elementary school and qualitative data were collected through participant observation, questionnaires and interviews. The analysis of the collected data was used the set of techniques of Content Analysis. Through the results obtained from the survey of the profile of the teachers were carried out training actions where the proposal took into account the critical analysis of the teaching reality. A was developed in the period from July to November 2017 and the last meeting took place in May 2018. The training process took place in 5 stages: 4 face-to-face stag... (Complete abstract click electronic access below) Doutor

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McLean, Jocelyn Margaret. "Recovery following pneumonectomy: patients initial 2 year experience." University of Sydney. Clinical, 2003. http://hdl.handle.net/2123/563.

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Little is known about the recovery of patients after pneumonectomy and the impact of the surgery on the lifestyle of young, employed, ex-smokers and their families. This study was conducted to address this knowledge deficit, and gather information that would help health professionals to be able to assist people facing pneumonectomy. A qualitative study using van Manens methodological approach to interpretive phenomenology was chosen, in order to capture a full and rich understanding and meaning of the phenomenon that patients live. The names, age, operation, histological cell type, stage of disease, and disease free status of potential participants were obtained from a Lung Cancer Surgical Database after obtaining ethical approval for the study. Nine participants (three females and six males) met the inclusion criteria and gave informed consent for the study. Data collection comprised of open-ended interviews that were audiotaped, then transcribed verbatim into hard data. Data interpretation was based on the selective reading approach of van Manen from which six thematic statements arose. These are living the discomforts of treatment and recovery, discovering new limitations on myself; functional and emotional, my reliance on support, my financial security is threatened, my survival is at threat, and I wish I had known more. The study found that each participant had a unique experience of recovery and consequently the degree of recovery attained varied between participants. They all had a very strong desire to survive lung cancer and considered the risks of major surgery and loosing a lung to be insignificant compared to the certainty of loosing their life if they did not undergo surgery. This study provided a glimpse of what it was like for a group of patients to live the experience of life after a pneumonectomy and it provides a basis from which nurses can explore further the experiences of patients who are subjected to lung cancer surgery.

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McLean, Jocelyn. "Recovery following pneumonectomy patients initial 2 year experience /." Connect to full text, 2002. http://hdl.handle.net/2123/563.

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Thesis (M.N. (Res.))--University of Sydney, 2003. Title from title screen (viewed Apr. 28, 2008). Submitted in fulfilment of the requirements for the degree of Master of Nursing (Research) to the School of Clinical Nursing, Faculty of Nursing. Degree awarded 2003; thesis submitted 2002. Includes bibliography. Also available in print form.

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Silva, Algiza Lopes e. "Gestão da avaliação no estado do Amazonas: o papel do pedagogo e/ou apoio pedagógico nas apropriações pedagógicas." Universidade Federal de Juiz de Fora (UFJF), 2016. https://repositorio.ufjf.br/jspui/handle/ufjf/4011.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-04-10T12:16:12Z No. of bitstreams: 1 algizalopesesilva.pdf: 1214850 bytes, checksum: bfb86a0e1d038de1d78afe70cbeacd62 (MD5) Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-04-11T11:34:41Z (GMT) No. of bitstreams: 1 algizalopesesilva.pdf: 1214850 bytes, checksum: bfb86a0e1d038de1d78afe70cbeacd62 (MD5) Made available in DSpace on 2017-04-11T11:34:41Z (GMT). No. of bitstreams: 1 algizalopesesilva.pdf: 1214850 bytes, checksum: bfb86a0e1d038de1d78afe70cbeacd62 (MD5) Previous issue date: 2016-12-15 A presente dissertação é desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão em foco buscou analisar quais os papéis e as atribuições destinadas ao pedagogo e/ou apoio pedagógico na constituição da Resolução nº. 122/2010 em suas práticas diárias no acompanhamento das avaliações internas e externas em três escolas estaduais pertencentes à Coordenadoria Distrital de Educação 7 (CDE 7), na zona norte de Manaus, no estado do Amazonas. Os objetivos definidos para este estudo são o de investigar os sentidos atribuídos pela equipe escolar diante de uma política pública de monitoramento, que foi criada para auxiliar no processo de aprendizagem, além de visualizar como esses profissionais têm se comportado frente aos desafios e práticas diárias, expostas na resolução e nas demandas de trabalho. Para alcançar os objetivos, utilizamos como metodologia o estudo de caso, tendo por base a pesquisa qualitativa. Como procedimentos de pesquisa, utilizamos a aplicação de questionário de escala tipo Lickert aos 14 gestores de escolas de Ensino Fundamental I da CDE 7, para escolha das três escolas que serviram de campo da pesquisa. Usamos também a entrevista semiestruturada com pedagogos, apoios pedagógicos, professores de Matemática e Língua Portuguesa do 5º ano do Ensino Fundamental I e com o coordenador adjunto pedagógico desse nível de ensino da CDE 7. O referencial teórico da pesquisa se deu através do diálogo com os trabalhos de Cipriano Luckesi, Heloísa Lück, Hilda Micarello, Jamil Cury, Thelma Polon, entre outros. Os resultados apontaram para um desconhecimento da legislação que rege a avaliação da aprendizagem, para indícios da redução do currículo na tentativa de se adequar o uso das matrizes de referência e para a ausência de capacitação para pedagogos e apoios pedagógicos. Dados esses achados, propomos um Plano de Ação Educacional com estratégias de formação continuada que possam contribuir para práticas efetivas com as quais os profissionais das escolas poderão refletir sobre o uso dos resultados diagnósticos das avaliações internas e externas como mais um instrumento para a melhoria da qualidade da aprendizagem dos nossos alunos. The present dissertation is developed under the Professional Master in Management and Evaluation of Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The case of management in focus sought to analyze the roles and responsibilities assigned to the pedagogue and / or pedagogical support in the constitution of resolution 122/2010 and in its daily practices in the monitoring of internal and external evaluations in three state schools belonging to the District Coordination of Education 7 (CDE 7), in the northern part of Manaus, in the state of Amazonas. The objectives defined for this study are to investigate the meanings attributed by the school team to a public policy of monitoring, which was created to aid in the learning process, as well as to visualize how these professionals have behaved in face of daily challenges and practices, Exposed in the resolution and in the demands of work. In order to reach the objectives, we use as methodology the case study, based on the qualitative research. As research procedures we used the Lickert scale questionnaire to the 14 managers of elementary schools I of CDE 7, to choose the three schools that served as research field. We also used the semi-structured interview with pedagogues, pedagogical support, teachers of Mathematics and Portuguese Language of the 5th year of Elementary School I and with the assistant pedagogical coordinator of this level of education of CDE 7. The theoretical reference of the research was given through dialogue with the Works by Cipriano Luckesi, Heloísa Lück, Hilda Micarello, Jamil Cury, Thelma Polon, among others. The results pointed to a lack of knowledge of the legislation that governs the assessment of learning, to evidence of curriculum reduction in an attempt to adjust the use of reference matrices, and lack of training for pedagogues and pedagogical supports. Given these findings, we propose an Educational Action Plan with continuing education strategies that can contribute to effective practices with which school professionals can reflect on the use of the diagnostic results of internal and external evaluations as another tool for improving quality of our students.

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Fraga, Laura Pippi. "FUTUROS PROFESSORES E A ORGANIZAÇÃO O ENSINO: O CLUBE DE MATEMÁTICA COMO ESPAÇO DE APRENDIZAGEM DA DOCÊNCIA." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/7082.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This dissertation is inserted into the Research Line Formação, Saberes e Desenvolvimento Profissional and has its focus on a space of discussion upon Pedagogy and Mathematics future teachers education from Universidade Federal de Santa Maria, that teach Mathematics in the early years of elementary school. The main purpose is to investigate the learning of teaching activity from future teachers in a process of Mathematics teaching organization for the first grades of elementary school. For that, the study focused on the organization of activities at Mathematics Club CluMat, where proposals for teaching Mathematics in the early years are studied, planned, developed and evaluated, having as theoretic-methodological framework the Teaching Orientating Activity AOE (MOURA, 1996, 2001). The data analysis was based on the historic-cultural perspective, in special Vigotsky (2002) and Leontiev (1978), that lead us to comprehend that human being learns in interaction with other individuals and that through activities, they take the culture in which is inserted. Thus, we analyzed four steps that compose the teaching organization at CluMat, they are: Mathematics subject study; the planning; the development; and the evaluation. To collect the data, we followed the participation, inside this space, of five future teachers four from Pedagogy and one from Mathematics Course through the observation of meetings and also a questionnaire. To present and analyze these, we used the idea of episodes, proposed by Moura (2004). We composed four guiding topics: 1 - Studying Mathematics: Statistics in the early years; 2 - Planning together: the case of AOE on Statistics; 3 - Developing the AOE: Statistics at Mathematic Club; 4 Evaluating the AOE: rethinking on the practice at Mathematic Club. From the analysis, we concluded that the different situations lived at CluMat brought new learning to the future teachers. By acting together, students from Pedagogy and from Mathematics Courses, both with knowledge of different areas, are motivated by the same purposes and, despite the differences, they complement each other, aiming to supply the need of teaching organization. In this context, we verified that, organizing the teaching by sharing the actions, the future teachers learned, in the teaching activity, reevaluating the activity and improving their teacher practice. Esse trabalho insere-se na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional e tem seu foco voltado a um espaço de discussão sobre a formação dos alunos do Curso de Pedagogia e Matemática da Universidade Federal de Santa Maria que ensinam matemática nos anos iniciais do Ensino Fundamental. O principal objetivo consiste em investigar a aprendizagem da docência de futuros professores no processo de organização do ensino de matemática para os anos iniciais do Ensino Fundamental. Para tanto, o estudo centrou-se na organização das atividades no Clube de Matemática CluMat, onde são estudadas, planejadas, desenvolvidas e avaliadas propostas para o ensino de matemática nos anos iniciais, usando como fundamento teórico-metodológico a Atividade Orientadora de Ensino AOE (MOURA, 1996, 2001). A análise dos dados pautou-se em referenciais teóricos da perspectiva histórico-cultural, em especial Vigotsky (2002) e Leontiev (1978) que nos conduzem à compreensão de que o ser humano aprende em interação com outros indivíduos e que através de atividades se apropria da cultura na qual se insere. Assim, analisamos quatro etapas que compõem a organização do ensino no CluMat que são: o estudo do conteúdo matemático; o planejamento; o desenvolvimento; e a avaliação. Para a coleta de dados, acompanhamos a participação neste espaço de cinco alunos de graduação quatro do curso de pedagogia e um do curso de matemática - através de observações de reuniões de estudos e também de um questionário. Para apresentação e análise dos mesmos, utilizamos a ideia de episódios, proposta por Moura (2004). Elencamos quatro eixos norteadores: 1- Estudando matemática: estatística nos anos iniciais; 2- Planejando coletivamente: o caso da AOE sobre estatística; 3- Desenvolvendo a AOE: estatística no Clube de Matemática; 4- Avaliando a AOE: repensando a prática no Clube de Matemática. A partir da análise, concluímos que as diferentes situações vivenciadas no CluMat proporcionam aos acadêmicos novas aprendizagens. Ao atuarem no coletivo, acadêmicos dos cursos de Pedagogia e Matemática, ambos com conhecimentos de áreas diferentes, são motivados pelos mesmos objetivos e, apesar das divergências, se complementam visando suprir a necessidade de organização do ensino. Neste contexto, verificamos que, ao organizarem o ensino num movimento de compartilhamento de ações, os futuros professores aprenderam na docência, reavaliando a atividade e aprimorando sua prática docente.

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Rodrigues, Ana Carolina Colacioppo. "Formação de professores dos anos iniciais da escolarização: um estudo da disciplina Didática no curso de Pedagogia." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10427.

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Made available in DSpace on 2016-04-27T16:32:52Z (GMT). No. of bitstreams: 1 Ana Carolina Colacioppo Rodrigues.pdf: 2660812 bytes, checksum: a103d5a3c962d673938d9c1be87b4070 (MD5) Previous issue date: 2014-02-18 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior This work deals with the initial training of teachers to work with the early years of schooling, with the focus on Didactic teaching, in the Pedagogy course, in the context in which their curriculum were reorganized in compliance to the publication of the National Curriculum Guidelines. Examines mechanisms that comprise pedagogical practices developed at work with the discipline to establish relationships between instructional microcontexts observed of teacher training in pedagogy courses and professional knowledge to work with the kindergarten and the early elementary school. Questions the curricular organization of discipline, cares about what is conveyed in the Didactic lessons and as the contents are covered in the instructional context. For the characterization and analysis of the pedagogical practices, the research worked with the concepts of the theory of Basil Bernstein's code, classification and framing, subsidizing the understanding of training that has been offered to undergraduates through the analysis of the relations established in speeches regarding interdisciplinarity, intradisciplinarity and relations between academic and non-academic knowledge; and the control exercised in the instructional context in the work with teaching with regard to the selection, sequence, timing and evaluation criteria. Data collection occurred through the observation of Didactic lessons of a course in Pedagogy of a University in the city of São Paulo, and interviews with teachers of other universities. Also included the analysis of documents that guided the past and guide the training today on the course and in the discipline in question. The relations of power and control behind the pedagogical practices observed and analyzed limited the formation of professional consciousness of the future teacher and in this context highlighted the mechanisms of precariousness of the training that is being offered, generating alternatives to the establishment of other possibilities to form the dynamics of teaching in the area Este trabalho trata da formação inicial do docente para o trabalho com os anos iniciais da escolarização, com o foco no ensino da Didática, no curso de Pedagogia, no contexto em que seus currículos foram reorganizados em atendimento à publicação das Diretrizes Curriculares Nacionais. Analisa mecanismos subjacentes às práticas pedagógicas desenvolvidas no trabalho com a disciplina visando estabelecer relações entre os microcontextos instrucionais observados de formação docente no curso de Pedagogia e o conhecimento profissional para o trabalho com a educação infantil e os anos iniciais do ensino fundamental. Questiona a organização curricular da disciplina, se preocupa com o que é veiculado nas aulas de Didática e como os conteúdos são abordados no contexto instrucional. Para a caracterização e a análise das práticas pedagógicas, a pesquisa trabalhou com os conceitos da teoria de Basil Bernstein de código, classificação e enquadramento, subsidiando o entendimento da formação que vem sendo oferecida aos graduandos por meio da análise das relações estabelecidas nos discursos no que tange à interdisciplinaridade, intradisciplinaridade e às relações entre conhecimento acadêmico e não acadêmico; e do controle exercido no contexto instrucional no trabalho com o ensino no que se refere à seleção, sequência, ritmo e critérios de avaliação. A coleta de dados ocorreu por meio da observação de aulas de Didática de um curso de Pedagogia de uma universidade, na cidade de São Paulo, e de entrevistas com professores da disciplina de outras instituições universitárias. Também contou com a análise de documentos que nortearam anteriormente e balizam hoje a formação no curso e na disciplina em questão. As relações de poder e controle subjacentes às práticas pedagógicas observadas e analisadas limitaram a formação da consciência profissional do futuro professor e nesse contexto evidenciaram os mecanismos constituintes da precarização da formação que vem sendo oferecida, gerando pistas ao estabelecimento de outras possibilidades a constituírem as dinâmicas de ensino na área

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Chiacchio, Andrea Maria Martins. "Alfabetiza??o e letramento: a forma??o de alfabetizadores na perspectiva do programa mineiro "Alfabetiza??o no tempo certo"." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/695.

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Made available in DSpace on 2016-04-04T18:33:06Z (GMT). No. of bitstreams: 1 Andrea Maria Martins Chiacchio.pdf: 1314427 bytes, checksum: 2d531d5e0d72c71a16c38fbd5ed3210f (MD5) Previous issue date: 2012-02-17 We analyze the proposals for initial reading instruction and literacy in educational policy, with emphasis on its implications in Minas Gerais, and with special interest on continuing education of teachers of early literacy of elementary school of nine years. It is qualitative research, based mainly on the works of Magda Soares, Sergio Leite, Angela Kleiman and on the cultural and historical approach of Vygotsky, of the meetings of continued education, seeks to analyze the proposed conceptual instrumentalization and techniques of teachers' works in a public school of Minas Gerais. We use as procedures the documentary analysis and participative observation in these meetings, aiming to understand the problems investigated, which refers to the concepts of the teachers initial reading instruction and literacy of children and the ways that they discuss them and seek to put them into practice. With the analysis of empirical data, it was possible to identify the place intended to materials provided by the State Department of Education of Minas Gerais to support pedagogical practices (the Journals of the Center for initial reading instruction and Literacy at the Federal University of Minas Gerais - Ceale / UFMG - and the material produced for Educational Intervention Program-PIP), as well as the concepts of the participants of the meetings initial reading instruction and Literacy. The results of this survey indicate the need to structure and reflect on the possibility of collective work in school, contribute to the development of teachers and organize teaching practices more robust and consistent with theoretical reflections. This organization can encouraging the resolution of some trends in the context of teacher training meetings: as the timid approach of materials provided and the contradictions, evident in the conceptions initial reading instruction and Literacy explained by teachers, these issues deserve to be problematized. We intend with this work to contribute in the reflections on alphabetization and literacy of teachers in early years of elementary school and expand them to the processes of deployment and implementation of common policy. Este trabalho aborda as propostas de alfabetiza??o e letramento nas pol?ticas educacionais, com ?nfase nos seus desdobramentos em Minas Gerais, e com especial interesse na forma??o continuada de professoras alfabetizadores dos primeiros do Ensino Fundamental de 9 anos. Trata-se de pesquisa qualitativa, fundamentada principalmente nos trabalhos de Magda Soares, S?rgio Leite, ?ngela Kleiman e na abordagem hist?rico-cultural de Vigotski em que, atrav?s do acompanhamento das reuni?es de M?dulo II, de forma??o continuada, busca-se analisar as propostas de instrumentaliza??o conceitual e t?cnica do trabalho das docentes de uma escola estadual mineira. Utilizamos como procedimentos a an?lise documental e a observa??o participante nestas reuni?es, buscando compreender a problem?tica investigada, que se refere ?s concep??es de alfabetiza??o e letramento das professoras de crian?as na fase inicial de alfabetiza??o e ?s formas pelas quais elas discutem-nas e buscam coloc?-las em pr?tica. Com as an?lises do material emp?rico, foi poss?vel identificar o lugar destinado aos materiais fornecidos pela Secretaria do Estado de Educa??o de Minas Gerais para fundamentar as pr?ticas pedag?gicas (os Cadernos do Centro de Alfabetiza??o e Letramento da Universidade Federal de Minas Gerais-Ceale/UFMG- e o material produzido para o programa de Interven??o Pedag?gica- PIP), bem como as concep??es das participantes das reuni?es sobre alfabetiza??o e letramento. Os resultados desta pesquisa indicam a necessidade de se estruturar e refletir sobre a possibilidade do trabalho coletivo na escola, contribuir com o desenvolvimento dos docentes e organizar pr?ticas pedag?gicas mais consistentes e coerentes com as reflex?es te?ricas. Esta organiza??o pode favorecer a supera??o de certas tend?ncias observadas no contexto das reuni?es de forma??o docente: como a t?mida abordagem dos materiais disponibilizados e das contradi??es evidenciadas nas concep??es de alfabetiza??o e letramento explicitadas pelas docentes, quest?es estas que merecem ser problematizadas. Pretende-se com este trabalho contribuir para reflex?es sobre alfabetiza??o e letramento de professoras dos anos iniciais do Ensino Fundamental e expandi-las para os processos de implanta??o e implementa??o de pol?ticas p?blicas.

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Balzan, Celso Sidinei. "Os desafios da implantação e implementação da pedagogia histórico crítica nos anos iniciais do ensino fundamental em Itaipulândia." Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/887.

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Made available in DSpace on 2017-07-10T16:17:05Z (GMT). No. of bitstreams: 1 Celso_ Balzan Mestrado.pdf: 911792 bytes, checksum: 6d33faff6d193c6477f5a226f58af47e (MD5) Previous issue date: 2014-08-19 The present research is situated in the framework of history of education and its purpose is to investigate the process deployment and implementation of historicalcritical pedagogy in the initial years of elementary school in Itaipulândia - Paraná. In it, we try to analyze the municipal educational trajectory articulating the social context with the main propositions of this pedagogical trend and the elaborated educational policies during the redemocratization of the Brazil. Based on documental and bibliographical analysis, we seek to discuss and understand the pedagogical proposal, its assumptions, characteristics and possibilities of the theoretical and practical referential. In addressing the specific conditions that focus on education, the school and the organization of the teaching work through the analysis of its historicaleducational trajectory, we intend to verify how the deployment and implementation of historical-critical pedagogy in the early years of elementary school in Itaipulândia occurred, examine the actions and achievements made, as well as understand the obstacles, the scope, limits and possibilities of this experience. A presente pesquisa situa-se no âmbito da história da educação e tem por objeto investigar o processo a implantação e implementação da Pedagogia histórico-crítica nos anos inicias do Ensino Fundamental de Itaipulândia-Paraná. Nela, procura-se analisar a trajetória educacional itaipulandiense articulando o contexto social com as principais proposições dessa tendência pedagógicae as políticas educacionais elaboradas a partir doperíodo de redemocratização do Brasil. Com base na análise documental e bibliográfica, objetiva-sediscutire entender essa proposta pedagógica,seus pressupostos, as características e as possibilidades desse referencial teórico-prático. Ao abordar as condições concretas que incidem sobre a educação, a escola e a organização do trabalho didático, por meio da análise de sua trajetória histórico-educacional, pretendemos verificar como ocorreuaimplantação e implementação da Pedagogia histórico-críticanos anos iniciais do ensino fundamental de Itaipulândia, examinar as ações e conquistas realizadas, bem como, entender os obstáculos, o alcance, os limites e as possibilidades dessa experiência.

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Rogério, Rosa Maria de Freitas. "Caminhos de professoras: o desenvolvimento profissional docente nos anos iniciais do ensino fundamental." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16062008-110057/.

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Este é um estudo sobre como professoras dos anos iniciais do Ensino Fundamental se desenvolvem profissionalmente e produzem sua profissão. Buscamos compreender de que forma o desenvolvimento profissional de professoras é influenciado pela experiência e pelas vivências de cada uma delas na trajetória da carreira. Para compreendermos esse desenvolvimento, adotamos como referência a Rede Municipal de Ensino de São Paulo porque essa apresenta elementos importantes para nosso estudo como, por exemplo, a existência de um estatuto que legitima a profissão docente e que proporciona para os professores oportunidades de desenvolvimento profissional dentro da sua jornada de trabalho. Para responder aos objetivos propostos pela pesquisa, convidamos três professoras da Rede Municipal de Ensino com diferentes anos de experiência docente e que estavam atuando nos anos iniciais do Ensino Fundamental em 2006. Na tentativa de captar o relato das experiências vividas pelas professoras buscou-se o apoio da História Oral porque esta permite apreender a experiência vivida por determinados indivíduos (três professoras) num contexto macro social (profissão docente). Buscamos também os estudos sobre a carreira do professor, de modo a refletir sobre o seu percurso profissional e compreender como ocorre o processo de desenvolvimento profissional. Os estudos sobre a profissão docente tiveram como base as contribuições do português António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) e das brasileiras Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) e Castro (2005). Sobre o conceito de desenvolvimento profissional, buscamos apoio em Nóvoa (1995a e 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a, e 2004b), Souza (2005) e Day (1999). A hipótese orientadora desse estudo consistiu em considerar que o percurso do desenvolvimento profissional, que aparece no relato das professoras, ajuda a compreender os modos de ser professor na escola pública contemporânea. Elaboramos três categorias que nos orientaram no momento da análise dos dados: relação com o conhecimento, formação contínua e autonomia. Ao final da pesquisa, chegamos ao entendimento de que ao longo dos anos da carreira o professor vai se desenvolvendo profissionalmente, vai refletindo sobre seu modo de ser e de estar na profissão e vai criando e modificando sua ação pedagógica. This is a study about how teachers of the initial years of the Basic Education are developing themselves professionally and how they are producing their profession. We search to understand how professional development of teachers is influenced by the experiences of each one of them during the career\'s trajectory. In order to understand this development, we adopt as reference the São Paulo\'s Municipal Education Net because it presents important elements four our study as, for example, the existence of a statute that legitimizes the teaching profession and that provides for the teachers opportunities of professional development inside their days\' work. To answer to the objectives considered for the research, we invite three teachers of the Municipal Education Net with different years of experience. These teachers were teaching to the initial years of Basic Education in 2006. In the attempt to catch the story of the experiences lived by the teachers, we search the Oral History\'s support because this allows us to apprehend the person\'s lived experience (three teachers) inside the social context (teaching profession). We also search teacher\'s career studies in order to reflect about its professional trajectory and to understand how the process of professional development occurs. The teaching profession\'s studies have been supported by the contributions of Portuguese António Nóvoa (1986, 1991, 1995a, 1995b, 1998, 1999 e 2000) and by the contributions of Brazilians Tanuri (1969 e 1979), Dias (2002), Marcílio (2005) and Castro (2005). The professional development\'s concept has been supported by the contributions of Nóvoa (1995a and 2000), Marcelo Garcia (1994), Almeida (1999a, 1999b, 2004a and 2004b), Souza (2005) and Day (1999). The hypothesis that guides this study consists of considering the professional development, that is in the teachers\' stories, as a help to understand the ways of being teacher in the contemporary public school. We elaborate three categories that have guided us during the data\'s analysis: relation with the knowledge, continuous formation and autonomy. To the end of the research, we reach the agreement that along the career\'s years the teacher have been developing itself professionally, have been reflecting about its ways of being in the profession and have been creating and modifying its pedagogic action.

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Lima, Vanda Moreira Machado. "Formação do professor polivalente e saberes docentes: um estudo a partir de escolas públicas." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12032009-111920/.

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A história educacional brasileira constitui-se de muita discussão e de uma ampla legislação educacional, que em sua maioria tem se tornando letra morta nas escolas. Assim a construção de uma escola pública democrática, inclusiva, crítica, reflexiva e de qualidade para todos, é ainda hoje, um enorme desafio. Desafio no qual o professor polivalente dos anos iniciais do ensino fundamental representa um elemento imprescindível, mas não o único. É ele o profissional que trabalha diária e diretamente na formação da base da escolaridade das crianças da escola pública. Tendo o professor polivalente como objeto deste estudo, desenvolvemos uma pesquisa qualitativa, cujo objetivo é ressignificar a importância do papel do professor polivalente dos anos iniciais do ensino fundamental da escola pública na atual conjuntura da sociedade brasileira, destacando seus saberes e os problemas na sua formação. Para alcançar esse objetivo, a pesquisa envolveu estudo bibliográfico, análise documental e entrevista reflexiva com vinte professores polivalentes dos anos iniciais das escolas públicas municipais de Dracena, Junqueirópolis e Tupi Paulista, interior do Estado de São Paulo. Os referenciais teóricos principais foram: Saviani, Pimenta, Libâneo, Szymanski, Tardif. Concluímos que os maiores desafios da escola pública são a qualidade do ensino, a realidade social das crianças, a ausência da família na vida escolar dos filhos e a ampliação do papel da escola na questão social. Na atuação do professor polivalente, as alegrias consistem na interação com a criança, no constatar seus avanços e desenvolvimento no processo ensino-aprendizagem. As dificuldades concentram-se, prioritariamente, na ausência da família na escolaridade do filho, na diversidade dos alunos em virtude da democratização do ensino e, em menor intensidade, nas críticas aos cursos de formação de professores e na desvalorização da escola pública e do professor. Quanto aos saberes docentes mais relevantes atualmente, os professores destacaram o saber do conhecimento, saber pedagógico, saber atitudinal e saber organizacional. Na construção desses saberes inúmeros espaços e atividades de formação foram priorizados, como a escola, os cursos de formação inicial e contínua, a interação com outros profissionais que vivenciaram experiências como professores polivalentes. A pesquisa evidenciou a importância do professor polivalente, a urgente necessidade de uma política pública de valorização para esse profissional, principalmente, quanto ao curso de formação inicial, para que forme o professor intelectual crítico reflexivo. Our history is constituted of a lot of discussion and wide educational legislation, which in its majority has been turning uncommon in schools. The construction of a democratic, critic, reflexive and inclusive public school, with quality for all, is until today, an enormous challenge. The challenges which the versatile initial years of elementary school teachers represent a very important part, but not the only one. It is the teacher the professional who works daily and directly on the basic children formation in public school education. This papers study object is the versatile teacher; it was developed a qualitative research, which aims to re-evaluate the importance of the versatile teacher\'s work in initial years of elementary public school in the conjuncture of Brazilian society nowadays, emphasizing the teachers knowledge and their formation problems. To reach this aim, the research involved bibliographical studies, documental analysis and reflexive interview with twenty versatile teachers of initial years from municipal public schools of Dracena, Junqueirópolis and Tupi Paulista São Paulo States interior cities. The main theoretical references were: Saviani, Pimenta, Libâneo, Szymanski, and Tardif. It was concluded that the public schools biggest challenges are the education quality, the children\'s social reality, the family absence in the children\'s school life and the enlargement of the school responsibilities in the social subject. In the versatile teacher\'s performance the success consists of the interaction with the child and of verifying their progresses and development in the teaching-learning process. The difficulties concentrate mainly on the family absence in the children\'s education, in the students\' diversity as a result of teaching democratization and, with less intensity, in the critics to the teachers\' formation courses along with public school and teacher depreciation. With reference to the more relevant teachers knowledge nowadays, they emphasized the knowledge of knowing, pedagogic knowledge, attitudinal and organizational knowledge. In the construction of this knowledge, many places and formation activities were prioritized, such as the school, the initial and continuous formation courses, and the interaction with other professionals that lived experiences as versatile teachers. The research evidenced the versatile teacher\'s importance; the urgent need of public politic of valorization for this professional, mainly for the initial formation course, so that it forms the intellectual critical reflexive teacher.

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Oliveira, Ricardo Benedito de. "Conhecimento geométrico de professores do Ensino Fundamental - anos iniciais : um estudo a partir do observatório da educação." reponame:Repositório Institucional da UFABC, 2016.

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Orientadora: Prof.ª Dr.ª Virginia Cardia Cardoso Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2016. Nossa investigação é de cunho qualitativo e se propõe a responder à seguinte questão: que conhecimentos de geometria os professores do Ensino Fundamental - anos iniciais mobilizam no laboratório de robótica com seus alunos? Nossos sujeitos de pesquisa ¿ cinco docentes dos anos iniciais de escolas públicas da rede municipal de São Bernardo do Campo (SP) ¿ participam do projeto "Observatório da Educação/CAPES - Rede Colaborativa de Práticas na Formação de Professores que ensinam Matemática: múltiplos olhares, diálogos e contextos", com o objetivo de ressignificar suas práticas docentes e obter novos conhecimentos. Realizamos a análise de quatro entrevistas semiestruturadas, sendo duas coletivas e duas individuais, onde obtivemos subsídios para responder à questão central desta investigação, com o auxilio do referencial teórico que foi fundamentando nos elementos: formação do professor polivalente; o ensino da geometria, na etapa inicial da escola básica; e a robótica educacional. Partindo da perspectiva teórica de Shulman (1986), percebemos que a literatura específica evidencia que o processo formativo, seja teórico ou prático, nos cursos de formação inicial, pouco contribui para complementar o conhecimento necessário para a prática profissional do professor. Já Nacarato (2003) e Curi (2004) apontam as inúmeras dificuldades que os docentes apresentam para abordar conhecimentos de geometria na sala de aula, uma vez que as pedagogas não tiveram durante sua formação profissional condições de desenvolverem um estudo mais aprofundado nesta área do conhecimento. Entretanto, Papert (1997) nos elucida que os avanços tecnológicos vêm criando novos espaços favoraveis à aprendizagem, um desses o laboratório de robótica. Nossas análises apontaram que, apesar de nossos sujeitos de pesquisa apresentar algumas carências conceituais em geometria, suas práticas pedagógicas, em atividades no laboratório que tematizaram esta área da matemática, foram realizadas efetivamente. Assim sendo, constatamos que a robótica surge como um recurso inovador no ambiente educativo para promover a aprendizagem dos alunos. Com relação aos conhecimentos mobilizados pelos nossos sujeitos, esses vêm trabalhando as noções básicas e introdutórias da geometria, específicas nesta etapa inicial de ensino, partindo de conceitos da geometria tridimensional (espaço), juntamente com a geometria plana, além de fazerem uso de outros recursos como a régua, esquadro e o compasso em suas atividades. Dentre alguns dos conteúdos trabalhados, temos as formas geométricas, as retas, as medidas e as dimensões. A robótica educacional, especificamente, permite aos alunos o trabalhado com conceitos de linha reta e a linha curva, os ângulos e as direções (direita, esquerda, frente), indispensáveis para que os veículos (robôs) superem os obstáculos. Concluindo, o ensino da matemática não tem contribuido para uma aprendizagem satisfatória dos alunos, porém nossa pesquisa revela que esta parceria entre a sala de aula e o laboratório de robótica se revela como uma metodologia eficiente que vem apresentando ótimos resultados. Our research is qualitative and proposes to answer the following question: what knowledge of geometry do the teachers of the early years mobilize in the laboratory of robotics with their students? Our research subjects - five teachers from the initial years of public schools of the municipal network of São Bernardo do Campo (SP) - participate in the project "Observatory of Education / CAPES - Collaborative Network of Practices in Teacher Training that teach Mathematics: multiple looks, dialogues and contexts "in order to re-signify their teaching practices and obtain new knowledge. We carried out the analysis of four semi-structured interviews, two collective and two individual, where we obtained subsidies to answer the central question of this investigation, with the help of the theoretical reference that was based on the elements: training of the polyvalent teacher; the teaching of geometry, in the initial stage of the basic school; and educational robotics. From the theoretical perspective of Shulman(1986), we notice that the specific literature shows that the formative process, whether theoretical or practical, in the initial training courses contributes little to complement the knowledge necessary for the professional practice of the teacher. Nacarato (2003) and Curi (2004) point out the many difficulties that teachers present in order to approach geometric knowledge in the classroom, since they did not have, during their professional training, the conditions to develop a more in-depth study in this area of knowledge. However, Papert (1997) elucidates that technological advances have been creating new spaces favorable to learning, one of them the laboratory of robotics. Our analyzes pointed out that, although our research subjects presented some conceptual deficiencies in geometry, their pedagogical practices in laboratory activities that thematized this area of mathematics were effectively realized. Thus, we verified that robotics emerges as an innovative resource in the educational environment to promote mstudent learning. With respect to the knowledge mobilized by our subjects, these have been working the basic and introductory notions of geometry specific in this initial stage of teaching starting from concepts of three-dimensional geometry (space) together with flat geometry, in addition to making use of other resources such as ruler , Square and the compass in their activities. Among some of the contents worked we have the geometric shapes, the straight lines, the dimensions and dimensions. Robotics specifically allows students, when programming robots, to work with straight-line concepts and the curved line, angles, directions (right, left, front) that are indispensable for vehicles to overcome obstacles. Concluding the teaching of mathematics has not contributed to a satisfactory learning of the students, however our research reveals that this partnership between the classroom and the robotics laboratory reveals itself as an efficient methodology which has been presenting excellent results.

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Van, Heerden Sene. "Newly qualified teachers ‘classroom practices as supported by initial teacher education." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2870.

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Thesis (MEd)--Cape Peninsula University of Technology, 2019. The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.

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Ribeiro, Rogério Marques. "Modelagem matemática e mobilização de conhecimentos didático-matemáticos na formação continuada de professores dos anos iniciais." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/7871.

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Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2016-10-07T19:43:07Z No. of bitstreams: 1 TeseRMR.pdf: 2759548 bytes, checksum: e63c93e4b3fd6a24e29170e1136ea329 (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T19:02:10Z (GMT) No. of bitstreams: 1 TeseRMR.pdf: 2759548 bytes, checksum: e63c93e4b3fd6a24e29170e1136ea329 (MD5) Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-14T14:16:31Z (GMT) No. of bitstreams: 1 TeseRMR.pdf: 2759548 bytes, checksum: e63c93e4b3fd6a24e29170e1136ea329 (MD5) Made available in DSpace on 2016-10-14T14:16:41Z (GMT). No. of bitstreams: 1 TeseRMR.pdf: 2759548 bytes, checksum: e63c93e4b3fd6a24e29170e1136ea329 (MD5) Previous issue date: 2016-02-29 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) This study has been as aims to investigate the continuing education of teachers who teach mathematics in the early years of Elementary School I, considering a learning environment from the perspective of Mathematical Modeling. It sought to investigate how this continuing education could contribute for reflections about the knowledge to teach mathematics at this education level. Through reflections and questioning over formation meetings, held an interaction between Modeling learning environment to continuous formation of teachers and categories for analysis of the teacher's knowledge proposed by Didactic-mathematical Knowledge Model (KDM), drawn up by Godino, as well as with the Mathematical Knowledge Model for Teaching, proposed by Ball and its collaborators. Teachers belonging to the staff of the public school system of the State of São Paulo attended this research of qualitative measures. The data of this investigation were produced through the audio and video records of formation meetings, by use of copybook, as well as through application of a questionnaire composed of open and closed questions. It can be inferred that, through discussions and reflections during the process of continuing formation, some elements that constitute the teacher’s didactic-mathematical knowledge emerged and were linked to the categories (i) Common Knowledge of the Content and (ii) Expanded Knowledge of Content, belonging to the KDM Math Dimension, as well as with the categories (i) Epistemic, (ii) of Interaction, (iii) of Mediation and (iv) Ecological, belonging to the KDM Didatic Dimension. By analyzing the adopted format for such formation, as well as the method of training implemented by the trainer, we consider that the modeling environment proposed has created opportunities to discuss not only the mathematical content into the classroom, but, mainly, provided discussions which enabled the mobilization of knowledge in a variety of contexts of the practice, contributing to the understanding of the importance of the reflections about the Didactic Dimensions and mathematics of the KDM to the teaching practice. Este estudo teve como objetivo investigar a formação continuada de professores que ensinam matemática nos anos iniciais do Ensino Fundamental I, considerando um ambiente de aprendizagem na perspectiva da Modelagem Matemática. Buscou-se investigar como esta formação continuada poderia contribuir para reflexões acerca do conhecimento para se ensinar matemática nesse nível de ensino. Por meio das reflexões e problematizações ao longo dos encontros de formação, realizou-se uma articulação entre o ambiente de aprendizagem de Modelagem para a formação de professores e as categorias para análise do conhecimento do professor de matemática propostas por meio do Modelo do Conhecimento Didático-Matemático (CDM), elaborado por Godino, assim como com o Modelo do Conhecimento Matemático para o Ensino, proposto por Ball e seus colaboradores. Participaram desta pesquisa, de cunho qualitativo, professoras pertencentes ao quadro da rede pública de ensino do Estado de São Paulo. Os dados desta investigação foram produzidos por meio do registro em áudio e vídeo dos encontros de formação, pelo uso do caderno de anotações, bem como por meio da aplicação de um questionário composto de perguntas abertas e fechadas. Pode-se inferir que, por meio de discussões e reflexões durante o processo de formação continuada, alguns elementos que constituem os conhecimentos didático-matemáticos do professor emergiram e foram articulados com as categorias (i) do Conhecimento Comum do Conteúdo e (ii) do Conhecimento Ampliado do Conteúdo, pertencentes à Dimensão Matemática do CDM, assim como com as categorias (i) Epistêmica, (ii) de Interação, (iii) de Mediação e (iv) Ecológica, pertencentes à Dimensão Didática do CDM. Ao analisar o formato adotado para essa formação, assim como a forma de condução implementada pelo formador, consideramos que o ambiente de Modelagem proposto criou oportunidades para que se discutissem não apenas o conteúdo matemático para a sala de aula, mas, principalmente, oportunizou discussões que permitiram a mobilização de conhecimentos em uma variedade de contextos da prática, contribuindo, assim, para a compreensão da importância das reflexões acerca das Dimensões Didática e Matemática do CDM para a prática docente.

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Lazzarin, Sandra Regina. "Estágio: eixo articulador da formação inicial de professores para os primeiros anos da educação básica." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9587.

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Made available in DSpace on 2016-04-27T14:30:42Z (GMT). No. of bitstreams: 1 Sandra Regina Lazzarin.pdf: 1353345 bytes, checksum: 71d86f1ce18ed2da23d305b320fd51d3 (MD5) Previous issue date: 2011-05-13 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The purpose of the present research is to provide elements to consider a new way to focus teacher training and to contribute with its resignification in Education courses. The study highlights aspects of the Program Bolsa Formação , which was implemented by Secretaria de Educação do Estado de São Paulo and might help reach the referred objective. Based on the methodology of qualitative approach through questionnaire and interview, the field research involved two groups of subjects for investigation: Education college students who act as student researchers in the Program Bolsa Formação and state public school regular teachers. The data were collected in one of the areas of a Diretoria Regional de Ensino located in eastern São Paulo city. The collected data were submitted to analysis and are part of the present study. In the first chapter, the student researcher is introduced to the context of the Program, as well as the other professionals who directly follow the student. The second chapter is focused on teacher initial education and the approach to school practice. In the third chapter, there is a discussion on the knowledge that is built by teachers who are involved in initial education training. In the fourth chapter, the training period is considered as a possibility of joining the teachers to basic schools based on specific educational politics. The fifth chapter brings the present thesis methodological procedures. In the sixth and seventh chapters, the collected data are analyzed and the field research results are presented. In the eighth chapter, some elements are pointed for the development of teacher education courses based on its resignification. Finally, the final considerations are presented in order to contribute to the continuity of the discussion on teacher initial education for the first years of basic school Esta pesquisa tem por objetivo oferecer elementos para se pensar em uma nova forma de trabalhar o estágio, contribuindo com sua possível ressignificação nos cursos de Pedagogia. O estudo destaca aspectos do Programa Bolsa Formação, implementado pela Secretaria de Educação do Estado de São Paulo, que podem contribuir com o objetivo anunciado. A partir da metodologia de abordagem qualitativa com a utilização de questionário e entrevista, realizou-se a pesquisa de campo envolvendo dois grupos de sujeitos investigados: estudantes do curso de Pedagogia que atuam como alunos pesquisadores no âmbito do Programa Bolsa Formação e professores regentes de escolas públicas estaduais. Como local para a coleta de dados, delimitou-se um dos setores de uma Diretoria Regional de Ensino localizada na região leste do município de São Paulo. Os dados coletados foram submetidos à análise e compõem este estudo. No primeiro capítulo, apresenta-se o aluno pesquisador no contexto do Programa, assim como os profissionais que o acompanham diretamente. No segundo capítulo, destaca-se a formação inicial de professores e as aproximações com o contexto de prática escolar. No terceiro capítulo, discutem-se os saberes construídos pelos professores em formação inicial. No quarto capítulo, considera-se o estágio como possibilidade de aproximação com a escola de Educação Básica a partir de políticas educacionais específicas. O quinto capítulo traz o percurso metodológico desta tese. No sexto e sétimo capítulos, explicitam-se os dados coletados, analisados e os resultados obtidos com a pesquisa de campo. No oitavo capítulo, indica-se alguns elementos para a realização de estágios em cursos de formação de professores a partir de sua ressignificação. E finalizando-se este trabalho, apresentam-se as considerações finais que contribuem para a continuidade do debate que ora se faz sobre a formação inicial de professores para os primeiros anos do Ensino Fundamental

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Oliveira, Luciane Paiva Alves de. "As contradições da disciplina corporal nas séries iniciais do ensino fundamental: Uma análise a partir da teoria crítica da sociedade." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/10574.

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Made available in DSpace on 2016-04-27T16:33:19Z (GMT). No. of bitstreams: 1 EHPS - Luciane P A de Oliveira.pdf: 3592409 bytes, checksum: a70e5d95acd86f55a7e0640c97e846ba (MD5) Previous issue date: 2006-09-28 This is an empirical research that analyzes the possible contributions corporal discipline may give to the formation process carried out in schools. Through a theoretical reflection it indicates that the discipline of body can appear as a potential element during the individuals cultural formation, thus collaborating so they can have access to knowledge that will allow them to think about those aspects that build up society. Nevertheless, it proposes to investigate if this fact is really accomplished during the students school lives. This research was executed by following-up teachers activities, as well as the trajectory of three students along the first part of cycle II of elementary teaching (the former third year of primary school). This study was performed in an Integral Education Center that belongs to Curitiba s municipal school system and the investigation focused on the Portuguese, gymnastics, mathematics, history/geography and arts classes. Data collection was made by means of observation, interviews and student evaluation school documents. The analysis used studies by Michel Foucault, but focused, fundamentally, on the contributions made by some authors of the Critical Theory of Society, especially Herbert Marcuse, Max Horkheimer and Theodor W. Adorno. In this sense, this research confirmed the hypothesis that, within school ambit, corporal discipline can be adjusted to performance instrumental interests, as well as to benefit the individuals reflexive formation, once it can help them to collect and communicate knowledge. Finally, there is the conclusion that those contradictions identified around corporal discipline are related to the ambiguities from the formation, itself, realized in this society Esta pesquisa empírica objetiva analisar as possíveis contribuições da disciplina corporal para o processo formativo realizado na escola. Por intermédio de uma reflexão teórica, indica que a disciplina do corpo pode surgir como um elemento potencial durante a formação cultural do indivíduo, colaborando para que ele tenha acesso a conhecimentos que lhe permitam refletir sobre os aspectos que compõem a sociedade. Todavia, se propõe a investigar se esse fato realmente se efetiva durante a trajetória escolar discente. A pesquisa foi efetuada por meio do acompanhamento da ação docente e do percurso de três alunos, ao longo da 1ª etapa do ciclo II do ensino fundamental (antiga terceira série do primário). O estudo foi realizado em um Centro de Educação Integral pertencente à rede pública municipal de Curitiba e a investigação centrou-se nas aulas de português, educação física, matemática, história/geografia e educação artística. Para a coleta dos dados foram utilizadas observações, entrevistas, bem como documentos escolares de avaliação dos alunos. Para a realização da análise, partiu-se dos estudos de Michel Foucault, mas concentrou-se, fundamentalmente, nas contribuições de alguns autores da Teoria Crítica da Sociedade, entre eles Herbert Marcuse, Max Horkheimer e Theodor W. Adorno. Nesse sentido, a pesquisa confirmou a hipótese de que, no âmbito escolar, a disciplina corporal pode tanto estar ajustada aos interesses instrumentais de desempenho, quanto beneficiar a formação reflexiva do indivíduo, uma vez que pode auxiliá-lo na captação e na comunicação dos conhecimentos. Por fim, concluiu que as contradições identificadas em torno da disciplina corporal se relacionam com as ambigüidades da própria formação realizada nessa sociedade

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Silva, Silvia Helena Ferr?o. "Professoras do 3? ano do Ensino Fundamental frente ?s dificuldades de aprendizagem em Matem?tica e ?s decis?es de encaminhamento para apoio psicol?gico e ou refor?o escolar." Pontif?cia Universidade Cat?lica de Campinas, 2014. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/726.

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Made available in DSpace on 2016-04-04T18:33:14Z (GMT). No. of bitstreams: 1 Silvia Helena Ferrao Silva.pdf: 1765995 bytes, checksum: d5d8a80eba8028ab8f87866ee7d926e4 (MD5) Previous issue date: 2014-02-03 This paper presents a study on the actions taken by teachers of the 3rd year of Elementary School, related to the decisions and referrals regarding the students indicated as having learning gap in Mathematics. Our question at issue is: How and why do referrals of students in the 3rd year of Elementary School with Mathematics difficulties occur in the teachers view? The main goal was to analyze, based on pieces of information from teachers of the 3rd year of Elementary School regular and special education classes the conceptions related to the Mathematics concepts learning difficulties found by students and the need for psychological referral or pedagogical remedial help. The research development brought indications with reference to the issue of children learning difficulties in Mathematics, their emotions during the learning process and the aspects regarding Mathematics teaching and learning in school. The data arose from semi-structured interviews with three teachers of the 3rd year two from the classrooms and the resource room teacher in two different moments: in the beginning of 2013 school year and in November of the same year; and also the documentation for the student referral to remedial classes and psychological support. During the interviews the participants pointed out that the initial training course didn`t offer them enough theoretical subsidies to perform in the teaching discipline of Mathematics to the initial years of Elementary School. It was also pointed that a lot of the learning difficulties of these students is generally related to Mathematics concepts that weren`t understood by them. Teachers considerations about the referrals of students with learning difficulties were analyzed, as well as their conceptions about how and why these referrals should happen. In addition, the documentation of a 3rd year student who attended the resource class and the psychological assistance for two years was analyzed. It has been concluded that the services of resource class and psychological assistance, both offered by the city council, do not become linked, then bringing little contribution to students progress. The considerations to evaluate the student`s development are evasive, advancing little to identify their difficulties and to show alternatives to those people who will keep working with children, what provides little contribution to cognitive and psychological development. O trabalho apresenta um estudo sobre as a??es de professoras do 3? ano do Ensino Fundamental, relacionadas ?s decis?es e encaminhamentos referentes aos alunos indicados como portadores de defasagem de aprendizagem em Matem?tica. Nossa quest?o problema assim se configura: Como e por que ocorrem os encaminhamentos de alunos com dificuldades relacionadas ? Matem?tica em sala de 3? ano do Ensino Fundamental de uma rede p?blica municipal na vis?o das professoras? Teve por objetivo analisar, a partir das informa??es de professoras do 3? ano do Ensino Fundamental da sala regular e de educa??o especial as concep??es relacionadas ?s dificuldades encontradas pelos alunos ao aprender conceitos matem?ticos e a necessidade de encaminhamento psicol?gico ou de refor?o pedag?gico. No desenvolvimento da pesquisa trouxemos apontamentos relativos ?s quest?es das dificuldades de aprendizagem das crian?as em Matem?tica, das suas emo??es no percurso da aprendizagem e de aspectos relacionados ao ensino e ? aprendizagem de Matem?tica na escola. Os dados originaram-se das entrevistas semiestruturadas realizadas com tr?s professoras de 3? ano duas de sala de aula e a professora da sala de recurso em dois momentos diferentes: no in?cio do ano letivo de 2013 e no m?s de novembro do mesmo ano. Ainda, de documenta??o relativa ao encaminhamento do aluno para sala de refor?o e de atendimento psicol?gico. Nas entrevistas as participantes indicaram que o curso de forma??o inicial n?o lhes ofereceu subs?dios te?ricos suficientes para a atua??o na doc?ncia na disciplina de Matem?tica para os anos iniciais do Ensino Fundamental. Tamb?m que muitas das dificuldades de aprendizagem destes alunos, de maneira geral est?o relacionadas com os conceitos matem?ticos n?o compreendidos por eles. Analisamos as considera??es das professoras referentes ao encaminhamento de alunos com defasagem de aprendizagem, suas concep??es sobre como e por que esses encaminhamentos devam se dar. Ainda, a documenta??o de um aluno de 3? ano, que freq?entou por dois anos a sala de recurso e o atendimento psicol?gico. Conclu?mos que os servi?os de sala de recurso e atendimento psicol?gico, ambos oferecidos pela prefeitura, n?o se articulam, trazendo pouca contribui??o para os avan?os dos alunos. As considera??es para avaliar o desenvolvimento do aluno se fazem evasivas, pouco avan?ando no sentido de identificar suas dificuldades e de apresentar alternativas para o trabalho daqueles que com a crian?a v?o continuar atuando, o que proporciona pouca contribui??o para os avan?os cognitivos e psicol?gicos.

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Smith, Gardner R. "Control : the initial year of implementation of Muncie, Indiana's HOPE VI Project." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1327781.

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This study analyzes the first year of a planned five-year implementation of Millennium Place, a HOPE VI-funded project located in Muncie, IN, focusing on those implementing it. To determine what was important in the work of those implementing it, a series of interviews were conducted with key personnel from the various agencies that collaborated in implementation. Although the participants were asked a variety of questions about their work, the interviews focused on what they found to be the biggest challenges in their work. The interviews were transcribed and methodically analyzed, and a series of reoccurring themes emerged, with the issue of control being the most prominent. Recommendations based on the findings were then developed, both for implementation as well as for possibilities for further study regarding the HOPE VI program as a whole. Department of Urban Planning

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Mantle, Melissa J. H. "Reflective learning by post-graduate student teachers in their initial teacher education year." Thesis, University of Brighton, 2016. https://research.brighton.ac.uk/en/studentTheses/7ded9761-708b-43a6-884b-20e831cb5c94.

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Student teachers are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This is a study of student teachers’ ability to reflect on their experience of teaching. This thesis is a qualitative study which forms one part of a longitudinal action research project studying whether and how different reflective learning activities introduced into a PGCE programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the processes of reflection of students relating to their teacher training. The study took place over a one-year period in one teacher training institution. There were 13 participants aged 22 or 23 years, who were all taking a post-graduate route into teaching Physical Education. The data arose from student responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy.

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Brenes, Carvajal Marlene Gerardina del Carmen. "Initial development of English language teachers in Mexico." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/45945.

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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Department of Linguistics, 2009. Bibliography: p. 167-188. Introduction -- Contextual background -- Literature review -- Methodology -- Pre-service teachers' beliefs about being a teacher -- Practicum students' beliefs about the teaching experience -- Teachers' first year experience: beliefs and reflections -- Conclusions. This research focuses on the analysis of the beliefs of pre-service Mexican student-teachers from a public university in central Mexico who have learned English as adolescents or young adults. Specifically, it examines their beliefs about teaching and about themselves as English teachers in different stages of initial professional development. The participants reflected on their experiences as English language learners, students, teaching practicum students and as first year teachers in a follow up study. -- This thesis is composed of three studies that are linked by involving the same participants. The studies follow these participants through different stages in their initial development as teachers.The research is set within the qualitative research paradigm and draws on qualitative data and interpretive analysis. The data were retrieved using the following procedures: autobiographies, a focus group interview, journals, personal interviews and short narratives. -- Responses to the following research questions emerged through the different stages of this thesis. 1. What initial beliefs do pre-service and beginning students hold about being a teacher? 2. Do these beliefs evolve or change during the initial stages of their teacher development? 3. Do their experiences during their initial stages of their development influence their beliefs? -- There is little research on English language teacher beliefs in Mexico. It is considered that research in this area can contribute to the understanding of the processes of what English language teachers' beliefs are and how they evolve or develop over time and the influences that they may have on the actual teaching process. This research may contribute to bring to the attention of English language teacher preparation programs the necessity of providing opportunities for student-teachers to unpack their beliefs and reflect and view them in the light of the courses and their practice in order to create an understanding of the Mexican educational context of which they will be a part. Mode of access: World Wide Web. viii, 265 p

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Mikula, Annette M. "Analysis of the implementation of a full-time teacher mentor program for initial educators in the Sun Prairie area school district." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006mikulaa.pdf.

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Dissertations / Theses on the topic 'Initial years'

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