Os animais n��o humanos no material didático do programa S��o Paulo Faz Escola

The relationship between humans and non-human animals dates back to the Prehistoric Era, when groups of humans migrated from the nomadic and extractive stage to sedentariness, starting to develop agriculture and animal husbandry. Ancient Greek philosophy, notably the Aristotelian school of philosophy, posited that nature has not done anything for nothing, and all things have a purpose: plants were created for the sake of animals, and these for the good of men, while the Bible preaches the view that the world was created for the good of men and other species were subordinated to their wants and needs. During the Renaissance, centuries XIV to XVI, anthropocentrism was established as the main philosophical concept. However, in relation to the treatment of animals, Renaissance did not differ substantially from medieval scholasticism, considering animals like machines, devoid of pain and immortal soul. In this context, scientific knowledge about plants, non-human animals and nature in general, is built on anthropocentric values, thus influencing the construction of school education in the disciplines of Science and Biology. Nowadays, at S��o Paulo state schools, specifically in the Ensino Fundamental II (6th to 9th grade), the program of the discipline Ci��ncias da Natureza e suas Tecnologias is set by the Curr��culo Oficial do Estado de S��o Paulo, via the S��o Paulo Faz Escola Program, implemented by the Secretaria Estadual de Educa����o in 2010. This documentary research used the methodology of Content Analysis and aimed to analyze the presentation of non-human animals in Caderno do Professor and Caderno do Aluno, from 6th to 9th grades of the discipline Ci��ncias da Natureza e suas Tecnologias. The analysis of the courseware revealed that its contents were influenced by the anthropocentric view, in both implicitly and explicitly ways, conveying anthropomorphic, utilitarian, stereotyped and derogatory statements towards...

A ret��rica da linguagem cient��fica: das bases te��ricas �� elabora����o de material didático para o ensino superior de Qu��mica

This work is part of a study that focused on analyzing the contributions of didactic activities related to scientific language rhetoric characteristics aimed at developing students' abilities to identify such characteristics in chemistry scientific texts and critical reading of those texts. In this study, we present the theoretical basis adopted to determine the scientific discourse characteristics and for the production of the didactic material used in those activities. Latour, Coracini and Campanario studies on persuasive rhetorical strategies present in scientific articles aided the production of such material.

A injun����o em livros didáticos de l��ngua portuguesa do 4�� e 5�� anos do ensino fundamental

This investigation aims at identifying, describing, analyzing and interpreting how textbooks on Portuguese Language approach, beginning with the linguistic material, the effects of sense in texts that predominately employ injunctives. The corpus of this study is comprised of six collections of textbooks on Portuguese Language, which are part of the National Program Guide for Textbooks (PNLD) from 2010, adopted by the public schools in the city of Natal and the object of study for the Read/Tell Project of the Educational Observatory of the Federal University of Rio Grande do Norte (UFRN). Textbooks from the 4th and 5th grades, Elementary School, were analyzed ��� 12 copies total. For the analysis, we selected 16 writing proposals of injunctive texts. Our study is based on theoretical discussions by Adam (2001a, 2001b) with regard to the genre of: inciting to action. In addition, we consider the work of Koch and F��vero (1987), Koch and Elias (2009), Marcuschi (2003, 2008) Pery-Woodly (2001), Rodrigues (2013), Travaglia (1992, 2007) and Rosa (2007). With respect to discussions on textbooks, we refer to Choppin (2004, 2009), Batista (2003, 2009), Rojo e Batista (2005), and with regard to Portuguese Language textbooks specifically, we consider Soares (1998, 2001, 2004) and Bunzen and Rojo (2005). The proposals for writing in injunctive texts, in the collections analyzed, are tips/recommendations, instructions on making toys and/or games, travel itineraries and cooking recipes, such that 69% of them appear in the 4 th grade textbooks and only 31% appear in the 5th grade textbooks. With respect to the linguistic elements responsible for the construction of directive speech acts and the effects on sense produced by them, the data shows that 50% of the writing proposals do not exploit linguistic categories that implicate the effects on sense using injunctives, or rather, there is no work done dealing with linguistic analysis, while 33% mention the imperative mode and 17% investigate infinitive verbs. In this dissertation, the textual plans of incitation to act genres were studied and in them the linguistic materiality that vehicles injunction. This study might contribute to the improvement of Portuguese language teaching in what concerns the articulation of grammatical studies to textual sequences/types, mainly in the case of Portuguese language textbooks for the 4th and 5th grades of Elementary School.

Pr��ticas de ensino por investiga����o nas aulas de ci��ncias desenvolvidas nos anos iniciais do ensino fundamental

Acompanha: Material de apoio para os professores das escolas municipais de Curitiba: propostas de pr��ticas de ensino por investiga����o nas aulas de ci��ncias dos anos iniciais do ensino fundamental.

A pertin��ncia da produ����o dos g��neros orais nas aulas do 6 ao 9 ano do ensino fundamental

Esta disserta����o se prop��e a analisar e a dimensionar a relev��ncia que as propostas de produ����o de texto oral recebem nos livros didáticos do 6 ao 9 ano do Ensino Fundamental selecionados e indicados pelo Minist��rio da Educa����o, em seu Guia do Programa Nacional do Livro Didático (PNLD), em contraste com as de produ����o escrita. Tamb��m analisa a adequa����o dos g��neros textuais trabalhados em tais propostas, tendo em vista a prepara����o do aluno para o exerc��cio da cidadania e a participa����o no mercado de trabalho por meio do dom��nio da linguagem oral, conforme orienta����o dos Par��metros Curriculares Nacionais (PCN). Na impossibilidade de se analisarem todas as cole����es indicadas no referido documento, optou-se por selecionar as duas mais frequentemente adotadas nas escolas p��blicas em todo o territ��rio nacional. Cumpre ressaltar que os PCN, documento oficial que apresenta um conjunto de orienta����es te��ricas e metodol��gicas para o ensino de L��ngua Portuguesa, colocam em evid��ncia o estudo dos g��neros textuais como um dos eixos do trabalho com a l��ngua materna e t��m abrang��ncia nacional naquilo que recomendam. O PNLD, por seu turno, garante a quase trinta milh��es de alunos brasileiros do 6 ao 9 anos do Ensino Fundamental o acesso a livros didáticos de seis componentes curriculares, incluindo a L��ngua Portuguesa, da�� a relev��ncia da pesquisa. Os resultados da investiga����o apontam para uma menor relev��ncia atribu��da �� oralidade nas cole����es analisadas, apesar da conson��ncia das obras com as orienta����es dos PCN, as quais recomendam que sejam priorizados os g��neros textuais da comunica����o p��blica. O presente trabalho ainda sugere linhas de a����o no ensino da l��ngua materna, de modo a refor��ar, no aluno, o uso de variedades lingu��sticas orais publicamente adequadas, visando �� participa����o social mais ampla e leg��tima, ��s exig��ncias do mercado de trabalho e �� realiza����o plena do indiv��duo que pensa e tem necessidade pr��tica de exprimir seus anseios

Mudan��as no uso da fotografia em livros de hist��ria e geografia para o ensino fundamental

Disserta����o apresentada ao Programa de P��s-gradua����o em Comunica����o - Mestrado da Universidade Municipal de S��o Caetano do Sul.

Programa postural para escolares do ensino fundamental

�� sabido que crian��as e adolescentes podem ser acometidas de dor nas costas de forma aguda ou at�� mesmo cr��nica (SALMINEN, PENTTI E TERHO, 1992; KRISTJ��ND��TTIR, 1996; WEDDERKOPP et al. 2001). Essa ocorr��ncia muitas vezes est�� associada ��s atividades escolares que fazem parte do cotidiano desta popula����o (SOUZA, ��VILA E MORO, 1999; GRIMMER E WILLIAMS, 2000). Os programas de preven����o, baseados nos princ��pios da Escola Postural (SOUZA, 1996), podem ser uma alternativa para minimizar os efeitos provocados pela repeti����o excessiva dos movimentos, na medida em que os discute e pratica de forma biomecanicamente adaptada a sua realidade (M��NDEZ E G��MEZ-CONESA, 2001; CARDON, DE CLERCQ E BOURDEAUDHUIJ, 2002). Este trabalho situa-se nessa perspectiva. Seu objetivo foi verificar a influ��ncia do Programa Postural para Escolares do Ensino Fundamental na (1) execu����o e (2) aplica����o das Atividades de Vida Di��ria (AVD���S) dos escolares, na (3) forma como percebem e justificam suas posturas frente a algumas tarefas escolares cotidianas e na (4) Amplitude de Movimento Articular do tornozelo, quadril e coluna lombar. A amostra foi composta de um grupo controle (n=29; idade m��dia=15,38 anos ��0,97) e um grupo experimental (n=32; idade m��dia=14 anos ��0,93), selecionados intencionalmente. O Programa postural consistiu em vinte encontros de 50 minutos cada, duas vezes por semana. Os encontros eram te��rico-pr��ticos e abordavam as atividades de vida di��ria relacionadas ao cotidiano escolar: sentar, permanecer sentado, permanecer sentado para escrever em sala de aula, transportar o material escolar e pegar objetos leves e pesados do ch��o Foram seis os instrumentos utilizados para avaliar o programa: (1) Observa����o das Atividades de Vida Di��ria atrav��s de V��deo (ROCHA e SOUZA, 1999); (2) Question��rio sobre as Atividades de Vida Di��ria ��� Vers��o para os Escolares; (3) Observa����o da Postura Sentada para Escrever em Sala de Aula; (4) Question��rio sobre as Atividades de Vida Di��ria ��� Vers��o para os Pais; (5) Entrevista sobre as respostas dos escolares ao seus question��rios sobre as AVD���S e (6) mensura����o da Amplitude de Movimento Articular do tornozelo, quadril e coluna lombar. Os grupos realizaram todas as avalia����es tanto no pr��-teste quanto no p��s-teste mas apenas o grupo experimental participou do programa postural. Os resultados mostraram que o Programa Postural influenciou significativamente o grupo experimental nas Atividades de Vida Di��ria (Instrumento 1; p���0,004), nas tarefas de sentar e sentar para escrever (Instrumento 2; p���0,02) e na postura sentada para escrever em sala de aula (Instrumento 3; p=0,001). Al��m disso, as respostas dos alunos ��s entrevistas mostraram que houve modifica����o qualitativa na forma de analisar as posi����es assumidas no ambiente escolar. N��o foi observada influ��ncia estatisticamente significativa do Programa no question��rio sobre as atividades de vida di��ria ��� vers��o para os pais (Instrumento 4) e na avalia����o das amplitudes de movimento articular (Instrumento 6). Concluiu-se com este estudo que o Programa Postural para Escolares do Ensino Fundamental foi eficiente na melhoria da execu����o das AVD���s dos participantes, especialmente nos atos de sentar e permanecer sentado para escrever, assim como, na aplica����o da postura sentada para escrever em sala de aula.

Luz e cores : uma proposta interdisciplinar no ensino fundamental

Este trabalho apresenta uma proposta de atividades desenvolvidas na oitava s��rie do Ensino Fundamental, explorando o tema Luz e Cores, a partir de uma abordagem essencialmente conceitual. Considerando as especificidades dessa s��rie quanto ao n��vel de desenvolvimento cognitivo do aluno e quanto ao que �� encontrado sobre a referida s��rie nos Par��metros Curriculares Nacionais, abordamos o tema escolhido de forma interdisciplinar, possibilitando uma vis��o integradora das ci��ncias por meio de rela����es com assuntos, tais como Fotografia e Arte. A possibilidade de adapta����o da proposta a outros n��veis de ensino, conforme relatamos nas atividades desenvolvidas com alunos da Educa����o Infantil, da segunda s��rie do Ensino Fundamental e da segunda s��rie do Ensino M��dio, al��m de p��blicos diversos, como mostramos nas oficinas com profissionais de diferentes ��reas de atua����o, s��o fatores relevantes no trabalho. Buscando facilitar a aplica����o da proposta no sentido de garantir material vi��vel, de custo baixo, acess��vel a todas as escolas e com bons resultados experimentais, apresentamos medidas que realizamos sobre espectros de transmiss��o de filtros de cor, confeccionados em papel celofane ou impressos em transpar��ncias para impressoras jato de tinta, comparando sua qualidade a de filtros obtidos em ind��strias especializadas.

O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos didáticos

PASSEGGI,Luis ��lvaro Sgadari. O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos didáticos. Revista do GELNE, Fortaleza, v.4, n.1, p. 122-124, 2002.

Ensino de matem��tica, hist��ria da matem��tica e artefatos: Possibilidade de interligar saberes em cursos de forma����o de professores da Educa����o Infantil e anos iniciais do Ensino Fundamental.

This work is located at the shield of research that defends the use of Mathematics History, based on the utilization of historical artifacts at teaching activities, at Mathematics classrooms, and at graduation courses for teachers of Elementary School and of the first grades of High School. The general objective is to examine the possibility of the use of historical artifacts, at teaching activities, at graduation courses for teachers of Elementary School and of the first grades of High School. Artifact, at this work, is comprehended as objects, documents, monuments, images and other kinds of materials that make sense to the Human actions at the past and that represent what have been said and done at the Human history. At the construction of the theoretical-methodological way of the research we have based ourselves upon the ideas of the authors that are engaged at the teachers formation; at researchers adherents to the use of Mathematics History (MH) as a methodological resource, and at studies accomplished that elucidate the role of the artifacts at the history and as a mediatory element of learning. We defend the thesis that the utilization of historical artifacts at teaching activities enables the increasing of the knowledge, the development of competencies and essential abilities to the teacher acting, as well as interact at different areas of the knowledge, that provides a conception of formation where the teacher improves his learning, learning-doing and learning-being. We have adopted a qualitative research approach with a theoretical and pratic study disposition about the elements that contribute to the teachers works at the classroom, emphasizing the role of the Mathematics history at the teacher s formation and as a pedagogical resource at the mathematics classroom; the knowledge, the competencies and abilities of the historical artifacts as an integrative link between the different areas of the knowledge. As result, we emphasize that the proposition of using the MH, through learning activities, at the course of teacher graduation is relevant, because it allows the investigation of ideas that originate the knowledge generated at every social context, considering the contribution of the social and cultural, political and economical aspects at this construction, making easy the dialog among the areas and inside of each one The historical artifact represents a research source that can be deciphered, comprehended, questioned, extracting from it information about knowledge of the past, trace and vestiges of the culture when it was created, consisting of a testimony of a period. These aspects grant to it consideration to be explored as a mediatory element of the learning. The artifacts incorporated at teaching activities of the graduation courses for teachers promote changes on the view about the Mathematics teaching, in view of to privilege the active participation of the student at the construction of his knowledge, at the reflection about the action that has been accomplished, promoting stimulus so the teachers can create their own artifacts, and offer, either, traces linking the Mathematics with others knowledge areas.

Dificuldades de aprendizagem sobre conceitos de gen��tica no ensino fundamental

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Saberes de astronomia no 1�� e 2�� ano do ensino fundamental numa perspectiva de letramento e inclus��o

This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Par��metros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents