O falar paranaense

This book didactically addresses relevant issues for researchers in the linguistic field as well as professors, journalists and whoever else is interested in understating the so called “paranaense dialect”. It is relevant to clarify, however, that there is not one single dialect from Parana as the state has three distinctive dialectal areas. That means the traditional speech from the state corresponds to its historical settlement. The first area dates back to the XVIII century in the center-south-coast direction; the second area dates from the 1920´s and 1930´s matching the arrival of immigrants from Rio Grande do Sul and Santa Catarina in the search for new territories, clearing forestry regions from the Southwest and Western regions in Parana, turning them into harvesting areas. The third linguistic area corresponds to the North and Northwest of Parana, which were colonized in the 1940´s and 1950´s by immigrants from Minas Gerais and São Paulo who came to grow coffee plants in its rich red land. Such dialectal diversity constitutes only a small fraction of what is understood as the Brazilian Portuguese. So, having it described means to collaborate to map the great linguistic mosaic that characterizes the whole Brazilian territory. We then seek to offer readers a small sample of the analyses carried out by researchers concerning the different performances of the Portuguese spoken in Parana (Banco VARSUL, ALERS, Atlas Linguístico do Paraná, Banco VARLINFE). We expect these findings encourage new approaches and Linguistic studies from other regions of the state.

Remição pela leitura: o letramento literário ressignificando a educação na prisão

Acompanha: Remição pela leitura: o letramento literário ressignificando a educação na prisão

Uma prática colaborativa na construção do portifólio educacional

Acompanha: Unidade didática: elementos de astronomia e energia

A história da ciência como subsídio para a construção do conhecimento do conceito da dupla hélice

Acompanha: Dupla-hélice: a construção de um conhecimento

Clássicos do terror como proposta de letramento literário: Machado e Stevenson em sala de aula

Acompanha: Da crueldade à duplicidade da alma humana: sequência expandida a partir de clássicos do terror

Educação na era do hipertexto: uma experiência diferenciada na biologia

Acompanha: Sequência didática: trabalhando o conceito e as características dos fungos: pesquisa de campo para identificação dos fungos

Atividades mediadas como colaboração para aprendizagem de conceitos científicos sobre doenças epidêmicas

Acompanha: Sequência didática interativa para o ensino de doenças epidêmicas

Formação do pensamento científico durante o processo de alfabetização científica no ensino de teorias atômicas e elementos químicos

Acompanha: Sequências didáticas para o ensino de teorias atômicas e elementos químicos

Ensino dos números racionais comparando medidas de unidade

This research aimed to investigate the possibility to develop the process of teaching and learning of the division of rational numbers with guided tasks in interpretation of measure. Adopted as methodology the Didactic Engineering and a didactic sequence in order to develop the work with students of High School. Participated of training sessions twelve students of one state school of Porto Barreiro city - Paran´a. The results of application of the didactic engineering suggest the importance of utilization of guided tasks in interpretation of measure, since strengthened the understanding, on the part of students, the concept of division of fractional rational numbers and contributed for them develop the comprehension of others questions associated to the concept of rational numbers, such as order, equivalence and density.

Metodologia de ensino do conceito de função exponencial à luz da teoria das situações didáticas

This essay presents a proposal on methodology over the mathematical object Exponential Function which enables the development of interpretative and creative skills with potential meaning to the students starting from a didactic sequence structured on the light of The Theory of Didactic Situations from Guy Brousseau and, from the Records of Semiotic Representation of Duval, providing interactions among the students, the teacher and the environment of cooperative learning where the students feel free to express their own ideas as well as to suggest their own approaches. The methodology presented has been developed according to the students first knowledge, valuing their different ways of registering, which have such an important role during the teaching and learning processes. The proposal has been applied to the students from the first year of high school of Colégio Estadual José de Anchieta Ensino Fundamental e Médio, located in a town called Dois Vizinhos –Paraná. In order to the development of the research the methodological tool Didactic Engineering Artigue which consists in a methodology developed only to the research with didactic situations. The main goal has been reached at first, which was to work on the conceptual part of the Exponential Function, the relation of dependence and its main characteristic so that the variable part is in the exponent. Moreover with no imposition but starting from suitable didactic situations, the students were able to realize that they could solve the problems which involve the exponential function and furthermore create new problems (according to their universe) modeled by this kind of function. Its believed that the methodology based on the theory of didactic situations, analysis of students registers, observation on mistakes and obstacles as well as reflections over the aspects of the didactic contract are of fundamental importance to the teaching practice and determinant during the teaching-learning process.