Ampliação do Setor de Aulas Teóricas IV - UFRN: proposta arquitetônica baseada no conceito da flexibilidade e adaptabilidade, utilizando os parâmetros de conforto ambiental

In recent years, the Universidade Federal do Rio Grande do Norte (UFRN) has come through an intense process of expansion, common for the Instituições Federais de Ensino Superior (IFES) - Higher Education Institutions – since the implantation of the Programa de Reestruturação e Expansão das Universidades Federais (REUNI), a program of restructuring and expansion of the federal universities. The incentives made at UFRN can be seen into the expansion of the fields of teaching, research and extension, besides hiring human resources and adaptation / expansion of physical spaces. The focus of the UFRN at the technological area through the project (REUNI) has reflected in a significant expansion of the physical structure of the Center of Technology, area where the section of classes IV remains being the main set of rooms that supports the demand of the courses in the technological area, in which highlights the lack of classrooms. In this sense, the work presented here, proposes an architectural blueprint for expanding the physical space of this sector, based in this main parameters: (i) the spatial flexibility that attends the varying numbers of students per class; (ii) the environmental comfort, using the parameters and guidelines constructive for the Bioclimatic Zone 8; (iii) the requirements contained in the rules of ABNT NBR 9050:2004, 9077:2001 and NBR NBR 15220-3:2003. The architectural proposal used the maximum template allowed by the UFRN Central Campus Master Plan, four floors, considering the existing building (area equal to 7413.95 m²) as the ground floor and the extension proposed distributed on three floors, with an area of around 2,535, 00 m² each, making up a total of 7602.65 m² of total area built

História da matemática e teatro nas aulas sobre Teorema de Tales: um script proposto

This study will present the results of an investigation of how the history of mathematics and theater can contribute to the construction of mathematical knowledge of students in the 9th year of elementary school, through the experience, preparation and execution of a play, beyond presentation of the script. This brings a historical approach, defining space and time of events, putting the reader and viewer to do the route in the biography of Thales of Miletus (624-546 a.C), creating situations that led to the study and discussion of the content related to the episode possible to measure the height of the pyramid Khufu and the Theorem of Thales. That said, the pedagogical proposal implemented in this work was based on theoretical and methodological assumptions of the History of Mathematics and Theatre, drawing upon authors such as Mendes (2006), Miguel (1993), Gutierre (2010), Desgrandes (2011), Cabral (2012). Regarding the methodological procedures used qualitative research because it responds to particular issues, analyzing and interpreting the data generated in the research field. As methodological tools we have used participant observation, the questionnaire given to the students, field diary and dissertativos texts produced by students. The processing and analysis of data collected through the questionnaires were organized, classified and quantified in tables and graphs for easy viewing, interpretation, understanding and analysis of data. Data analysis corroborated our hypothesis and contributed to improving the use and display of the play as a motivating activity in mathematics classrooms. Thus, we consider that the script developed, ie the educational product proposed will bring significant contributions to the teaching of Mathematics in Primary Education

A intercompreensão em Línguas Românicas nas aulas de Espanhol: o que querem e o que podem essas línguas?

The official documents that guide the teaching and learning process of a Foreign Language in Brazil, Parâmetros Curriculares Nacionais de Língua Estrangeira, suggest a linguistic and intercultural communication as the main objective of teaching a foreign language inorderto contribute withareflexive formation of the students.Toachieve this goal, a Virtual Interchange was realized connecting distant places like Córdoba, in Argentina, and Natal in Brazil, between High School students through Moodle platform and Facebook. The Interchange is based in the Intercomprehension in Romance Languages(IC) guidelines, inthiscase between Portuguese and Spanish, according to which every student speaks their own language and makes an effort to comprehend the others througha collaborative process thatgo es beyond the limits of mere linguistic objectives and favors the students’ reality acceptance before the diversity. This qualitative study with thno graphic characteristic stries to know whe ther differentiate projects can increase students’ interest to learn the target language. It was also set as an aim of this study to develop the intercultural competence of our students and foster the respect for different cultures. In the case of Argentinian and Brazilian students, wetried to promote reflection about social representation trying to destroy stereotypes between both groups. As methodological resources, we used interviews, questionnaires and intercomprehension activities during the Project, as well as a participant observation of the interactions betweenthe students of both countries.Webe lieve tobe contributing towards the integral formation ofth student asacriticalcitizenthatthinksa bouttheir posture before the world, which is one of the formal education aims according to Parâmetros Curriculares Nacionais. Our theoretical foundation is based on Intercomprehension in Romance Languages (IC) as a plurilingualism didactics, (JAMET AND SPIŢĂ 2010; ARAÚJO AND SÁ et al., 2003; CAPUCHO, 2010; ANDRADE etal.,2003), some the oriesaboutinter culturalisman didentity(Vallespir, 1999;DUARTE&SANCHES,2004; REVUZ,1998;SILVA,2000;CHAUÍ2006; SERRANI-INFANTE 1998), motivation and second language learning (DECI & RYAN, 1985; DÖRNYEI AND OTTÓ, 1998; DÖRNYEI, 2000, 2001; 2011) and Significant Learning Theory (AUSUBEL, 1968). The results show an increase of students’ motivation when in contact with the target language through dynamic activities in an IC context. Moreover, we noticed that a deeper thinking aboutthe Argentinian culture helped to deconstruct previous cultural representation.

Avaliação Pós-Ocupação da iluminação natural das salas dos setores de aulas teóricas da Universidade Federal do Rio Grande do Norte

The objective of this study is to assess the natural light of the classrooms sectors, at Universidade Federal do Rio Grande do Norte. It was applied the Post-Occupation Evaluation technique, by using questionnaires and brightness levels measurements inside the classrooms. In order to check the users satisfaction degree, it was initially done a general approach on the related aspects to natural light: their characteristics, availability, sources, opening systems and evaluating tools. It was also determined the necessary brightness levels for the activities development in the classroom and the Post-Occupation Evaluation technique used in the search analyses. Then, it was made the UFRN Campus` characterization; the models` definition which formed the data collection basis; the detailing of the procedures used in the research, the processing description and the data analysis. Subsequently, the results that clarify the issues raised were shown through quantitative and / or qualitative data analyses. This research notes a high level of satisfaction by the users, despite some problems such as the reflections occurrence on the board, the lack of uniformity and, occasionally, the brightness low levels