Objetos de aprendizagem e alfabetização: a proposição de um encontro

This study investigates the development of Learning Objects for the literacy of children. It aims to know based in the notion of literacy teachers the main factors of academic failure in literacy and researching in Brazil, as well as identify relevant activities in the literacy process of children to support the creation of a set of Learning Objects. Refers to an exploratory research, which is configured as a qualitative nature case study, inspired in part in an action-research described by Thiollent (2003), conducted with ten early grades elementary school teachers of a public municipal school in Parnamirim / RN. As methodological options for data collection uses questionnaires and focuses on the group of teachers, analyzing the data, referring back to the ideas by Szymanski (2001; 2008) and content analysis, guided by Bardin (2002). The development of Learning Objects, follows the steps of development suggested by Garrett (2000). Rules in its multidisciplinary theoretical reference and promotes a conceptual dialogue on: Literacy; Literacy School Failure; Pedagogical Practice in Literacy; Thoughts and Language; Multimedia and Hypermedia; Learning Objects. Perceives that the act of education in literacy as an act of love, courage and social interaction between individuals - educator and pupil, so there is ownership of the object of knowledge in the relations with the world and with the experience, through a pedagogical practice that assumes all different knowledges, the moral political ideal, the mindsets of the students, and can make use of teaching materials that supports the learning process and are consistent with the educational objectives (FREIRE, 1998; FREINET, 1976; VYGOTSKY, 1998; FERREIRO AND TEBEROSKY, 1985; JONASSEN, 2000; WILEY, 2001). Figures out, through the teachers' opinions, five reasons for school failure in literacy, three inside the school environment: teacher; academic assistant and principal; student, and two outside the school environment: parents/family; government and public management. Presents a set of Learning Objects, based on the constructivist thought, developed from the identification of activities considered relevant by teachers in literacy's teaching and learning process. Suggests the use of Learning Objects as pedagogical practice in literacy as a digital resource that supports learning and can trigger important cognitive processes for the acquisition of reading and writing skills in the school environment

Avaliar na alfabetização: uma reflexão sobre as dificuldades docentes

Our work leads up to the context of evaluation during alphabetization process as a moment of an educational action cycle that requires planning, teaching and learning of reading and writing. It aimed to research the difficulties lived by teachers of a public elementary school during the specific task of evaluating children in the alphabetization process. This qualitative research took place as a case study at Emília Ramos Municipal School, in Natal, capital city of Rio Grande do Norte State, Brazil. Semi-structured interview and questionnaire were used as fact-gathering proceedings. Two pedagogical advisers and seven teachers formed the group of research subjects. All of them worked with elementary school first cycle classes, in that school, in the year of 2003. The analysis shows that teachers difficulties concern to theoretic questions of conceptual and methodological orders, although these questions indicate an important knowledge of teachers about alphabetization and evaluation. Our reflection about these problems articulates two points: alphabetization and evaluation. Concerning alphabetization, we took reference on Psychogenetic studies of Ferreiro and Teberosky (1985) which emphasizes fundamental points for a coherent evaluation practice: a) objective knowledge is not a beginning data; it is a construction process, which the learner does not conquest step by step on a linear way; b) objective knowledge acquisition happens through a global re-construction, and some of them may seem mistakes if we consider conventional writing but these mistakes are constructive and necessary. We also took reference on Interactionist-constructivist theory. Here, Vygotsky (1984) proposes that writing must be specially understood as language, symbolical activity, cultural practice. So, acquisition of writing process, as language learning, must be understood as a development of abilities relative to symbolical and communicative activity of sense production. On this way, Hoffmann (1994) advises that is necessary to overtake current evaluation practices, limited by their terminality character, only pointing right or wrong questions. According to a new paradigm, valuation appears as one of the mediations by which teachers must indicate re-ordination of pupil s knowledge, and re-organize their own practices too. The comprehensions of these questions plays decisive part in order to overtake our difficulties in evaluating. Besides, it points a way to build a coherent valuate practice, with an emancipating character and able to create new teaching-and-learning situations, leading to a better alphabetization Pedagogy

Análise de necessidades de formação: uma prática reveladora de objetivos da formação docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

Das tendas às telhas: a educação escolar das crianças ciganas da praça Calon-Florânia/RN

El presente trabajo es el resultado de una investigación llevada a cabo con un grupo de etnia romaní Calon, en el territorio de Seridó, específicamente la ciudad de Florânia, estado do Rio Grande do Norte / RN, como un lugar con la Escola Municipal de Domingas Francelina das Neves . El grupo se trasladó a las pruebas de un nuevo espacio en la ciudad en los principios de l980, la construcción de casas para vivir de esta manera y fundar una escuela para sus hijos, desde el consumo de una cultura diferente a la manera de vivir y estar en el mundo, si los usuarios que hacen de las políticas públicas establecidas grupos sociales. Hemos elegido como base para el análisis de la importancia teórica y metodológica de la Escuela de Cultura Cultura Historia, conceptos y prácticas, estrategias y tácticas (Michel de Certeau), la entrevista completa (Kaufmann) y la memoria (Le Goff). Como una estrategia en la investigación de campo, se utiliza la técnica de observación participante (Minayo). En este trabajo, encontramos el ejercicio de la educación para la vida familiar, la práctica social y cultural de los gitanos, el trabajo de la institución de educación y los elementos postulada por los teóricos que abordan los cambios en los estilos de vida de la inclusión en la escuela, las culturas silenciadas o negada. La investigación representa una labor de diálogo intercultural en una investigación como resultado de intensas búsquedas en fuentes documentales y de archivo, después de haber sido un cuerpo empírico, con material de lectura en los archivos públicos de la Cidade de Florânia, Escola Municipal de archivo Domingas Francelina das Neves entrevistas, fotografías, películas, cuadernos, documentos personales y diarios de circulación nacional. Nuestra investigación tuvo como resultado en los estudios de la cultura escolar y la escuela, el lugar de la escuela como un instrumento de inclusión social de grupos marginados y los grupos étnicos, sin poder, los estudios para la comprensión de la convivencia con los distintos temas de la diversidad, así como la comprensión y posibilidades de la formulación de declaraciones de política, teniendo como punto de partida las prácticas sociales y culturales de la rutina escolar

Educação inclusiva: práticas de professores frente à deficiência intelectual

The present work is a survey of pedagogical practices of teachers who experience the daily school with students with Intellectual Disability (ID) in their classrooms, considered inclusive. The study was conducted in academic year 2010 in a municipal school in Natal-RN, aimed at investigating the pedagogical practices developed by the participating teachers as well as its view of the front of Intellectual Disabilities students who are inserted in the initial years of Elementary School. In methodological choice, considering the nature of the phenomenon, we chose the qualitative approach and the case study method. The observation and semi-structured interview were used as procedures, which contributed to a significant collection of data in an attempt to answer the objectives. The study subjects were selected by convenience and were formed into two teachers from Elementary School I, linked to the public educational system, which volunteered to collaborate in this research. The analysis of the observations and of the speeches made possible build pedagogical considerations on the action with students with Intellectual Disabilities in a regular school. The results point to a practice covered with a traditional pedagogy, with a few adjustments, although there is an initial process of change, what we observe in the classroom and captured in the words, because, at various times, we saw an interest in developing a pedagogy of Freire. One aspect that caught our attention refers to the formative action at school for these teachers. We found its incipiency, because this does not happen in a systematic way at school. Throughout the years investigated, the teachers had no access to any form of training neither to any form of specialized monitoring. We realize that there is still a concept of Intellectual Disability that makes difficult to "see" this student as a human being having learning opportunities. The aspects that interfere in the formation hinder the development of a pedagogical practice that meets the uniqueness of its customers and promotes a truly effective school inclusion, consistent with social rights proclaimed in this century. We believe in the irreversibility of the inclusive process initiated a few decades ago and that obstacles to the practice of teaching students with ID are visible and possible to overcome if they are turned into challenges for all those who compose the school, the municipal education system and those who build public policies for inclusive education

A sistematização do conteúdo jogo nas aulas de educação física do ensino fundamental e médio

Since the enactment of LDBEN 9.9394/96, Physical Education began to be understood as a curricular component in school. Thus, we see the need for systematization of content. We observed that the physical education classes at the public schools in Natal/RN from the game content, teachers did not use the existing proposals for systematization. And it was on this reality that the study occurred, aiming to present and discuss a proposal to systematization the game content in physical education classes in elementary and secondary education. Accordingly, we departed of following question: What possibilities of systematization of the game content in school physical education classes?. The methodology used was the action research, which allowed us to structure the intervention plan for the game content, directed to a reflective didactic process. The dialogue with action research provided an opportunity to understand of the proposal of systematization, the knowledge of game content, the planning and process of teaching and learning in physical education lessons developed. We use the proposed systematization the book Educação Física Escolar e Organização Curricular , to direct and organize the lesson plans. As research technique, we use the participant observation, filming, photographic records and field diary, guiding us in the debates and discussions about the field of research. The applications of the lesson plans were carried out in three schools, all located in Natal / RN: Escola Municipal Professora Ivonete Maciel, Escola Municipal Professor Ulisses de Góis e Professor Escola Estadual Josino Macedo. The members of this study were students PIBID-EF-UFRN, teachers, supervisors and school. They made the bridge between research and action, theoretical foundation and pedagogical practice, university and school. The results were advanced for beyond the propositions submitted by the above-mentioned book. For the Elementary School 1, the proposed systematization broadened experiences and learning of knowledge of the game and of playful and body manifestations. Provided an opportunity to know and learn about game of make account, rules, popular games, cooperative games, among others. For Elementary Schools 2 and Middle education, systematized lessons allowed the practical, the incorporation of knowledge of the game and its features: such as rules, origin, meaning of the name, different denominations, among others. The students experienced and learned, popular games, pre-sport games, cooperative games, with recycled material, among others. The treatment from three dimensions of contents: procedural, conceptual and attitudinal, occurred parallel to approach the game content, and in conjunction with our interventions, not being done separately during practice, but an ongoing process during class. This new perspective of work the game, in a systematized way, with applying, description and discussion the activities, allowed elaborate a summary framework of thematizations for game content, by year of teaching

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

RoboEduc: uma metodologia de aprendizado com robótica educacional

In this work, we propose a methodology for teaching robotics in elementary schools, based on the socio-historical Vygotsky theory. This methodology in conjunction with the Lego Mindstoms kit (R) and an educational software (an interface for control and programming of prototypes) are part of an educational robotics system named RoboEduc. For the practical development of this work, we have used the action-research strategy, being realized robotics activities with participation of children with age between 8 and 10 years, students of the elementary school level of Municipal School Ascendino de Almeida. This school is located at the city zone of Pitimbu, at the periphery of Natal, in Rio Grande do Norte state. The activities have focused on understanding the construction of robotic prototypes, their programming and control. At constructing prototypes, children develop zone of proximal development (ZPDs) that are learning spaces that, when well used, allow the construction not only of scientific concepts by the individuals but also of abilities and capabilities that are important for the social and cultural interactiond of each one and of the group. With the development of these practical workshops, it was possible to analyse the use of the Robot as the mediator element of the teaching-learning process and the contributions that the use of robotics may bring to teaching since elementary levels

RoboEduc: especificação de um software educacional para ensino da robótica às crianças como uma ferramenta de inclusão digital

Because of social exclusion in Brazil and having as focus the digital inclusion, was started in Federal University of Rio Grande do Norte a project that could talk, at the same time, about concepts of collaborative learning and educational robotics , focused on children digitally excluded. In this context was created a methodology that approaches many subjects as technological elements (e. g. informatics and robotics) and school subjects (e. g. Portuguese, Mathematics, Geography, History), contextualized in everyday situations. We observed educational concepts of collaborative learning and the development of capacities from those students, as group work, logical knowledge and learning ability. This paper proposes an educational software for robotics teaching called RoboEduc, created to be used by children digitally excluded from primary school. Its introduction prioritizes a friendly interface, that makes the concepts of robotics and programming easy and fun to be taught. With this new tool, users without informatics or robotics previous knowledge are able to control a robot, previously set with Lego kits, or even program it to carry some activities out. This paper provides the implementation of the second version of the software. This version presents the control of the robot already used. After were implemented the different levels of programming linked to the many learning levels of the users and their different interfaces and functions. Nowadays, has been implemented the third version, with the improvement of each one of the mentioned stages. In order to validate, prove and test the efficience of the developed methodology to the RoboEduc, were made experiments, through practice of robotics, with children for fourth and fifth grades of primary school at the City School Professor Ascendino de Almeida, in the suburb of Natal (west zone), Rio Grande do Norte. As a preliminary result of the current technology, we verified that the use of robots associated with a well elaborated software can be spread to users that know very little about the subject, without the necessity of previous advanced technology knowledges. Therefore, they showed to be accessible and efficient tools in the process of digital inclusion

A modelagem matemática como alternativa de ensino e aprendizagem da geometria na educação de jovens e adultos

This is work itself insert in the mathematics education field of the youth and adult education to aim to practitioners of the educational action into the mathematics area performing to with this is teaching kind, adopting to as parameter the Mathematics Molding approach. The motive of the research is to draw up a application proposal of the molding mathematics as teaching and learning geometry alternative in the youth and adult education. The research it develops in three class of the third level (series 5th and 6th) of he youth and adults education in the one school municipal from the Natal outskirts. Its have qualitative nature with participating observation approach, once performing to directly in to research environment as a mathematics teacher of those same classes. We are used questionnaires, lesson notes and analyses of the officials documents as an basis of claim instruments. The results indicates that activity used the mathematic moldings were appreciated the savoir-faire of the student in to knowledge construction process, when search develop to significant learning methods, helping to student build has mathematics connections with other knowledge areas and inside mathematics himself, so much that enlarges your understanding and assist has in your participation in the other socials place, over there propitiate to change in student and teacher posture with relation to mathematic classroom dynamics

A Compreensão da idéia do número racional e suas operações na EJA: uma forma de inclusão em sala de aula

The awareness of the difficulty which pupils, in general have in understanding the concept and operations with Rational numbers, it made to develop this study which searches to collaborate for such understanding. Our intuition was to do with that the pupils of the Education of Young and Adults, with difficulty in understanding the Rational numbers, feel included in the learning-teaching process of mathematics. It deals with a classroom research in a qualitative approach with analysis of the activities resolved for a group of pupils in classroom of a municipal school of Natal. For us elaborate such activities we accomplished the survey difficulties and obstacles that the pupils experience, when inserted in the learning-teaching process of the Rational numbers. The results indicate that the sequence of activities applied in classroom collaborated so that the pupils to overcome some impediments in the learning of this numbers

Propostas e discussões para o ensino de astronomia nos 1º e 2º ciclos do nível fundamental e na educação de jovens e adultos

This work aims to propose and to discuss methodologies and practical activities for Astronomy teaching in the 1st and 2nd cycles of the primary education and in the adult education. The proposals presented here were applied to students from the metropolitan region of Natal (RN), including students of the called normal education (formerly magisterial education) and of the undergraduate formation in pedagogy at the Instituto de Formação Superior Presidente Kennedy , and also, in particular, to teachers and students of public municipal school Escola Municipal Djalma Maranhão at the district of Felipe Maranhão II, also analyzing some didactic books used by these institutions. Several elements which we confronted with during this didactic-pedagogical experience were systematized, indicating principles, contents, reflections and procedures related to Astronomy teaching to students of those levels of education. Doing this we aim to make such an experience accessible to those interested in developing a similar approach involving the themes treated here as well as other ones related to Astronomy for those levels of education. The resources and practices implemented here aim to contribute to the effective realization of an interdisciplinary and contextualized education according to orientations proposed by the Parâmetros Curriculares Nacionais (Brazilian National Curricular Guidelines). In order to guarantee a broad accessibility to what we propose in this work, we intend to make available in printed form and also in an Internet page the procedures, instruction materials and texts we developed

A Transposição Didádica dos Gêneros do domínio do discursivo publicitários nos livros didáticos

Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Conceição in Jaçanã city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Paraíba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others

Didática do plurilinguismo: efeitos da intercompreensão de línguas românicas na compreensão de textos escritos em português

This exploratory study aims to present some readings as Doyé (2003), Carrasco Perea (2003), Melo Araújo e Sá (2004), Chavagne (2009) and Alas-Martins (2010; 2011) which helped to confirm some ways for showing that a plurilingual environment can enable a trend in improving the understanding of written texts in the mother tongue, and can collaborate on a better perception of the world around a person with all their different nuances. The study describes the methodology and some results of our doctoral research that resulted in the insertion of the experimental discipline called Intercomprehension of Romanic Languages (ILR) in the curriculum in the city of Natal / RN / Brazil, and it was justified because of high functional illiteracy degree among young people up to 15 years old according to the educational data from IBGE research on 2010. The results were verified through an experimental action-research which was characterized by Lewin (1946); Nunan (1992); Thiollent (1994) and Trip (2005) in two schools: Professoara Terezinha Paulino de Lima (municipal school) and Professora Ana Julia de Carvalho Mousinho (State of Rio Grande do Norte), with 95 students from the final years of primary education. The corpus of this research was subjected to a series of condensed techniques like the nonparametric test from Kruskal and Wallis (1952) and the parametric test ANOVA as an effort to provide statistical significance to the analysis of the results indicated in the book of ILR activities. The research presented some skill views about reading comprehension of written texts according to perspective of Ringbow (1987), Giacobbe (1990), Alarcão (1991; 2009a and 2009b), Corder (1992), Castellotti (2001) and Degache (2003), and the possibilities of transfer these skills for learning Portuguese as pointed out by Meissner, Klein and Stegmann (2004); it indicates a positive trend towards the understanding of LM according to analyzing the scores of written tests and texts by participants in solving tasks

Avaliação da eficácia de selante ionomérico modificado por resina e escovação dentária na preservação de cárie oclusal

The purpose of this study was to evaluate the effectiveness during a twelve-month period, of resin-modified glass ionomer (Vitremer@) used as fissure sealants compared to supervised teeth brushing in the prevention of oclusal caries in permarient molars of pubIlc school children from 5 to 7 years of age. A total of 91 children participated in the study, being randomly divided up into three groups of investigation: group with sealant (n=31), group of supervised brushing (m=30), and control gorup (n=30). After 12 months, a total of 28.5% of tosses in the sample of 26 children was registered, and although there wasn t a significant diference between these losses and the groups studles (p = 0.6355), there was a considerable reduction in the sample. The results showed that none of the independentIy studied variables (present caries experience, biofilm, bleeding, sealant retention, position of the tooth in the arch, and sex) interfered in the final results, and that there was no significant difference between applying the sealant in question, perfornling supervised dental brushing, or not intervening at alI (p=0.542). These results could have been a consequence of the limitations found alI through the study, especially relating to the losses occurred because of school evasion, transfer, or because of the accident in the Marise Paiva Municipal School, Keeping students away for approximately one semester, so tht a new reseach had to be developed sos as to better clarify the effects among the treatments done there