84 resultados para Modelação cognitiva do processo de ensino
Resumo:
Le thme du patrimoine culturel architectural et urbain continue d avoir une place importante dans le milieu technique et scientifique. Le concept s est largi et aujourd hui comprend diffrentes procdures de projets d intervention. L importance accorde au thme amne l inclusion de la matire de techniques rtrospectives et aux contenus qui en sont lis: conservation, restauration, restructuration et reconstruction d difices et ensembles urbains, dans les parcours des cours d architecture et d urbanisme au Brsil tablies par le Ministre de l Education Nationale (MEC) dans les annes quatre-vingt-dix, postrieurement incorpors dans les directrices disciplinaires nationales. Nous partons des discussions thoriques et conceptuelles du Domaine du Patrimoine Culturel, ainsi que des principales thories pdagogiques d enseignements et d apprentissage articules au projet. Dans ce contexte les objectifs principaux de cette thse consistent systmatiser et analyser les principales procdures mthodologiques contribuant pour la construction de mthodes d enseignement tourne vers des activits pratiques dans ce domaine. Pour cela, la recherche a t systmatise dans une approche deux niveaux. En ce qui concerne le premier, bas sur des donnes secondaires, neuf cours d architecture et urbanisme ont ts identifis entre institutions publiques d enseignement suprieur dont huit brsiliennes et une franaise, considres reprsentatives en ce qui concerne les pratiques d enseignement de projet et de patrimoine culturel. Trente disciplines ddies la matire ont t galement reconnues initialement, et postrieurement, cinq disciplines qui possdent un emploi du temps ddi la pratique de projet ont aussi t reconnues. Dans le deuxime cas, base sur des donnes primaires, ont ts analyses les mthodologies et les stratgies d enseignement de projet bases sur les dfinitions des matires et des autres lments des plans de travail avec des observations, des entrevues et des questionnaires en trois ateliers. Par rapport aux rsultats nous avons constat que toutes les coles possdent les contenus de la matire, mais peu d entre elles privilgient la relation du projet appliqu au patrimoine culturel. Nous avons constat que les questions des projets dans ce contexte, mme s elles sont considres complexes, ont privilgi le listage et l analyse du site. L atelier qui intgre les fondements des thories de prservation, l histoire de l architecture et urbanisme et techniques anciennes et actuelles, est mis en valeur comme un modle cohrent avec les propositions d intgration des connaissances thoriques et pratiques du projet appliqu la discipline. Bas sur ces constatations il est possible de dmontrer quatre tapes du projet appliqu au patrimoine culturel: 1) les fondements gnraux qui concernent les bases thoriques sur la prservation, histoire et technique rtrospective, par exemple, l appropriation de lois et normes et la sensibilisation de l lve sur les questions de patrimoine culturel; 2) le contacte avec la ralit qui inclut l appropriation du problme partir de ces acteurs, de ces chelles, de cette lecture de site et l analyse de l objet d tude; 3) le dveloppement de la proposition qui inclut programmes (fonctions existantes et propositions), dfinitions du partit (types d intervention), conception (hypothse et discussion) et dfinition de proposition; 4) la finalisation du projet qui consiste dvelopper la proposition avec sa reprsentation graphique et sa prsentation finale. Nous concluons que le projet en Domaine du Patrimoine Culturel demande une attention spciale et doit tre prsent dans les cursus considrant les principes gnraux ncessaires la formation de l lve. Le binme projet / patrimoine signifie avoir dans le cursus universitaire les contenus et questions ncessaires les connaissances, les variables et possibilits existantes dans le projet appliqu au patrimoine culturel de faon ce que ces connaissances soient incorpores dans l exercice de projet et n apparaissent pas comme un simple contenu thorique sans articulation avec la pratique. Naturellement ces conclusions n puisent pas la rflexion sur la question. Nous esprons que les analyses faites contribuent dfinir des mthodologies d enseignements capables d tres vrifies et testes dans la pratique en salle de cours, et puisse collaborer avec les nouvelles recherches surtout celles qui ont pour but des nouvelles thories pdagogiques d enseignement apprentissage du projet en Domaine du Patrimoine Culturel
Resumo:
You cannot teach architectonic design, but only learn it. This sentence was, during some decades, especially during the modernism, the starting point, adopted by several architectonic design professors, when they had to approach their subject. An attitude that, some years ago, was reviewed and fighted by area s experts. This paper join this criticism, and try to add something to the pre-existing discussion, analyzing with the case-study method all the subjects related with architectonic design of the Architecture and Urbanism degree, at Universidade Federal do Rio Grande do Norte CAU/UFRN . The aim is to identify and analyze the teaching methodologies used by the professors and their effects related to the students. To reach this purpose four different methods were used: i) Professors interviews; ii) Different forms submitted to students and professors; iii) Daily practice s observation, developed during classes; iv) Documents analysis about the degree (historical development and subjects) and about the subjects themselves (summaries, table of contents and planning). Studying the results, it was possible to underline that, in spite of the efforts of some of the professors to find a way to teach with more appropriate educational and pedagogic bases, some of the teaching methodologies, criticized in articles dealing with the matter, were still used. With regard to these, the research pointed out some suggestions that could help to improve the teaching and learning process, joining professors and students that are the most important subjects of the teaching activity. Developing the idea living in the paper s title Teaching and learning , it s now clear that only the practice, through the improvement of the pedagogic techniques, together with critical analysis can help the professors to reach a relationship level, regarding the teaching and learning process, as that described in the epigraph s text, into which teaching and learning, can t be done only by one of the process subject, but must be lived by both of them: professors and students
Resumo:
This research investigates and reports the contributions of the Theatre of the Oppressed and its techniques as a therapeutic resource in the education of children with Attention Deficit Disorder with Hyperactivity. In the first chapter organize one studying theoretical seeking to conceptualize and understand the Learning, Attention Deficit Hyperactivity Disorder, seeking to better understand the behavior and the behavior of children with ADHD. Researching on the symptoms, causes and effects of this syndrome. Trace a relationship between familyschool- specialists in an attempt to prove the importance of family support in the teachinglearning process and treatment of these children. In the second chapter start conceptualizing theater, the relationship between work-Theatre-Education Therapy, explain the difference between the theatrical stage and the therapeutic stage. Account the importance of theater games in the classroom and its contribution to social and educational training of the child. Justify the choice of the Theatre of the Oppressed recognizing him as the primary method for this research, because it is a set of exercises, games and techniques that help the child regain equilibrium relations, developing autonomy, encourages creativity and spontaneity, freeing them from their oppression. Besides being an efficient transformation behavior, improving behavior, allowing the inclusion of children in society. It is verified the effectiveness of the method and techniques in their work with children Municipal School Professor. Antonio Severiano in Natal / RN, allowing these children develop body awareness, working senses, thought, memory, inhibition, teaching to expose your point of view, understand and deal with their emotions, respecting its limits and develop their motor and cognitive skills
Resumo:
Este trabalho objetivou uma reflexo sobre a ao mediadora no processo de ensino-aprendizagem da leitura, por mim vivenciada no Ncleo de Educao Infantil (NEI/UFRN) junto a crianas de 6/7 anos, tendo como proposta explicitar os elementos orientadores necessrios a esse processo, que se traduzam como referncia a outras prticas educativas. Sua realizao pressups as seguintes questes: que contedos esto envolvidos no ensinoaprendizado da leitura? Como os alunos aprendem a ler? Que tarefas so instrumentais no ensino e aprendizado da leitura? Nele foi adotada a concepo de leitura enquanto atribuio de significados a um texto escrito atravs do processo interativo entre leitor e texto, guiado pelos objetivos/finalidades deste leitor. Adotou os princpios metodolgicos da abordagem qualitativa, entre cujas caractersticas salienta-se a primazia do interesse pelo processo do que simplesmente pelos resultados ou produto. Seus resultados evidenciaram que a leitura, enquanto prtica cultural, pode ser aprendida na escola infantil, espao de apropriao de saberes mediados pela cultura. Constatou-se que, a exemplo das demais aprendizagens, o aprendizado da leitura implica numa atividade mediada em que o professor, administrando e organizando o meio social educativo, cria espaos de dilogo para as muitas vozes presentes nesse meio. Gera, desse modo, um contexto polifnico, dialgico e de alteridade pela ao de planejar/avaliar/replanejar a sua atuao e a de seus alunos. A relevncia deste estudo concerne inteno de socializar uma vivncia, cuja tnica a reflexo sobre a leitura enquanto prtica cultural e as estratgias de ensinar e aprender a ser leitor.
Resumo:
The broad objective of the research The pedagogic use of ICT as development of teaching capacity: the case of ProInfo Natal/RN was to realize an evaluation of this program effectiveness in public schools. Specifically, we ve tried to observe if the program: a) succeeded by promoting the pedagogical use of new ICTs, b) stimulated the improvement of teaching and learning using ICT, and c) performed functionings and expanding its capabilities. The methodology consisted of literature revision; realization of half-structured interviews with administrators and teachers, and leading four focal groups with students in 9th grade of elementary school, were also made observations and analysis about the official documents which regulates the program. Our results showed that ProInfo presents various interferences in its effectiveness, causing a gap between its marks and the actual results of its use in everyday life of schools. We ve concluded that the program needs to challenge these weaknesses in order to contribute to the promotion of functionings and expanding its capabilities
Brincar, atividade humana e ferramenta pedaggica no contexto escolar da regio metropolitana de natal
Resumo:
This thesis talks about the use of guided educational tools in play and playful in public schools in the Metropolitan Region of Natal (MRN), contributing to the teaching and students learning of basic education in the contents of portuguese and mathematics. We assume that the play is an activity / human need and therefore implies the proper development of children in physical, psychological, biological, cultural, social and historical aspects. We consider the mediation exercised by the teacher in the classroom, and the affection existing between teacher and student, sine qua non terms, so that the truth and fact of the process of teaching and learning occur. Thus, theoretically collaborated Paulo Freire, with his dialogical vision; Lev S. Vygotsky says that we learn and why we develop; Lev S. Vygotsky that states that we learn and for that we develop ourselves; Pierre Bourdieu and the concept of habitus, as something embedded and therefore procedural, and the cultural capital that needs to be fed and (re)meaning at school; Luiz Pereira, Bernard Lahire, Gilles Brougre and others brought their theoretical contributions. The empirical field of research was composed by the Municipal School Professor Ulysses de Gis, located in the neighborhood of Nova Descoberta in Natal, and the Municipal School Jos Horacio de Gis, located in the community of Guanduba, in So Gonalo do Amarante, municipalities of the Metropolitan Region of Natal (MRN). We used as methodology the collaborative-action-research as a possible of effective participation of the research subjects, imputing them a voice and performance in the process, and not considering them just observers. The results indicate the effectiveness of the pedagogical tools in play and playful to the learning of students, but that alone is not able to solve all the problems of the school, other referrals need to be secured, as the planning of the actions to be developed in the school and in the classroom, systematized pedagogical orienttion for faculty, family participation/involvement in the school life of students, among other actions that need to be weighted so that education fulfills its role and promote the emancipation of the subject, because in the freireana liberating perspective, "the reading of the world preced the lecture of the word"
Resumo:
Compte tenu de l importance de la formation des enseignants pour rpondre, de nos jours, aux besoins des lves dont les caractristiques marquantes sont la diversit et la diffrentiation, desquels ncessairement font partie , un chelon croissant, des personnes atteintes d une dficience quelconque ; devant le constat que les actuelles politiques d ducation, en fonction de leurs limitations, peuvent tre considres comme un des principaux facteurs qui entravent la concrtisation d un vrai processus d inclusion de ces personnes ; compte tenu, encore, que le confront des situations ducatives concernant le processus d inclusion de ceux ayant des dficiences physiques, notamment lorsqu il s agit d lves atteints de paralysie crbrale, engendre chez les enseignants un tat de troublante inquitude du fait de ne se sentir convenablement prpars pour se confronter avec des situations pareilles, cette recherche, centre sur cette problmatique, a chosi comme objectif planifier, mettre en marche et analyser un programme d intervention pdagogique dans une cole rgulire de la ville de Natal/RN, auprs de quatre enseignants de l cole fondamentale (7e Srie) qui avaient reu, dans leur classe, deux lves atteints de paralysie crbrale. S utilisant comme recours mthodologique de la recherche-action, le programme d intervention s est structur autour de troix axes thmatiques : l attitudinal, le pdagogique et le vcu en milieu scolaire, sous la forme de discussions thoriques et la mise en oeuvre de ces thmatiques. Les donnes qui devraient tre soumises l analyse ont t collectes partir des procds d observation, d entretiens avant et aprs l intervention, du rgistre de photos et d un questionnaire. Les interprtations faites, bases dans la comparaison du discours des sujets ont signal que les enseignants ont progress dans la matrise des savoirs scienfiques concernant la paralysie crbrale et dans la connaissance des personnes atteintes par cette dficience. Par rapport aux valeurs et significations attribues par les enseignants ce programme d intervention partir de leur choix des photos dans l ensemble du droulement de ce processus formatif, elles s expriment par une prise de conscience trs marque, de la part des enseignants, par rapport :aux besoins ducatifs des lves atteints de paralysie crbrale ; l importance et au vrai rle que l cole doit jouer face aux politiques d ducation inclusive ; aux difficults vcues par ces personnes, qui rclament le plus profond respect de leurs ingularits ; la reconstruction d une nouvelle image concernant ces personnes ; la constatation qu il est possible aux enseignants d adapter et mme de crer l cole des ressources et matriaux pdagogiques envisageant la qualit du processus d enseignement et apprentissage de l lve atteint de paralysie crbrale ; finalement, la perception de l importance du travail en quipe, d un milieu scolaire accessible ces personnes et de l appuis de la famille dans le contexte de l ducation inclusive. Les rsultats obtenus, issus de ce programme d intervention, d aprs l valuation finale des sujets, de part de tmoigner de son efficacit, montrent que l intervention a t une excellente opportunit d habiliter ces enseignants et d amliorer le processus d enseignement l cole choisie comme le locus de cette recherche
Resumo:
Las relaciones de saberlos pedaggicos en la formacin de enseanza, el dirigir de la tesis, si presentes como ocasin de reflejar en saber bsico pedaggico el profesor prctico a l, en especial a la formacin de profesores. Se considera que con stos que saben, el profesor adquiere sensibilidad para desarrollar su elemento formativo prctico. Su funcin principal es favorecer a la relacin teora prctica usndose, para el, de la reflexin como ocasin de concrecin de las direcciones. Actuando en diversos cursos de la formacin de enseanza, el nivel de la graduacin y algunas instituciones, fue parecido con situacinproblemas cul si est instigado, para buscar cada tiempo ms para entender porqu en esos diversos contextos prcticos el pedaggico si est configurado diferentemente. Con propsito para entender las direcciones de los formadores de los profesores en cuanto a las relaciones de saberlas pedaggicos en la formacin de enseanza, la investigacin se convierte en un continente acadmico - tres instituciones pblicas de educacin superior que actan en el estado del gran ro del norte - UFRN, UERN e IFESP. Los participantes de la investigacin, entrevistadas con, de 12 profesores-formadores de funcionamiento de los cursos de las matemticas (licenciatura), de Pedagoga y de normal superior de estas instituciones. Metodologa pauta desarrollada en la entrevista comprensiva, el subir de metodolgica de la naturaleza cualitativa, bsica para interpretar las direcciones y los valores para ser explicitados en el acuerdo los discursos entrevistados. Finalmente, se considera que los cuatro saber si explique para la interrelacin que poseen. Para saber para saber si une con para saber para hacer para dar y concebir la idea para hacer. Para saberlos para hacer y para saber se ha sentido solamente habr tenido con quin a la parte para saber para coexistir. Para saber para ser l ser solamente significativo frente las lecciones de los otros para saber. El formador va a redimensionar, gradualmente y concienzudo, cada uno de stos a saber con la educacin. La direccin de aprender se desarrolla en un proceso inverso a la educacin, puesto que, el aprendiz, una poca el saber a ser, sabe para coexistir con sus pares, sabe para hacer e. Finalmente, sabe para saber. A este movimiento puede ser llamado de sociointeracionismo. Toda esta mediacin solamente sucede si el aprendiz sujeto, el estudiante o el profesor, es concienzudo de su desarrollo y de la transformacin gradual de la educacin y de la sociedad. Saberlos, las filas en prctico son, otra vez, conocimiento constituido desarrollado, complejo y transformado para rehacer el paso. De este modo, si percibe la necesidad de una base para saber destinado pedaggico al profesor y a los ayudadores prcticos de la formacin continuada de profesores
Resumo:
A partir de la constatacin de la importancia que la imagen viene ejerciendo en la sociedad actual y, ms especficamente, en el proceso educativo, el presente estudio busca dilucidar algunas cuestiones referentes a la lectura de la imagen, produccin de imgenes y su utilizacin en el proceso de enseanza y aprendizaje. Para tanto, busc relacionar los elementos que constituyen la narrativa visual a la perspectiva de Paulo Freire, de buscar en el contexto de vida la produccin de conocimiento alindolos las tecnologas de la imagen visando la alfabetizacin visual y tambin al acceso democrtico a las nuevas tecnologas de comunicacin e informacin. El estudio fue mediado por la elaboracin de un documental en vdeo, en que enfocamos las imgenes fijas del artista local Newton Navarro, con fines de experiencia en produccin y lectura de la imagen. La realizacin del trabajo y la aplicacin en aula los colocaron delante de una nueva perspectiva educativa: el cambio de la posicin de espectadores para la de productores. Eso posibilit un nuevo mirar, donde la lectura de la imagen permiti una mayor reflexin acerca de las actuales prcticas educativas
Resumo:
Cette recherche comme but montrer l'importance de la formation des enseignants pour la mdia tlvisive. Raliser le potentiel des stratgies de formation, comme des lments essentiels pour faire les enseignants professionnels capables de dvelopper des interventions ducatives pour la lecture critique de la mdia tlvisive. le travail repose sur l'apport conceptuel prvu spcialement par Belloni (2001), Buckingham (2005, 2007), Elias (1998), Fantin (2007), Fischer (2001, 2007), Imbernn (2009), Placco e Souza (2006), Ramalho, Nuez e Gauthier (2004) e Tardif (2002). Organiser un groupe de discussion avec la participation des enseignants dans les coles publiques de ville, en ayant des runions priodiques pour la ralisation de discussions autour de l'arbre de la mdia tlvisive et l'ducation. Le travail emploie des stratgies de formation, en ayant le but de promouvoir le dveloppement de l'enseignement et l'apprentissage des enseignants concerns. Il utilise la mthodologie de recherche-action-formation, en se fondant sur des dclarations de Thiollent (2007) et de Vosgerau (2009). Ce travail applique l'analyse du contenu de Bardin (2009), pour aider l'organisation des catgories merges partir des donnes recueillies. Il croit une possible spcificit de la formation des enseignants pour l'utilisation critique de la mdia tlvisive, en considrant le potentiel cratif de l'enseignant, le contexte personnel et de la performance professionnelle, leurs expriences avec les mdias de tlvision, ainsi que celles des tudiants, et la capacit de rflchir sur la pratique, et c'est a la thse de cette recherche
O educando com sndrome de down: um estudo sobre a relao entre pais e profissionais na escola regular
Resumo:
This work makes a documental analise about the relationship between families of Down syndrome students and professionals of who teach them, in order to improve the process of developing teaching-learning, in an inclusive perspective. For this, we use a qualitative approach, because we believe that the object of research is not a passive and neutral knowledge, since it has meanings and relationships whose can be better interpreted and understood by the researcher in a real and active situation. For the development of this research, a bibliographical review was made about the subject, and a case studied in two regular education schools, both of them at the city of Natal/RN, one public and another one particular. We work on these educational institutions with professionals and parents of Down syndrome students. As an instrument of building information we used a semi-structured interview and to analise the results a qualitative method. Crossing the stages, we noticed: the pedagogical coordinators who made up both analyzed schools showed interest about doing an effective work with parents, regardless of Educational Policy Project of each school, predict or not the participation on educational undertaken process; On teachers discourses, reporting the relationship with the family, we realize that one of those teachers try to keep a good relationship with parents, permeated by learning exchanges, guidance and knowledge, in relation to another one, even existing an apparent openness to dialogue, when parents have any suggestions or criticism, that attitude is not always well coming. From the parents interviews, we can emphasize, first of all, that both of them recognize the benefits of inclusion, with regard to socialization - in general from the coexistence with pairs and the process of teaching and learning, as shown in a consistent way. Regarding school meetings with teachers, the studied parents agree about importance of such appointments and try to attend them, besides the other events organized by the school, beyond keeping individual touch with the teacher, when necessary. They are always present, looking for get envolved in everything that happens at school, in order to know better what is being done, listening and may suggest alternatives to improving the educational process. We perceive, from the study undertaken, that although the school inclusion is not an easy process to be built, is something that could be achieved. For this, is necessary that professionals of education and families recognize their functions in the educational process and act jointly on this direction
Resumo:
This dissertation investigated the insert and use of the education technologies in the on-line social net Orkut, as an extension of the classroom, especially for debates. With that experience accomplished in a discipline of a Brazilian public institution of higher education, it was tried to go beyond the use of the atmosphere for entertainment and to look Orkut as a tool of assistance to the process of teaching and learning. The research was based in the Paulo Freires communication concept and in the Clestin Freinets school cooperation concept. In this dissertation, in methodological terms, was adopted the category of the qualitative research. The adopted method was a combination of cases study with research-action. The technique was the application of questionnaires, the collect of data was personal and the types of data were primary. Finally, introduces, then, prognostics about the future of the on-line social nets and finally suggest the formation of academicals on-line social networks
Resumo:
In Mathematics literature some records highlight the difficulties encountered in the teaching-learning process of integers. In the past, and for a long time, many mathematicians have experienced and overcome such difficulties, which become epistemological obstacles imposed on the students and teachers nowadays. The present work comprises the results of a research conducted in the city of Natal, Brazil, in the first half of 2010, at a state school and at a federal university. It involved a total of 45 students: 20 middle high, 9 high school and 16 university students. The central aim of this study was to identify, on the one hand, which approach used for the justification of the multiplication between integers is better understood by the students and, on the other hand, the elements present in the justifications which contribute to surmount the epistemological obstacles in the processes of teaching and learning of integers. To that end, we tried to detect to which extent the epistemological obstacles faced by the students in the learning of integers get closer to the difficulties experienced by mathematicians throughout human history. Given the nature of our object of study, we have based the theoretical foundation of our research on works related to the daily life of Mathematics teaching, as well as on theorists who analyze the process of knowledge building. We conceived two research tools with the purpose of apprehending the following information about our subjects: school life; the diagnosis on the knowledge of integers and their operations, particularly the multiplication of two negative integers; the understanding of four different justifications, as elaborated by mathematicians, for the rule of signs in multiplication. Regarding the types of approach used to explain the rule of signs arithmetic, geometric, algebraic and axiomatic , we have identified in the fieldwork that, when multiplying two negative numbers, the students could better understand the arithmetic approach. Our findings indicate that the approach of the rule of signs which is considered by the majority of students to be the easiest one can be used to help understand the notion of unification of the number line, an obstacle widely known nowadays in the process of teaching-learning
Resumo:
This study investigates the manner in which the Activity Theory by Alexei Nikolaevich Leontiev contributed to the performance of a teacher who teaches History at the 8th year of elementary school, Escola Estadual Coronel Fernandes, in Lus Gomes - RN city. Her goal is to analyze the contributions of this theory in her teaching practice. It was opted by collaborative approach as formative strategy and was used as procedures for training of knowing the courses of study and thoughtful reflection sessions. It was used as techniques in the development of these cycles, the semistructured interview and the reflection sessions, the autoscopy and observation in real life. Regarding the theoretical foundation, held in these cycles, the teacher demonstrated to have appropriated some contributions from Activity Theory, besides relating them to her practice and understanding her importance to the improvement of teaching and learning of History. Concerning to the reflection sessions, the analysis showed that the participant has used of constructions of this theory and improved their practice, developing lessons of History so as to encourage student participation in oral and promote his integral development. The educational process, carried out on the practice of teacher, has shown an increase in her conscious learning that contributed to the improvement in their professional development. Before these findings, as needs for new thinking, this research recommends, especially the organization of teaching activities, based on this theory, which allows the teacher to improve the teaching and learning process contributing to student's full education
Resumo:
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
