As pr��ticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCA����O, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

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

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

Teorias impl��citas dsos estudantes de Pedagogia sobre a doc��ncia nos anos iniciais do ensino fundamental

Esta tesis (desarrollada en la Base de Pesquisa, Forma����o e Profissionaliza����o Docente da UFRN) concentra su ��mbito de inter��s en el problema de la formaci��n, de la profesionalizaci��n del pensamiento del profesor, buscando investigar las Teor��as Impl��citas de los estudiantes del Curso de Pedagog��a sobre la docencia en los a��os iniciales de la Ense��anza Fundamental. La emergente necesidad de t��rminos acceso a las Teor��as Impl��citas de estudiantes de Pedagog��a (futuros profesores) sobre la docencia en los a��os iniciales de la Ense��anza Fundamental, a trav��s de un instrumento de pesquisa que posibilite su aplicaci��n en varios contextos formativos para contribuir con su proceso de profesionalizaci��n docente, constituye el problema analizado. La pesquisa tiene como objetivo elaborar un instrumento investigativo para estudiar las Teor��as Impl��citas de los profesores sobre la docencia en los a��os iniciales de la Ense��aza Fundamental. La complejidad del estudio nos ha llevado a integrar diferentes procedimientos metodol��gicos, seg��n orientaci��n del paradigma sociocultural, tales como: estudios exploratorios, a trav��s de la revisi��n bibliogr��fica de la literatura especializada y t��cnica de trabajo creativo en grupo; t��cnicas normativas y psicom��tricas. A trav��s de los estudios exploratorios identificamos y configuramos tres teor��as profesionales de la docencia en los a��os iniciales de la Ense��anza Fundamental, las cuales presentan una importante relaci��n con el Estado: la docencia como actividad laica, la docencia como actividad t��cnica y la docencia como actividad profesional. Para la configuraci��n de la teor��as, definimos siete subdominios estructurales de la docencia: funci��n docente, concepci��n de aluno, contenidos de ense��anza, gesti��n de aula de clase, proceso formativo, condiciones de trabajo y naturaleza del grupo profesional. El cuestionario normativo ha sido el instrumento orientado para investigar las representaciones de los estudiantes a nivel de conocimientos establecidos y reglamentados por la cultura, como condici��n b��sica para investigar sus Teor��as Impl��citas sobre a docencia. El estudio ha constatado que los subdominios determinados para la comprensi��n del objeto de estudio est��n presentes, de manera reincidente, en la literatura especializada como los son representativos en las identificaciones de los estudiantes investigados. Hemos concluido que las teor��as configuradas para caracterizar la profesi��n docente en los a��os iniciales de la Ense��anza Fundamental hacen parte de la estructura de conocimientos de los estudiantes sobre la docencia, aunque los enunciados de las teor��as, como actividad laica y como actividad t��cnica, no presente ��ndice de tipicidad y de polaridad muy significativo cuanto aquellos relativos a la teor��a de la docencia como actividad profesional. Las Teor��as Impl��citas de los estudiantes ense��an que ellos comparten elementos o rasgos de todas las teor��as de la docencia, aunque se revelen m��s predispuestos a la docencia como actividad profesional. El estudio orienta la aplicaci��n del cuestionario reglamentado a un grupo de profesores actuantes en el nivel de ense��anza en cuesti��n, para que averig��emos si los enunciados que hacen parte de la estructura de conocimientos de los profesores son los mismos que componen la estructura de conocimiento de los estudiantes, de modo a fortalecer la validaci��n de nuestro instrumento de pesquisa

Pr��ticas s��cio-ambientais no espa��o escolar: uma reflex��o sobre a percep����o dos usu��rios de duas escolas do ensino fundamental em Jo��o Pessoa, Para��ba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in Jo��o Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicenten��rio and Escola Estadual de Ensino Fundamental e M��dio Presidente Em��lio Garrastazu M��dici (Experimental State Center of Learning-teaching Sesquicenten��rio and Basic and High State School Education Emilio Garrastazu M��dici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation

A sistematiza����o do conte��do jogo nas aulas de educa����o f��sica do ensino fundamental e m��dio

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 Educa����o F��sica Escolar e Organiza����o 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 G��is 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

O espa��o formativo na escola: um estudo com professoras dos 4�� e 5�� anos do ensino fundamental.

Es extensa, de parte de los docentes, la discusi��n sobre la articulaci��n de actividades y estrategias de ense��anza que vengan a proporcionar una participaci��n m��s activa del alumnado. Sin embargo tal tarea constituye un desaf��o para muchos profesores ya que, muchas veces, la formaci��n inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonom��a cr��tica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue ��l de incentivar un espacio de discusi��n y reflexi��n para profesores en ejercicio de los 4�� y 5�� a��os de la Ense��anza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organizaci��n y sistematizaci��n de actividades de ense��anza que lleven a una participaci��n m��s activa de los estudiantes. La investigaci��n se realiz�� en una escuela privada de Natal/RN, que atiende a estudiantes desde la educaci��n infantil hasta la ense��anza secundaria. Se desarroll�� en cuatro fases: la 1��, de familiarizaci��n, cuyo objeto de estudio se dio a trav��s de la observaci��n del sal��n de clase y del an��lisis de la planificaci��n anual: la 2��, de identificaci��n de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboraci��n de textos. La 3��, en la perspectiva de proporcionar una intervenci��n, se us�� como instrumentos de investigaci��n, el diario de clase y otras actividades como talleres, cursos y la elaboraci��n de material did��ctico. En la 4�� fase, para reconocer los posibles cambios en la pr��ctica docente, ocurrieron nuevas observaciones en el sal��n de clase, el an��lisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados se��alan cambios en la pr��ctica de esos profesionales, la introducci��n de la disciplina de Ciencias en el espacio formativo y el material did��ctico elaborado ha sido un subsidio importante para ayudarlos en las clases

Pr��ticas s��cio-ambientais no espa��o escolar: uma reflex��o sobre a percep����o dos usu��rios de duas escolas do ensino fundamental em Jo��o Pessoa, Para��ba

In the social-historical moment we live in, it is each time more evident the necessity of the people to learn to deal with the environment in conscientious way, taking care of themselves properly through it. In this direction, considering the school as a place where children, young and adolescents spend great part of their time, this work had as objective to examine the perception of school environment for students, professors and employees of two schools in Jo��o Pessoa city - Centro Estadual Experimental de Ensino-Aprendizagem Sesquicenten��rio and Escola Estadual de Ensino Fundamental e M��dio Presidente Em��lio Garrastazu M��dici (Experimental State Center of Learning-teaching Sesquicenten��rio and Basic and High State School Education Emilio Garrastazu M��dici President). From the presupposed that the environments in which and with which people live reflect their daily practices, the field work searched to identify the social-environmental practices that characterize the relation of these users with the school and, from this understanding, to infer some of their concerns regarding the environment as a whole. To analyze the use of the available physical space in the two institutions it was opted the use of the After-Occupation Evaluation, one of the approaches that feed the process of building production or built set, rescuing aspects related to its use, operation and maintenance. Besides analyzing diverse school environments (such as classroom circulations/accesses, library, pedagogical and sportive spaces) in relation to the environmental comfort and the perceptions of the main users of the schools (pupils, professors and employees), the dissertation tried to inquire the care (ambient education) of these users with the school space. In general, it was verified that the two schools have evaluations and perceptions really different for four reasons: (i) management of the schools; (ii) the users perception; (III) localization of schools and (IV) feeling of place, territoriality and appropriation

O discurso expositivo escrito no ensino fundamental: um enfoque cognitivista e seus desdobramentos did��ticos

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

Pol��tica p��blica e educa����o digital no ensino fundamental em Natal/RN: an��lise de efic��cia da atua����o dos objetivos do Proinfo Municipal

The present work turns on the public politics of digital inclusion and of the impact of the Technologies of the Information and Communication in the formation of the citizenship. For this, it was opted for doing an analysis of effectiveness of the performance of the objectives of the Proinfo (National Program of Computer Science in the Education) municipal district of Natal-RN. As instrument of collection of data, three types of questionnaires were used. The collected data were analyzed and discussed starting from it analyzes it descriptive of averages and analyze of multiple regression. The results of the research pointed that the teachers and the students use the computer science in a restricted way. On the other hand, the digital education is not still totally contemplated in the schools beneficiaries' digital r��rum�� by Proinfo municipal and thus, the inefficacy of the program was verified with relationship the educational training and the students' digital inclusion

A concep����o de professores do ensino fundamental (1�� e 4��) sobre a sa��de do escolar

Com a cria����o dos Par��metros Curriculares Nacional (PCNs), a sa��de passou a ser um tema transversal que deve ser trabalhado por todos os n��veis de ensino em toda a escola, principalmente pelos professores do ensino fundamental, os quais t��m uma grande responsabilidade no processo de forma����o dos valores e de condutas dos escolares. Com o objetivo de investigar a concep����o dos professores de ensino fundamental (1�� a 4�� s��ries) sobre a sa��de do escolar, este estudo teve como amostra 45 professoras lotadas em 04 escolas p��blicas e 04 escolas privadas no munic��pio de Natal/RN. Para a coleta dos dados foi utilizado um question��rio semi-estruturado, sendo os mesmos analisados por meio da an��lise tem��tica. A faixa et��ria com maior preval��ncia foi a superior a 40 anos, com 58% de professoras. Com rela����o ao grau de forma����o acad��mica das docentes investigadas, 47% delas tem o terceiro grau completo e, 40% possuem apenas forma����o no magist��rio. No que se refere ao tema transversal sa��de, 27% das professoras n��o realizaram estudos sobre o mesmo e, 40% das docentes n��o se sentiam preparadas para desenvolver esse conte��do, apontando como principal fator limitante �� falta de conhecimento mais profundo sobre sa��de e a falta de material did��tico adequado. Sobre a import��ncia em se trabalhar a sa��de, 29% das respostas referiram-se aos cuidados com a sa��de, e 20% em prevenir e conhecer doen��as. Pode-se concluir que �� necess��ria uma capacita����o espec��fica referente �� tem��tica em quest��o, o que deve ser acompanhada de pol��ticas p��blicas que incentivem o profissional da educa����o e ofere��a estrutura ao ambiente escolar

Narrativas de Forma����o de Professoras dos Anos Iniciais do Ensino Fundamental:Concep����es e Constru����es de Necessidades Formativas na Geografia Escolar

This article is about a study about the training needs for teachers of elementary school in the field of Geography. It is our objective to grasp their conceptions of training needs and reflect about their formative needs to teach geography. We consider the training as reflective process that involves the movement of changes and improvement beyond of formal learning, considering its numerous dimensions. We reflected about formative needs in light of the readings of Rodrigues Esteves (1993), Silva (2000), Roberts (2006), Vieira (2010). The discussions about conceptions were based on Ferreira (2007). The empirical reference constitutes to a private school in the city of Cear��-Mirim/RN, SECAT Centro de Ensino. The social subjects of our research are five teachers who work in the initial years of elementary school. We resorted a survey (auto) biographical, based on the studies of Passeggi (2011), Delory (2008), Bertaux (2010) e Josso (2010), since it is our intention to turn to the historicity of the subject and the learning, recognizing the links between him and the world and the experiences based on for learning and adult training. As technical and methodological procedure we will use the Training Narratives, whose application allows the understanding of memories and stories of schooling teachers, since are reported events occurred during the development of the individual through seminars Biographical. We observed on the narratives constructed by the teachers the absence assignments of meanings to a reworking of the theoretical formative needs and questions of its organizing principles. However, we notice the teachers were able to develop senses and means to conceive the phenomenon in study, in a descriptive way, through articulated enunciations, including aspects and opportunities linked to their teaching practices and future formative prospects. Regarding School Geography, we based our studies in the reflections of Smith Junior (1994, 2000), Tonini (2003), Vesentini (2004) and Vlach (1991), among others. We verified that the needs evidenced by the teachers to teach geography were constructed from the contexts of their teaching practices present in their school and professional trajectories. Therefore, we noticed the need for formal pedagogical qualification so that we can conceive the phenomenon in study beyond its descriptive character, understanding that it is necessary to point out reflections and questions about the dynamics of production of global capital, which conveys its interests in the contexts that often emerge formative needs of the educational system

A produ����o tardia da profissionaliza����o docente e seu impacto na redefini����o identit��ria do professorado do ensino fundamental

El objetivo de este estudio consisti�� en capturar y reconstituir el modo por el cual profesoras y profesores vinculados a la educaci��n infantil y a la fase inicial de la ense��anza fundamental producen su identidad docente, en el contexto de una tard��a profesionalizaci��n. El campo de esa pesquisa envolvi�� tres instituciones p��blicas de ense��anza superior, dos en Natal (RN) y una en Jo��o Pessoa (PB), que desenvulven programas especiales de formaci��n de docentes vinculados a las respectivas redes locales de ense��anza. Para el atendimiento del objetivo arriba propuesto, fue utilizada la teor��a de las representaciones sociales para la captura de los elementos constitutivos de las representaciones sociales del profesorado conforme la formulaci��n de Serge Moscovici y colaboradores, consider��ndose, aqui, especialmente, la contribuci��n de Abric en su complementar teor��a de nucleo central de las representaciones. Teniendo en vista la necesidad de identificaci��n de los elementos estructuradores de las representaciones, y definidores de las identidades en cuesti��n, se privilegi�� en la pesquisa la producci��n discursiva docente y sus condiciones de producci��n. La utilizaci��n de sus evocaciones, bien como de las fuentes escritas por los propios sujetos envolvidos, oportuniz�� el afloramiento de las diferentes faces constitutivas del ser profesor/a . El corpus decorriente de ese estudio fue entonces somentido a una serie de diferentes m��todos / t��cnicas condensadas en programas informatizados y otros manuales en um esfuerzo para conferir un mayor rigor al an��lisis de los resultados apuntados. Se utiliz��, a��n, un referencial de an��lisis del discurso para viabilizar la emergencia de diferentes ��ngulos de la configuracion de la identidad en foco. Los resultados apuntam para un significativo deslocamiento de las representaciones docentes, bien como permitem afirmar la hip��tesis, inicialmente puesta, de que la profesionalizaci��n docente ocurre no apenas de manera tard��a, como tambi��n viene provocando una resignificaci��n de los referentes de identidad de esos profesionales

O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n

A constru����o do princ��pio do coopera����o na Pedagogia Freinet:uma pr��tica em sala de aula do ensino fundamental

Cette recherche est ancr��e dans les racines de la p��dagogie de C��lestin Freinet, un des plus importants ��ducateurs du XX��me si��cle, car ses propositions naissaient de la r��alit�� de l ��l��ve lequel ��tait, de ce fait, valoris��. Au d��but de ses recherches, Freinet s est rendu compte que pour pouvoir ��difier une ��cole qui, effectivement, atteigne les classes populaires, il devrait r��aliser des changements dans le milieu scolaire. Notre travail le principe de coop��ration dans les actions d��velopp��es par le professeur et ses ��l��ves dans le quotidien de la salle de classe. Les d��cisions pour la r��alisation de ce travail ont exig��, de notre part, une profonde et globale r��flexion vis �� vis des pas qui devraient ��tre entam��s, consid��rant que notre intention n ��tait pas de faire une simple intervention dans le syst��me scolaire avec une programmation pr��-��tablie, sans instruments cr��es �� priori pour le d��veloppement d actions dans le contexte scolaire. Comme questions principales nous pouvons souligner: Comment la coop��ration contribue pour le v��cu des ��l��ves? De quelle mani��re ce principe se r��alise dans le quotidien de la salle de classe? Le principe coop��ratif, pourrait-il agir comme une alternative qui favorise la dynamique de la salle de classe et des relations entre les ��l��ves? Le principe de la coop��ration exige la cr��ation d une ambiance en salle de classe dans laquelle il existe des ��l��ments m��diateurs dans la relation professeur-��l��ve. Ainsi, l organisation de la salle a un caract��re important; il faut consid��rer la participation des ��l��ves dans la construction de ses connaissances. Pour cela, il est n��c��ssaire cr��er des structures qui doivent ��tre compl��t��es �� partir de l activit�� des propres ��l��ves. Dans la ligne de cette pens��e nous avons, donc, comme objectifs sp��cifiques: 1) Investiguer, dans l action p��dagogique du professeur, l utilisation de strat��gies pour la consolidation du principe coop��ratif pour la salle de classe; 2) Faire une r��flexion �� propos de l organisation du travail coop��ratif d��velopp�� par le professeur en observant comment celui-ci est r��alis�� en salle de classe; 3) ��tablir un r��pertoire des v��cus de coop��ration construits en salle de classe par les ��l��ves et le professeur. Ainsi, pour d��velopper une interaction avec les sujets de la recherche [professeurs et ��l��ves] des ��tudes ont ��t�� d��velopp��s ancr��s sur les principes de la recherche qualitative de type ethnographique pour consid��rer ce dernier un r��f��rentiel m��thodologique plus indiqu�� �� l utilisation des t��chniques d observation, interviews et analyse de documents, car ces t��chniques sont, traditionnellement, associ��es �� l ethnographie. Cette recherche a pour but comprendre la vision de ce qui arrive quotidiennement dans la salle de classe observ��e et les multiples relations imbriqu��es dans le processus de motivation de l apprentissage utilisant la coop��ration

Geometrizando no segundo ciclo :relato de uma interven����o pedag��gica voltada �� constru����o de conceitos geom��tricos no ensino fundamental

This work has proposed to relate the experience product of a pedagogical intervention, performed in a public institution of teaching situated in this capital. It had as objective to validade the applying of a teaching module of geometry, more specifically about the conceptions of perimeter and ��rea in the second cycle of fundamental teaching. This dissertation has presented the problematic which involves the teaching of geometry in different contexts. It has adopted the broach of the radical constructivism while methodological theoretical referencial through which it has tried to explain the phenomena that involves the teaching and the apprenticeship. It appropriates Jean s Piaget contributions related to the development stages, while referencial that will dialogue in the search by sense and comprehension of the geometric apprenticeship process and it runs over Richard s Skemp (1980) theory in order to explicit the student s apprenticeship according to the levels of instrumental comprehesion and relacional comprehension . The research has presented datum related to initial diagnosis evaluantion, the pedagogical intervention and analysis of the activities and students perfomance displaying still the results of the final evaluation. According to the results got, we could check the students group growth front to the acquisition of the concepts of perimeter and ��rea in comparison with the previous knowledges presented in the initial diagnosis evoluation of the students participants of the research. We have concluded evaluating the objectives of the research, connecting the strategies and reasoning employed by the students in order to resolve the questions and then to reach the objectives proposed by the teaching module. We have presented still the main obstacles to the apprenticeship of such concepts