Concepções e práticas do ensino de leitura em inglês no ensino médio

Pós-graduação em Educação Escolar - FCLAR

A compreensão de alunos do ensino médio sobre as relações CTSA e a preservação de um ecossistema terrestre a partir de uma aprendizagem centrada em eventos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Propostas Curriculares Para o Ensino Médio (1998/2013): uma análise sob a ótica de Jürgen Habermas

Pós-graduação em Educação Escolar - FCLAR

Aplicações da função logarítmica em sala de aula no ensino médio: uma proposta de solução de problemas pela transposição para a linguagem matemática

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Aplicações das Cadeias de Markov para o Ensino Médio

Pós-graduação em Matemática em Rede Nacional - IBILCE

Um estudo de retas do plano e uma abordagem para o ensino médio com o software GeoGebra

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As mudanças procedimentais de alunos do ensino médio durante o trabalho com investigação matemática em sala de aula

The paper that if presents, tells a research carried through next to students of the High School, in which activities of mathematical investigation from questions of some examinations of federal and state public universities had been elaborated; later applied to these students in a state school of the inside of São Paulo and with data obtained from their productions, we search to analyze which procedures had been used for them and which procedural changes had occurred. It is intended with this, to collaborate for the mathematical formation of the students of High School aiming at a more significant learning of the mathematical concepts and the procedures involved when working with this type of activity.

O conhecimento biológico nos documentos curriculares nacionais do ensino médio: uma análise histórico-filosófica a partir dos estatutos da biologia

We analyzed the National Curriculum for Secondary Schools with respect to the ontological, epistemological, historical, social and conceptual biology. This study aims to bring information and thinking about the inclusion of history and philosophy of biology for secondary education and for teacher training. We performed an analysis of PCNEM, PCNEM+ and Curriculum Guidelines as a whole from established categories. The results indicate a predominance of the ontological view of mechanistic biology. Epistemologically, although acknowledged, the question of scientific method is rarely discussed. The historical approach and social scientific activity and scientific knowledge are recognized by the documents, but an instrumental view prevails. The conceptual aspects are comprehensive and take into account the theories of structural biology. A philosophical discussion on the biology is missing in the parameters, indicating the need for the inclusion of issues related to ideas of determinism, chance and teleology.

Abordagem experimental da força de atrito em aulas de Física do Ensino Médio

In this paper we propose and describe the performance of an experimental activity to address the concept of friction in High School Physics practical classes. We use a low-cost and simple construction device that enables the determination of the coefficient of static friction between two materials through three different procedures. The results were coherent, with small percentage deviation, which gives reliability to the activity and can stimulate discussions in class. The activity also allows greater contextualization of concepts that are usually discussed only theoretically, requiring a higher abstraction level of the students. This can stimulate discussions and greater interaction between teacher and students.

Física Moderna no Ensino Médio: um experimento para abordar o efeito fotoelétrico

Considering the importance of the inclusion of Modern and Contemporary Physics in the curriculum of Physics in High School, it is proposed in this work an experimental activity, made with low- cost materials, which presents the photoelectric effect. This activity can be used articulating this phenomenon with some technological applications experienced by the students in their daily lives. When working the experiment, the teacher can encourage students to investigate what happens during its execution and, through questions, get them to express their ideas in the previous attempt to explain its operation. This articulation linked to social interaction in the classroom can arouse the students’curiosity and motivation of students to learn the subject taught in classroom.

Mídia-educação no ensino médio: uma experiência com alunos e professores

This paper describes the development of educational materials on media education as a result of workshops held for students and teachers of high school in Midialab – Media Education Laboratory of Universidade Sagrado Coração. The objectives of this exploratory research were to investigate how teachers and students learn about media, looking for similarities and differences in the performance of the two groups in order to make it possible to conclude what methodology frameworks had a best result for promoting the media literacy of each group, taking on account the characteristics of public school and the paradigms of international media literacy. The methodology involved the application of activities focusing on six strategies: textual analysis, contextual analysis, content analysis, case study, translation, simulation and production. The results suggested that such activities are a productive way to develop critical reading skill and to reduce the differences between teachers and students’ repertoire. They also presented good results in the development of language usage by them and promoted collaborative learning, in a social approach.

Física Moderna e Contemporânea no ensino médio e a formação de professores: desencontros com a ação comunicativa e a ação dialógica emancipatórias

Taking into consideration various argumentation perspectives, the introduction of Modern and Contemporary Physics at High School level has been defended by various researchers. In the present qualitative nature research, we heard and interpreted ten High School physics teachers’ discourses, aiming to analyze how their initial education, regarding to Modern and Contemporary Physics, was based in a rationality which matches with the communicative and the dialogical actions. Teachers of our sample were individually interviewed and, at that time, they had finished their initial undergraduate program at least five years before. Teachers’ discourses interpretation was supported by some French school discourse analysis’ concepts, Jürgen Habermas’ communicative action, Freire’s dialogical action, as well as teachers’ education research critical referential. The discourses interpretations evidenced that these teachers’ education, with respect to Modern and Contemporary Physics, was mainly based in technical-instrumental rationality basis. This perspective did not help teachers’ autonomy construction in order to work these subjects in their classes, mainly in a perspective coherent with the teachers’ emancipation, producing reflexes in classroom physics teaching. The study evidenciates the necessity of future teachers’ professors revise theirs teaching practice, as well studying other curricular structures, regarding to Modern and Contemporary Physics teaching.

Qual a maior contribuição do ensino de ciências à sociedade? O que revelam professores da educação infantil ao ensino médio

Este estudo teve como objetivo mapear as concepções de professores de diferentes níveis de ensino sobre a maior contribuição do Ensino de Ciências para a sociedade. A proposta faz parte de uma pesquisa realizada pelo grupo de pesquisa Formação e Ação de Professores de Ciências e de Educadores Ambientais. Os dados foram coletados por meio de uma questão contida em um questionário, com 75 professores. As respostas foram organizadas em categorias relacionadas: à maior contribuição, às características envolvidas e ao elemento objeto da contribuição. Os professores revelam aproximação com discurso hegemônico e distanciamento das perspectivas críticas, indicando a necessidade de problematização da perspectiva política–pedagógica dos professores de Ciências Biológicas.