Os limites e as possibilidades de uma sequência didática: o conceito de proporcionalidade e a aprendizagem de alunos do 5º ano do Ensino Fundamental

This study aimed to analyze the limits and possibilities of a didactic sequence, addressing the concept of proportionality in the learning of students in 5th year of elementary school. From the results of the Diagnostic Assessment Initial applied to students in a class of 5th grade of elementary school, we selected eight (8) students who participated in the constituent activities of that instructional sequence. For the development of this sequence were used theoretical elements of Genetic Epistemology (Piaget, 1990), the theory of fields of Conceptual Vergnaud (1996) and the definition of instructional sequence proposed by Zabala (1998). Finally, after 20 days of application of these activities, we applied the Diagnostic Assessment Final aimed at investigating which concepts related to proportionality were built by the participating students. By analyzing the collected data, it can be concluded the following about the possibilities of teaching sequence: 1) students who, in Diagnostica Home Assessment used the multiplication algorithm, but also did not indicate the comparison between quantities are now performing; 2) students who, in the Diagnostic Assessment Initial, used the addition algorithm, now gradually are using the multiplication algorithm; 3)students who, in the Diagnostic Assessment Initial, could not solve problems involving the idea of proportionality, are now resolving, however, still use, in large part, the addition operation as a strategy for this proportional thinking. Now, in relation to the limits of the sequence noted: 1)time sufficient to propose a higher number of problem conditions to be carried by students who may have been a trigger of construction have not through the proportional multiplication;2)the distant proposition situations of assimilation schemes (interpretation) of the students, which may have caused certain imbalance in them, preventing them from thinking about the problem situation;3)the rapid passage of...

As avaliações externas e suas implicações para a organização do trabalho numa escola da rede estadual paulista: um estudo de caso

This research analyses the positives and/or negatives of external reviews to work's organization developed at the/and by the school. It should be noted that it's a qualitative case of empirical research, and it takes the pattern of case's study, because we held the investigation just in one school, which in turn, belongs to the education's public network by the state, and is located at the São Paulo northwest. The tools employed at this research for the data's collect were the observation, restricted to times of Pedagogical Work Activities Collective from the school, and the semi structured interviews with educational coordinators and the teachers too. We choose educational coordinators and teachers because they are closer with the education and learning methods, as well as their activities have more responsibility in relation to the main function developed by school, that is to teach, in other words, educational processes. This research also concerns an investigation about the educational coordinators and teachers conceptions, in relation to system's implantation external reviews at the schools. The results indicate to incidence of significant interference of the external reviews to/in the organization school's work, as, a teaching practice reorientation from results arising these reviews, or, modifications in the internal rating, since they have followed a tendency towards becoming more similar with their own external reviews. In what concerns the subjects investigated, we can emphasize that mostly submitted alienation with respect to negative effects of the external reviews for school. They showed that are conformed with the reality that they are inserted and in your mostly they proved perceive the positive effects by the implantation of external reviews. We can also add that the data obtained in the research allow us declare that the work of the educational coordinators of this school in presence of external reviews don't...

A formação de professores e os desafios do ensino/aprendizagem em períodos de mudanças sociais

The objective of this paper is to present the relationship between higher education with other levels of education. In Brazil, some challenges were launched to fulfill improvement in teaching / learning covering a scientific development with the involvement of several bodies, among them the science and society. Therefore, according to the National Postgraduate-PNPG, the close relationship between science and society requires a scientific-cultural training that should start in higher education, teacher training, and that this knowledge can follow the company, traversing all levels of education prior to higher education. Thus, we analyze the formation of teachers as one of the pillars of our discussion, trying to understand that at different times, men have paid attention to the re/organization of society, to masters/teachers have the knowledge that enabled individuals to convey an apprenticeship favoring the theoretical reflection on practice. So, we have considered some classics, as Bonaventure of Bagnoregio, that dealt on the training of teachers (as) in different periods, expressing concern about the quality of teaching and documents dealing with the situation of education in Brazil

Concepções de professores dos anos iniciais do ensino fundamental sobre o trabalho com mapas conceituais

This study aims to investigate the design of elementary school teachers on the use of concept maps as way to organize, assess and facilitate student learning and see how many use them in their practice. For the study, literature search were made, seeking theoretical and methodological and descriptive field research with a questionnaire to teachers from six public schools of the early years of elementary school in the city of Bauru, closed questions with multiple choice to gather information about teacher’s knowledge about the subject.

Simetria no ensino fundamental através da resolução de problemas: possibilidades para um trabalho em sala de aula

This paper presents an alternative way of working with the theme of symmetry in the elementary school classroom. The proposal is based on qualitative research developed in the Professional Masters degree program in Science and Mathematics Teaching. We conducted field-work consisting of applying a sequence of activities for students in the seventh grade. The sequence was developed from the perspective of mathematics teaching using problem solving, taking into consideration aspects relevant to the study of geometry, such as intuition and visualization. In carrying out the activities, the dialogues between students and teacher were recorded and later transcribed. For data analysis we used the procedures of phenomenology. When interpreting the data, we observed that the teaching of symmetry using problem-solving enhances learning. We also found that, in an investigative environment, students are able to identify properties, argue about the geometric characteristics, and justify their opinions.

A emergência do conceito da interculturalidade no ensino e aprendizagem de língua estrangeira

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Elementos psicomotores e fatores sociais relacionados ao desenvolvimento motor e dificuldades de aprendizagem em crianças ingressantes no ensino fundamental

In humans, psychic and motor skills are interdependent, and therefore, cannot fail to take into account the influence of a good psychomotor development in the prevention of learning difficulties. Another factor that interferes with the learning process is the social. Family problems, socioeconomic status of the child, among others, may be associated with learning difficulties and, consequently, the student's performance. Therefore, the aim of this study was to investigate through the elements of psychomotor, if a delay in neuropsychomotor development may be related to the presence of learning problems in children entering elementary school. Also, determine whether there were differences regarding the presence or absence of these difficulties in students from middle and low social class and have family problems or not. For this, we analyzed two classes of 49 students from 1 year of elementary education at a public school in the city of Bauru/SP, aged between 6 and 7 years. These students were tested for the ENE proposed by Lefèvre (1976) to assess the maturity of the nervous system. A pre-designed questionnaire was answered by the teachers of classes to know students' academic performance, learning difficulties presented by them, social status and the presence of family problems. All students participating in the survey had the term sheet signed by the parents, allowing participation in the study. To reach the results, we applied the Anova and Tukey test for comparison analysis of mean age in the performance of ENE. To investigate the existence of a relationship between performance in the ENE and learning difficulties, we used the calculation of Pearson correlation. To analyze the difference in average scores of learning disabilities in students from different social classes and among those who had family problems or not, comparative graphs were used with the averages obtained from the questionnaire answered by the teachers for each learning...

Contribuições e influências do contexto social para a aprendizagem

O trabalho que se segue pretende compreender como as influências do contexto social afetam a aprendizagem. Busca-se entender como o ambiente em que o ser humano está inserido interfere em sua aprendizagem, visto que nos tornamos e temos por base, se considerarmos as aprendizagens informais, aquilo que vivenciamos, ou seja, aquilo que nos foi oportunizado e ensinado socialmente. Porém, na sociedade existem várias peculiaridades, culturas e necessidades individuais. Dessa forma, objetiva, levando em conta as diferentes facetas, compreender se o processo ensino-aprendizagem se faz diferente em relação ao contexto social. Para a realização do trabalho, optou-se por uma pesquisa bibliográfica, em que será feita uma revisão bibliográfica de obras consideradas indispensáveis para o tema, tendo por base fundamentalmente, as contribuições de Vygotsky e Freire, dentre outros, como forma de melhor entender esse processo

Dificuldades de aprendizagem no contexto escolar: perspectivas para sua compreensão e superação

Inside my participation in the Teacher Education for the Educational Service of Students with Learning Disabilities extension project, which serves elementary school students which are presented by the school as students with learning desabilities in reading and writing, and in view of the large amount of material already published in relation of this issue it is necessary theoretical depth to better understand these entitled desabilities. Considering as how they are perceived and diagnosed by the school team, worked in the context of the classroom, understood by the parents and how these difficulties intefere in the lives of these students. It is known that due to these difficulties many students end up producing a feeling of school failure, a fact that leads, in many cases, to the dropout of these students. Given the need to discuss such pressing issues I present as the goal of this paper: characterize what learning to write and reading difficulties really are and speculate what are the possibilities of educational interventions within the school context to motivate and assist in overcoming the students‟ learning difficulties. Using resources such as a record notebook, activities already implemented, and leaning on the concept of school failure and learning difficulties, the metodology of this study is defined as documentary literature

O professor como mediador da facilidade/dificuldade de aprendizagem do aluno

This study arose from many issues that permeated the undergraduate degree in Education about the role of schools in society, and how this, which also represents space and time, has influenced the lack of pleasure in learning of school students fundamental. Thus, we intend to review the context of the formal school emergence in Brazil, noting its social function and compare the changes in the initial model to the present day. The aim is also to analyze the writing of a group of students about school design, which was transferred by a teacher who participates in the Extension Project: Teacher Education for Specialized Educational Support Services to Students with Learning Disabilities in order to articulate the extent to which the school contributes to the feeling of not belonging student at school. It is a qualitative research, which was used initially on a review and written analysis procedure

A Aprendizagem Cooperativa (AC) como prática educativa ambiental: contribuições para a ampliação do meio ambiente

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A percepção dos alunos sobre a avaliação da aprendizagem no Curso de Graduação em Ciências Biológicas

A avaliação educacional pode ser compreendida como um campo da educação e, portanto, marcado por tensões, contradições, interesses, concepções de mundo, de homem, de sociedade e educação. Para alguns estudiosos desta temática, a avaliação transpõe as salas de aulas assumindo também uma posição central na organização e gestão do trabalho pedagógico e de políticas públicas para a educação, além de tornar-se um excelente instrumento de controle dos sujeitos que se encontram na tessitura do processo educativo. Este trabalho intentou traçar algumas percepções sobre a avaliação da aprendizagem no Curso de Graduação em Ciências Biológicas da Universidade Estadual Paulista Júlio de Mesquita Filho (UNESP) - Campus de Rio Claro, através da ótica dos alunos dos anos finais deste Curso. Nesse sentido, buscou-se desenvolver um estudo qualitativo a partir de entrevistas semiestruturada, objetivando identificar as principais concepções e práticas sobre a avaliação da aprendizagem no curso. Os relatos indicam que a prática avaliativa, na maioria dos casos, vem adquirindo fortemente uma função somativa e classificatória, centralizada na memorização e reprodução de informações, ocorrendo quase sempre de maneira externa ao aluno e focada nos resultados da aprendizagem (produto). Pode-se dizer que a nota tem servido ora para ocultar e manter as relações hierárquicas, ora para selecionar aqueles que vão gozar de um incentivo financeiro para o desenvolvimento de outras experiências acadêmicas, resguardando uma lógica meritocrática e seletiva. De modo geral, a prática avaliativa pouco tem contribuído para a (re)organização do trabalho pedagógico pelo professor e para a superação das dificuldades e incompreensões dos alunos. Ainda que, a maioria das vivências tenha adquirido emoções negativas, as experiências mais marcantes se residem naquelas em que o aluno teve maior envolvimento e...

Aspectos culturais como fios condutores de interações em Tandem na aprendizagem de português língua estrangeira: interculturalidade, estereótipos e identidade(s)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Física no futebol: objeto de aprendizagem gamificado para o ensino de física em mídias digitais por meio do esporte a partir do edutretenimento

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Uso de experimentos, confeccionados com materiais alternativos, no processo de ensino e aprendizagem de Física: Lei de Hooke

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)