Inclusão digital: estratégia de co-participação de idosos no lazer virtual = Digital inclusion: strategies for elderly co-participation in virtual leisure

Pós-graduação em Ciências da Motricidade - IBRC

Aprendizagem de alunos com deficiência intelectual do ciclo I do Ensino Fundamental: o desempenho em leitura e escrita e a formação de professores

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O lúdico na escola: atividades lúdicas no cotidiano das escolas do ensino fundamental I no município de Araras

Partindo de leituras e discussões sobre a importância das atividades lúdicas para crianças em idade escolar, esta pesquisa procurou identificar o lúdico dentro da escola, bem como a sua utilização como estratégia de ensino no Ensino Fundamental I. Buscou-se, primeiramente, levantar argumentação teórica que comprovasse a eficiência do lúdico no processo de ensino-aprendizagem, no desenvolvimento social, cognitivo e físico da criança. Coletou-se dados da realidade escolar em quatro escolas do município de Araras, interior de São Paulo, investigando a presença e a utilização de atividades lúdicas, na sala de aula. Colheu-se dados através de questionário fechado entregue aos professores para embasar, juntamente com o referencial teórico, as análises e discussões sobre a presença ou não do lúdico, na escola, e sua importância quando utilizado. Esta pesquisa possibilitou trazer à tona a discussão dos dados da realidade escolar, sob a luz do material teórico pesquisado, e verificou-se que o corpo docente entende e procura utilizar o lúdico em sala de aula, contudo falta material e também incentivo das escolas com relação a essa rica alternativa. Dessa forma, essa realidade permitiu refletir acerca da preparação dos professores, para desenvolver conteúdos e estratégias mais prazerosas; de modo a trazer o aluno a participar das relações de ensino-aprendizagem de forma crítica e criativa; bem como a participação ativa de coordenação e direção dentro da escola auxiliando o trabalho do professor.

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...

Representatividade das redes sociais no processo educacional: potencialidades dos grupos virtuais como ferramentas de ensino-aprendizagem no Ensino Médio

One tool that has been in evidence, especially among young people, is Facebook. It can be classified as a synchronous communication tool that allows communities of people with similar interests to discuss and exchange experiences in real time, promoting the sharing of information and the creation of collective knowledge, even if they being in different parts of the globe. In this paper we show that Facebook can be used as an educational tool to aid the work done in the classroom and the impact of creating closed groups in online social networking for educational purposes. The survey was conducted with a group of students at a private school in Bauru/SP. We investigated the interaction profile of students with a closed group created on Facebook and through a questionnaire analyzed whether students use virtual environments for personal or educational. The survey reveals students perceptions about relevant aspects and the potential use of this tool as teaching-learning strategy

Blended Online POPBL: uma Abordagem Blended Learning para uma Aprendizagem Baseada em Problemas e Organizada em Projetos

Pós-graduação em Educação - FCT

O uso da atividade guia (brincar) como catalisadora do desenvolvimento do pensamento e da linguagem

To select pedagogical practices that allow the development of psychic function thinking and psychic function language. It's necessary understanding the whole psyche human, postulated by Vygotsky. The action of playing, the main activity of the children in the childhood education, can enhance the resilience of the psychic functions, once it provides stimulus and may include teacher's intervention during its deployment. For a better intervention, this planning in light of a theory is primordial, as well as the reflection on this practice. This research aimed to find the moment of the activities that took place the development of these functions, language and thought, in children who are in the early years of the childhood education. The survey was conducted through a qualitative interpretation approach, as action research. Data analysis allowed us to observe planned teaching practices in which enabled the development of language and thought and consequently a qualitative leap in the other psychic functions

A importância da ludicidade na escola na perspectiva de professores atuantes nos anos iniciais do Ensino Fundamental

The play and playfulness as well as school subjects are ways that the teacher has in the classroom to mediate the relationship between knowledge and the students, providing an easier and more enjoyable learning. This paper aims to analyze how teachers in the early years of primary education, the areas of Physical Education, Education, Art and English, assesses the importance of playfulness at school, define concepts such as the playful, playing, their importance for the learning and social life. Field research through interviews with nine teachers was conducted, six Educationalists teachers, an art professor, an English and physical education teacher. The results indicated that most of these teachers mediates learning through playfulness that children have better learning when the pedagogical work occurs through play, and feel more motivated to attend school. Participants have the idea that playfulness is the play and the play and say the school should value the playful, and need support from the school staff and the community. In conclusion, the playful should be part of everyday school life and more than a teaching strategy, should be valued in the integral formation of the individual