3 resultados para Elementary education
em Universidade Federal de Uberlândia
Resumo:
The present study on organization education on Amaps Federal Territory (1943-1958), looked forward to answering the following questions: Was there an educational policy, in a systemic way, on the former Amaps federal territory? On the other hand, what were the main initiatives of the first intervenors for the education dissemination? After facing these questions, we established, as hypothesis, that the developed actions in the educations scope on that territory back in the 40s and 50s were not able to implant an educational project in Amap, since there was no preoccupation to understanding the sociocultural reality of Amaps population. Given this hypothesis, we analyzed the relation between the political practices developed by the first intervenor on the territory and the brazilian political scenario, from the legal-administrative nature of the federal entities and political conjuncture of the New State (1937-1945). To achieve that, we sought some similarities between Janary Gentil Nuness ways of governing and Getlio Vargass political actions. To make this happen, it was necessary to check official documents out, as well as unofficial ones, especially the old articles published by Amap, the local newspaper, official press tool back then, which disseminated the beliefs and values of the constituted authorities, with the purpose of strengthen the modernization ideal on the people. Such practice was based on the attempt of breaking off sociocultural economic backwardness of the territory, hiding out the reality of the Amaps population, marked by poverty, a high illiteracy rate and the typical tropical diseases from Amazon (Malaria). During the ruptures process between the old and the modern, the education takes on a major role in the official speech, being used as political advertisement and as essential element to the modernization and to the development of a new man: now civilized. However, the investigation on the expansion of the elementary education in Amap, showed us the presence of a significant number of rural schools, in contradiction to the disseminated urban modernization promise around there. In this sense, we can affirm that educational policy on Amaps territory failed by reasons of being based on the transplantation of the Federal Districts educational project, and it is important to recall that, back then, the brazilian Federal District was Rio de Janeiro. Despite the public agents had established uncountable schools on rural areas, these were not carried out from a more systemic process, this is, considering the reality of the Amazons "cabloco". So, we observed the existence of the separation between the modern speech and the maintenance of old oligarchic practices by that time.
Resumo:
There are diverse studies about beliefs in Applied Linguistics since 1970 or so (BARCELOS, 2004), especially beliefs about teaching and learning Foreign Languages. The research about beliefs and experiences of English language teachers, who take part in a program of teaching incentive (Pibid), and, therefore, are immersed in public schools for elementary education, is relevant, once the (ac)knowledgment of these beliefs related to their teaching and learning experiences allows these teachers to reflect about the aspects that involve their teaching practice and their role as teachers of English language. The present work aims to investigate the interaction of beliefs and experiences related to foreign language teaching and learning of teachers who are participants of Pibid, in the subproject of English Language at the Federal University of Uberlndia (UFU), in 2013. The objective is to identify the beliefs and experiences about teaching and learning that the pre-service teachers (PI), the coordinator teacher (PF) and the supervisor teachers (PS) of the program show and how their beliefs and experiences influence each other and can or cannot be redefined. This is a qualitative and interpretative masters research, in which I analized one narrative of each PI, one interview of PF and another of each PS, and, also, two meetings the first between the PF and the PIs, and the second between all the participants in the subproject. All the data was collected at the end of their participation in Pibid, approximately one year and six months later. Therefore, I raised some beliefs and experiences about English language teaching and learning present in the teachers discourse and analized excerpts in their speech that evidenced the interaction with other participants and its influence to the formation, confirmation, demystification and redefinition of their beliefs. The results of this analysis bring elements that may help the constant reflection of university teachers, teachers in practice and pre-service teachers about the aspects that involve the teaching experiences in public schools.
Oficina educomunicativa de produo de vdeos: construo de significados sobre problemas socioambientais
Resumo:
This research aims to analyze the meaning making by Elementary Education students from public schools of Uberlndia (Minas Gerais, Brazil) about the social and environmental problems of their surroundings as of audiovisual reading and expression skills. The theoretical framework is based on constructivism, through the study of contributions about: cognitive development; meaningful learning; cognitive processes and types of knowledge; principles of learning with technology; educommunication focused on critical media literacy; and critical environmental education. The study object is a video production workshop organized in nine meetings, from September to November 2015, attended by 15 students. The following data collection instruments were used: the materials produced by the participants, specifically guided critical media literacy, agenda, script and final video; researcher observations from his role as a mediator; and focal interviews. The analysis was divided into two axes: procedural knowledge technical skills of critical media literacy and production; and conceptual and metacognitive knowledge representation of social and environmental problems and metacognitive skills of critical media literacy. Data were coded in the form of a skill evaluation rubric and also in the form of graphs. Thus, despite the time constraints, it is inferred that the workshop helped students to deepen their understanding about the discussed content, which is reinforced by observing in the graphs how the constant progressive differentiation of more inclusive concepts occurred along the meetings. It is further considered that the workshop contributed to the students reflect on their way of learning through critical use of techniques of media literacy and production, which can be seen from the satisfactory learners performance in most elements evaluated by the rubrics, as well as from the success in identifying interlocutors, values and actions in the read and built texts, something revealed by the graphs.
