Uma proposta para o ensino das estações do ano com base em um referencial topocêntrico

Studies carried out in several countries have confirmed the students’ difficulty in explaining the causes of the seasons of the year, and most of times their learning takes place incorrectly. The seasons of the year have been generally treated in didactic books apart from people´s routine, based on the heliocentric system, what demands abstraction to understand the phenomenon. Before this difficulty, it is necessary to think about a teaching proposal which allows the students to realize the environmental characteristics and its changes over time, as well as the seasons themselves. Thus, our goal was to work from the perspective of the observer on the terrestrial surface, therefore using the topocentric system. For that, we constructed a didactic sequence, grounded in Ausubel´s meaningful learning theory (2003) and in Moreira´s critical meaningful learning theory (2010), which was applied to students in 9th grade of elementary school and in 2th grade of high school at Escola Estadual Jerônimo Arantes, in Uberlândia, Minas Gerais, owing to their previous knowledge and alternative conceptions, which were collected via interviews. Afterwards, to evaluate the applied methodology, we made new interviews, by which we realized improvement in learning in relation to the characteristics of the seasons based on Sun´s apparent path, which we attribute to reference the change of observation and the means to obtain data on the volume of rainfall and average temperature in the city throughout the year. On the other hand, there are points that were not highlighted in learning, such as the link between winter and rainy season and the causes of the seasons, points left to be discussed in future investigations.

Jogos de negócio : o que leva o docente de cursos da área de Ciências Sociais Aplicadas a adotar a ferramenta de ensino

The Business Games are a growing teaching strategy and alternative to the academic front through the new process of Teaching and Learning. Through literature review and semi-structured interviews, this work addresses the teachers considering their subjectivity in deciding JN as the three profiles suggested by Faria and Wellington (2004): those who use it, those who stopped using and those who do not. The research corpus is limited to contributions of 22 respondents between master and doctors teachers of Applied Social Sciences area courses in colleges of Brasília (DF), Goiânia (GO), Ribeirão Preto (SP) and Uberlandia (MG). The content analysis of the interviews allowed to infer that: (1) join the teaching strategy is a commitment to a complex planning, with constant training and proactivity related to student feedback; (2) abandons the practice is becoming less common, because managers tend to recommend it and there are more and more software available for specific disciplines. Its discussed also other contributions (motivations) given by respondents of the three groups that were not found in the literature. It is hoped that this work will serve (1) incentive to teachers on the use of Business Games as a teaching strategy (2) consultation by managers when they decide about purchasing simulation software. Finally, stands out that the educational success of JN depends not only on the various motivations of teachers, as well as the interest and commitment of the student.

Guia didático-metodológico para aprendizagem e memorização dos conhecimentos disseminados nos moocs – Massive Open Online Courses

The present research has character exploratory, bibliographic and qualitative. It is based in consolidated scientific arguments in cognitive theories inspired in constructivist method and, under this perspective proposes to develop a didactic guide oriented to students of courses MOOCs - Massive Open Online Courses that will make it possible to maximize the utilization and the assimilation of the knowledge available in these courses. Intends also prepare these students in practice of a methodology of storage that enables the knowledge acquired are not lost nor be forgotten over the course of time. The theoretical framework, based on the theories of Meaningful Learning (Ausubel), the Genetic Epistemology (Piaget), Socioconstructivist (Vigotsky) and the Multimedia Learning (Mayer), subsidizes the understanding of important concepts such as meaningful learning, previous knowledge, and conceptual maps. Supported by fundamental contribution of the Theory of Categories, which are inter-related to concepts applicable to teaching methodology supported by use of structured knowledge maps in the establishment of the binomial teaching-learning; and with valuable study performed by teachers Luciano Lima (UFU) and Rubens Barbosa Filho (UEMS) that culminated with the development of Exponential Effective Memorization Method in Binary Base (Double MEB).

A escola do urbano no campo do município de Catalão/GO : ensino de geografia nas especificidades do lugar

This study makes an approach to the Morro Agudo Community (Cisterna) located in Catalão city(GO) rural area where stands the Maria Bárbara Sucena Municipal School. This school center is a result of getting together several small and isolated schools, which worked, scattered in many rural communities in the region. After this centralization in a single school, many students had to move along inconvenient distance to get their classes. Morro Agudo Community (Cisterna) was outstanding at garlic cultivation throughout the 1990`s when eventually this activity came to a decline. The region is constituted by properties of small tract of land. The landowners come from a Portuguese background and there are, in addit ion, migrant workers from the northeast region of Brazil. These northeasterners work for these local landowners, and that brings an additional meaning to the social relations in the region and to the rural schooling. The social and cultural diversity of the region has a feedback at the school arising tensions in many ways. In the teaching and learning process the school deals with this diversity, combined with rules and goals that, in the end, delivers a geography teaching not able to value the local knowledge accumulated in the region by its own inhabitants. New methodological approaches to rural school communities emerged out of the analysis of these unmet expectations. Furthermore, this study takes into consideration some “residues”, that means not all events are fit into programs; there are unintended consequences in an open process. All these are object of deep review in this doctoral dissertation. In this community, an analysis of the public policies implemented by Federal and municipal governments to rural schools communities in Brazil was conducted. The way in which public policies toward rural communities are implemented at the schools was reviewed; the goals they pursue and the role played by textbooks are also object of analysis. This study questions the relevance of this tools, mainly if they meet the real needs of the local people. The social representations of teachers and students are considered carefully based on their everyday lives and experiences.

Contradições como força de mudança: o processo de formação continuada de professores do ensino médio enquanto potencializador da práxis transformadora à luz da teoria histórico-cultural

The intervention research proposed was based on the Cultural-Historical Theory based on the laws and logic of materialism historical-dialectical. Therefore, we tried to design a research process that involved all as responsible for the process. In the field of continuous teacher's training usually has been found dualistic relationship / paradoxical processes as a result of the adopted training models which are characterized by individualist human processes. The teacher training work sought to overcome this dualism, to promote the unveiling of the contradictions with regard to teaching models. As a hypothesis, we imagined that immersed in this process, teachers recognize such contradictions, and this recognition would make the contradictions become the driving force of change in teaching practice, realizing the teaching-learning-development triad as the basis of praxis. Aiming to develop a process of continuing education to bring results to the professional teachers development looking for answer the following research question: How and what the changes of teachers who participated in the Didactic-Formative Intervention process raised the quality of their teaching practices? In this context, the objective of the research was to develop a process of Didactic-Formative Intervention from the perspective of Cultural-Historical Theory with high school teachers in order to theorize about the changes in pedagogical practices of teachers and learn aspects that transform the essence teaching practice. The research involved two high school teachers of a public school in Uberlândia-MG. The training meetings took place at the school through a collective study group between the years 2013 and 2015. As procedures were used two interconnected aspects: classes observations, and a theoretical and methodological training, both for diagnosis and for the process evaluation, the second aspect has a formative dimension, and a didactic dimension (double meaning) to form didactically the teacher and to elaborate didactic procedures. The collected data were analyzed by observing the assumptions of the method, analysis by units and the processuality. As results teachers showed changes in their teaching practices regarding the organization of the pedagogical work and also centered their design educational actions based on learning and development of the students. The presence of continuous diagnosis during the classes, work with a systems of concepts and their conceptual links, problematization as a teaching method can be pointed as meaningful changes in their praxis. Regarding the training activities that emerged from the analysis of the compiled materials and analyzed throughout the process can be emphasized: forming a collective group of school teachers continuous training, diagnostics, development of practical activities, increase relationships among participants, the choice of scientific material used should have direct relation to the needs of the participants, promoting conditions that enable the emergence of contradictions between the pedagogical practice of teachers and teaching based on the perspective of the Cultural-Historical Theory. This research craved to develop and design a teachers' training processes that increase the quality of teachers life and ways of teaching in the Brazilian public school.

Sequência didática com temas motivadores no ensino de física

This study is based on the design and development of a Didactic sequence in Physics for the first year of high school in a public school, involving structured activities on Astronomy topics, Astronautics and Aeronautics. In addition, it produced a didactic-pedagogic Tutorial for teachers to develop teaching-learning processes in Physics through activities with handmade rockets. These activities have been based on teaching moments of questioning, systematization and contextualization. In this context the understanding and the deepening of concepts and scientific and physical phenomena are related to everyday knowledge, in accordance with the historical-cultural theory, with the Three Pedagogic Moments, dialogicity and Information and Communication Technologies as instruments of triggering actions and motivation, like movies and applications in teaching Astronomy, Physics and Mathematics. The research activities were conduced by adopting a qualitative approach and included reports, questionnaires, semi-structured interviews and other notes. The development of the Didactic Sequence enabled a differentiated teaching and learning process, including aspects such as conceptualization, contextualization, flexibility, interdisciplinary and theoreticalexperimental relationship.

Horta escolar: temas geradores e os momentos pedagógicos no ensino de ciências

Science application has faced problems in the process of training and cognizant thinking subjects in their actions. Thus, this work is justified in order to reorganize the contents of this area of knowledge. Thus, the research entitled "Plantation School: generating themes and teaching moments in teaching of science" was developed with a group of 6th grade of elementary school, from the planting of vegetables in tires without usefulness, with purpose of building meanings and scientific concepts to students. This work was based on sociointeractionist perspective of Vygotsky (1996, 1998), education for thematic research Freire (1983, 1996) as well as in problem-solving situations identified by the methodology of Pedagogical Moments Delizoicov and Angoti (1992; 2002 ) which together corroborated for the construction of a proposed teaching and learning, curriculum reorganization and significance of scientific concepts. Thus, the project breaks in practice with the linearity of the contents, to develop and analyze themes mediated by pedagogical moments, in order to ascertain the contribution of this methodological resource for the teacher's work, with regard to the understanding of scientific concepts by students. Thus, lesson plans were built based on the study situation "Horta School" and Themes Generators "human interaction with the environment", "photosynthesis", "Ecology and Nutrition of living beings", culminating in the work proposal developed in the classroom. From these themes, the contents were worked through pedagogical moments, which are organized into three stages: questioning, organization / systematization of knowledge and application / contextualization of knowledge. Thus, within each Theme Generator activities were planned which resulted in the involvement of students in learning scientific concepts, such as the issue of sustainability, environmental pollution, nutrition of living beings and the decomposition of organic matter. This work led and motivated student participation in Themes generators, and allows greater interaction between teacher-student and student among his peers, through dialogism established in the classroom, which promoted a more meaningful learning for students.