Normalização de dispositivos móveis no processo de aprendizagem de inglês : um estudo à luz da complexidade

We live in a world inherently influenced by technology and in which education is immersed in realities made possible by the support of digital technologies, such as electronic mobile devices. Thus, the general aim of this study lies in mapping and analysing the influence of mobile devices on teaching, especially with reference to learning the English language. The specific aims are to investigate how the use of mobile devices is present in the research participants’ practices, consider whether such use is beneficial, according to the students, to the English language learning as well as mapping how the use of mobile devices favours the normalisation stage, taken in this research as a complex process.The theoretical background of this study includes the premises of the Paradigm of Complexity, especially concerning the acquisition of a second language, as well as the precepts of Normalisation, which is related to the total integration of digital technologies into the English teaching and learning process in such a way that they become invisible, and the theories of language learning mediated by computers and mobile devices. Methodologically, this is an ethnographic qualitative research and its context is a language institute located in the Triângulo Mineiro region. In addition to students from five groups in the institution, two teachers and an administrative assistant participated in the survey. Data was collected through an online questionnaire, learning reports produced by students and interviews with teachers and administrative staff. The analyses indicate that mobile devices are present in the daily practices of English learners, but these uses, in most cases, are carried out through the teacher's encouragement. Moreover, despite having positive sayings on the role of digital technologies in the process of English teaching and learning, there is, among students and teachers, a dichotomy between saying and doing about the learning contexts considered valid. Additionally, the use of mobile devices in the English learning process is not yet established as a normalised issue because the process of integration of technology in teaching is still ruled by traditional uses of the technology. I conclude that the use of mobile devices in the English learning process is still not normalised, because even if students use their mobile devices every day, they generally do not realize the affordances of such use as possibilities to learn English.

Respostas ecofisiológicas de Cybistax antisyphilitica Mart. (Ipê verde) em função das alterações na intensidade de luz

Light varies widely in both time and space in forest formation of “Bioma Cerrado”. Cybistax antisyphilitica occurs in areas typical of this biome, such as cerrado sensu stricto, “cerradões”, and altered areas. The aim of this study was to understand the morphological and physiological responses of C. antisyphilitica to alterations in light intensity. Juvenile plants (5 month of age) were taken to a fragment of semideciduous forest in Uberlândia-MG, and were divided into three treatments: 50 were maintained under the canopy (UC) 20 were kept in small gap (SG) and 20 were maintained under in full sun (FS). The daily courses of chlorophyll a fluorescence were made at the beginning, middle and end of dry season in 2015. At the end of the experiment measurements of chlorophyll content, gas exchange and growth were made. The plants showed dynamic photoinhibition as exhibited by reductions on Fv/Fm close to midday at the end of the dry season. Regarding the effective quantum yield (ΔF/Fm'), plants under FS showed reduced values that coincided with the higher values of electron transport rates (ETR). Plants under FS showed higher values of net CO2 assimilation rates, stomatal conductance, transpiration rates, water use efficiency and chlorophyll content compared to plants under UC. The stem diameter, dry mass of leaves and stem, total dry mass and relative growth rate were higher in plants under FS than plants under UC. On the other hand, plants under UC showed superior values of height, specific leaf area and leaf area ratio. Our results indicate that C. antisyphilitica has plasticity to survive in the contrasting light environments of the semideciduous forests, but this species was able to growth better under full sun conditions.

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.

Luz e vida: uma proposta de formação continuada de professores

The Course “Light and Life”, which is a product of the present research, is a mediator in helping Science Teachers on how to deal with the Physics classes in secondary school. The aim of the present study was to propose a course which can help Science Teachers with their difficulties in the teaching of Physics in the later years of secondary school, mainly about topics related to the theme Light. The elaboration of the product of this research involved structuring and applying a course of continued formation through the “Fun with Science and Art Museum-DICA, under the theme Light, to Science Teachers of the later years of secondary school, in order to promote an environment of dialogue and problem raising as means of disseminating and discussing the teaching of topics related to Light in the teaching of Sciences. The formation course presented a flexible structure in order to widen the relation between the researcher and the teachers participating in the course, aiming to give an answer to the formative needs of the teachers in relation to the theme proposed. In order to know and discuss the problems and challenges of the teaching of Physics in the Science classes, an approach of insertion and integration of concepts related to the theme Light was conducted, mainly on topics relating to the contents of Physics, Chemistry and Biology, according to the curriculum and the abilities of Sciences worked on in class, through the approach of concepts and practice which approximate the practical and theoretical reality of the formative needs of the teachers involved in this study. This work aimed to understand the relation of Science Teachers with the theme Light and comprehend the relation of the teachers with the present proposal of continued formation promoted by the Museum DICA. The methodological option of this research remained in the domains of qualitative research whose analysis was based on the content analysis. The data collection was carried out through questionnaires and group discussions recorded in audio, besides the participative observation of the researcher. As the research product, the structuring and application of a course of continued formation of Science Teachers of secondary school was proposed, under the thematic Light, and a later restructuring of the course under the same thematic based on the data collected after the application of the referred course, which will be later promoted by the Museum DICA.

Luz-personagem: o jogo de manipulação da iluminação cênica em cenas cômicas

This research has as a central point of discussion the relationship between the action and the stage lighting, directed to scenes in which, from the exchange between actor and professional lighting, you can develop comic situations. The particularity of these scenes is the involvement of lighting as presentification feature a character in the scene, made possible by game created with the actor. In order to develop this discussion, the author divides the text into three chapters, the first being a memorial of his artistic career and his creative processes, enabling the reader to situate the paths taken by the author for the study. Then discusses possible relationship between performance and lighting, pointing situations where the two are directly related. Finally, an analysis and comparison of two comic scenes in which the actor play with the lighting suggests a character through presentification lighting on the scene. Leads the discussion to the conclusion, proposing the term light-character to set the lighting feature, suggesting characters in the scene.