Formação de professores das séries iniciais: o pedagogo em questão

Pós-graduação em Educação para a Ciência - FC

Tecendo redes entre Educação e Fonoaudiologia: formação colaborativa e práticas de ensino possíveis

Pós-graduação em Educação - FCT

Práticas de alfabetização de professoras alfabetizadoras iniciante e experiente no 1º ano do Ensino Fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

O projeto EMAI: uma análise sobre seus pressupostos políticos, filosóficos e pedagógicos e a questão da autonomia

Pós-graduação em Educação para a Ciência - FC

O curso Normal Superior do Instituto Superior de Educação de Garça e aspectos da história da formação de professores no Brasil (2003-2007)

Pós-graduação em Educação - FFC

Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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

A literatura no Ensino Fundamental - anos iniciais: entre o prazer emancipatório e o escolar pragmático

The Children's Literature is an invaluable tool for human formation, ethics, aesthetics and politics, as well as serves as an instrument for the formation of interdiscourse and transforms teaching procedures of text written production. Then, the investigation of how the literature is being worked in school. Therefore, in this work, constitutes the general objective, to investigate how the teaching of Children's Literature is organized in the early years of elementary school and if that organization promotes the development of literary literacy of the student, and language skills written and the reader behavior, making it critical on several topics. The question that served as a north to the research was the following one: is Teaching Children's Literature, in the early years of elementary school, organized to develop the literary literacy while acting as a catalyst tool for learning to read and write? Have been established the following objectives: a) describe how the teaching of children's literature is organized (teaching routine) in the 1st, 2nd, 3rd, 4th and 5th years of elementary school ; b) identify the literary genres that have worked in each school year, describe how they are worked out, analyze whether this work is related to the teaching of writing and the nature of that relation ship; c) verify if the Children's Literature teaching procedure seeks ways to articulate literary activities with the establishment of the interdiscourse as content for writing the textual production. The methodology that was included was the field research, from a qualitative interpretation approach and it had as direct data source the natural environment in which it was developed the teaching of Children's Literature. The work presents data results analyzed according to the concepts of Aesthetics of Reception (Iser, 1977; Jauss, 1977), and the functions of Literature, according to Candido (2000), Yasuda (2004), among others. From the results were extracted

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

A literatura no Ensino Fundamental - anos iniciais: entre o prazer emancipatório e o escolar pragmático

The Children's Literature is an invaluable tool for human formation, ethics, aesthetics and politics, as well as serves as an instrument for the formation of interdiscourse and transforms teaching procedures of text written production. Then, the investigation of how the literature is being worked in school. Therefore, in this work, constitutes the general objective, to investigate how the teaching of Children's Literature is organized in the early years of elementary school and if that organization promotes the development of literary literacy of the student, and language skills written and the reader behavior, making it critical on several topics. The question that served as a north to the research was the following one: is Teaching Children's Literature, in the early years of elementary school, organized to develop the literary literacy while acting as a catalyst tool for learning to read and write? Have been established the following objectives: a) describe how the teaching of children's literature is organized (teaching routine) in the 1st, 2nd, 3rd, 4th and 5th years of elementary school ; b) identify the literary genres that have worked in each school year, describe how they are worked out, analyze whether this work is related to the teaching of writing and the nature of that relation ship; c) verify if the Children's Literature teaching procedure seeks ways to articulate literary activities with the establishment of the interdiscourse as content for writing the textual production. The methodology that was included was the field research, from a qualitative interpretation approach and it had as direct data source the natural environment in which it was developed the teaching of Children's Literature. The work presents data results analyzed according to the concepts of Aesthetics of Reception (Iser, 1977; Jauss, 1977), and the functions of Literature, according to Candido (2000), Yasuda (2004), among others. From the results were extracted

Critical behavior in a cross-situational lexicon learning scenario

The associationist account for early word learning is based on the co-occurrence between referents and words. Here we introduce a noisy cross-situational learning scenario in which the referent of the uttered word is eliminated from the context with probability gamma, thus modeling the noise produced by out-of-context words. We examine the performance of a simple associative learning algorithm and find a critical value of the noise parameter gamma(c) above which learning is impossible. We use finite-size scaling to show that the sharpness of the transition persists across a region of order tau(-1/2) about gamma(c), where tau is the number of learning trials, as well as to obtain the learning error (scaling function) in the critical region. In addition, we show that the distribution of durations of periods when the learning error is zero is a power law with exponent -3/2 at the critical point. Copyright (C) EPLA, 2012

No(i)rthern Ireland: Crime fiction and the northern-irish scene. Proposed translation into italian of two short stories from "belfast noir"

The present thesis aims at proving the importance of cultural and literary contexts in the practice of translation: I shall show that, in the case of Northern Irish crime fiction, knowledge of both Northern Irish history and culture as well as of the genre of crime fiction are essential prerequisites for the production of a “responsible” translation. I will therefore offer a brief overview of the history of crime and detective fiction and its main subgenres; some of the most important authors and works will be presented as well, in an analysis that goes from the early years of the genre to the second half of the 20th century. I will then move the focus to Northern Ireland, its culture and its history, and particular attention will be paid to fiction writing in Ireland and Northern Ireland, with a focus on the peculiar phenomenon of “Troubles Trash”. I will tackle the topic of Northern Irish literature and present the contemporary scene of Northern Irish crime fiction; the volume from which the texts for the translation have been taken will be presented, namely Belfast Noir. Subsequently the focus will move on the theoretical framework within which the translations were produced: I will present a literary review of the most significative developments in Translation Studies, with particular attention to the “cultural turn” that has characterised this subject since the 1960s. I will then highlight the phenomenon of “realia” in translation and analyse the approaches of different scholars to the translation of culture-bound references. The final part represents the culmination and practical application of all that was presented in the previous sections: I will discuss the translation of culture-bound references according to the strategies presented in Chapter 4, referring to the proposed translations of two stories. Such analysis aims to show that not only expert linguistic knowledge, but also cultural awareness and a wide literary background are needed in order to make conscious choices in translation.

Learning Analytics: Challenges and Future Research Directions

In recent years, learning analytics (LA) has attracted a great deal of attention in technology-enhanced learning (TEL) research as practitioners, institutions, and researchers are increasingly seeing the potential that LA has to shape the future TEL landscape. Generally, LA deals with the development of methods that harness educational data sets to support the learning process. This paper provides a foundation for future research in LA. It provides a systematic overview on this emerging field and its key concepts through a reference model for LA based on four dimensions, namely data, environments, context (what?), stakeholders (who?), objectives (why?), and methods (how?). It further identifies various challenges and research opportunities in the area of LA in relation to each dimension.

Observation errors in early historical upper-air observations

Upper-air observations are a fundamental data source for global atmospheric data products, but uncertainties, particularly in the early years, are not well known. Most of the early observations, which have now been digitized, are prone to a large variety of undocumented uncertainties (errors) that need to be quantified, e.g., for their assimilation in reanalysis projects. We apply a novel approach to estimate errors in upper-air temperature, geopotential height, and wind observations from the Comprehensive Historical Upper-Air Network for the time period from 1923 to 1966. We distinguish between random errors, biases, and a term that quantifies the representativity of the observations. The method is based on a comparison of neighboring observations and is hence independent of metadata, making it applicable to a wide scope of observational data sets. The estimated mean random errors for all observations within the study period are 1.5 K for air temperature, 1.3 hPa for pressure, 3.0 ms−1for wind speed, and 21.4° for wind direction. The estimates are compared to results of previous studies and analyzed with respect to their spatial and temporal variability.

Peter Celsing en el complejo de Sergels Torg : la Casa de la Cultura de Estocolmo

La tesis ≪Peter Celsing en el complejo de Sergels torg. La Casa de la Cultura de Estocolmo ≫ intenta profundizar en la obra de este autor, en sus conexiones con otras arquitecturas y arquitectos de su entorno físico y temporal, que constituye uno de los episodios más interesantes y menos conocidos de la arquitectura nórdica. El objeto particular de estudio es la Casa de la Cultura dentro del complejo de Sergels torg como pieza clave que marca un antes y un después en su trayectoria. Se observa un proceso de desarrollo constante, que se fue gestando paulatinamente, y que en este ejercicio alcanza su punto álgido. Además, los proyectos que coexistieron con su evolución, y los posteriores, filtraron las inquietudes latentes del mayor reto al que se había enfrentado, dando pie a resultados novedosos en su producción. La investigación se estructura en tres capítulos. El primero, ≪Aprendizaje≫, examina sus experiencias de juventud, viajes de estudios y lecciones de sus maestros; así como sus inicios profesionales en el proyecto de restauración de la Catedral de Uppsala y en sus iglesias junto a Lewerentz. En ese periodo prima lo formal y escultórico, el hormigón y el ladrillo artesanal, y como referencia Le Corbusier y la capilla de Ronchamp. El segundo capítulo, ≪Obra≫, estudia el concurso que da origen a la Casa de la Cultura, su proceso de gestación y diseño, y las modificaciones posteriores durante su construcción. De repente emergen las cualidades espaciales y los sistemas estructurales aprendidos de Mies en el Crown Hall de Chicago, la gran escala de la metrópoli y las soluciones industriales ligeras. El tercer capítulo, ≪Madurez≫, sirve de cierre, y revisa su trayectoria posterior con relación a la obra referida. Tras este edificio, el diseño de las propuestas coetáneas se vuelve más abstracto y sencillo, gana en autonomía, rotundidad, atrevimiento y carácter. Las conclusiones verifican el cambio de actitud y de paradigmas. Hay elementos como las distorsiones, los contrastes y las manipulaciones, aprendidas en sus primeros años de formación y junto a Lewerentz, si bien es cierto que ahora han aumentado proporcionalmente a la escala de sus intervenciones e incluso se observan en el detalle, como sucede en el encuentro de los materiales y su montaje. Su visión, su punto de vista se eleva, y la pieza adopta una volumetría compacta y unitaria. Cada nuevo trabajo sintetiza un enfoque más universal y abierto en conceptos y metodología operativa. Sus preocupaciones nos hablan de un arquitecto consciente de su tiempo y cuya arquitectura final mira ya al siglo XXI. ABSTRACT The thesis ≪Peter Celsing in the complex of Sergels torg. The House of Culture in Stockholm ≫ delves deeper into the work of this author, in his connections with other architectures and architects of his physical and temporal surroundings, which is one of the most interesting and least known episodes of Nordic architecture. The particular focus of this study is how the House of Culture, a key point within the complex of Sergels torg, marks a before and after in his career. There is an observable process of constant development, which was growing steadily, and reaches its critical point in this exercise. In addition, the projects that coexisted during his evolution and those that came before, reveal latent concerns leading up to the biggest challenge he would face, ultimately giving way to new developments in his work. The study is divided into three chapters. The first, ≪Learning≫, examines his experiences as a youth, academic trips and lessons from his masters; as well as his professional beginnings alongside Lewerentz in the restoration project of Uppsala Cathedral and his churches. In that period the formal and sculptural were given preference, also concrete and handmade brick. And as reference, there is Le Corbusier and the chapel at Ronchamp. The second chapter, ≪Work≫, studies the competition that gives rise to the House of Culture, the gestation process and design and subsequent amendments during its construction. Suddenly the spatial qualities and structural systems learned from Mies in Crown Hall of Chicago emerge, the large scale of the metropolis and light industrial solutions. The third chapter, ≪Maturity≫, serves as the closure and examines his subsequent career in relation to said work. After this building, the design of coetaneous proposals become more abstract and simple, gaining autonomy, firmness, boldness and character. The conclusions verify the change in attitudes and paradigms. There are elements such as distortions, contrasts and manipulations, learned in his early years of training and with Lewerentz, that have now undeniably increased in proportion to the scale of their involvement and can even be observed in detail, as so happens in the joining of materials and assembly. His vision, his point of view is heightened, and the piece adopts a single and compact volume. Each new work synthesizes a more universal and open focus in concepts and operational methodology. His concerns speak of an architect aware of his time and whose final architecture now looks toward the 21st century.