O espa��o formativo na escola: um estudo com professoras dos 4�� e 5�� anos do ensino fundamental.

Es extensa, de parte de los docentes, la discusi��n sobre la articulaci��n de actividades y estrategias de ense��anza que vengan a proporcionar una participaci��n m��s activa del alumnado. Sin embargo tal tarea constituye un desaf��o para muchos profesores ya que, muchas veces, la formaci��n inicial no siempre los prepara para esta perspectiva. Nosotros entendemos que es necesario desarrollar en los maestros una autonom��a cr��tica, tomando la escuela como espacio formativo. El objetivo de este trabajo fue ��l de incentivar un espacio de discusi��n y reflexi��n para profesores en ejercicio de los 4�� y 5�� a��os de la Ense��anza Fundamental I. Ese espacio que era orientado para que ellos estudiasen y articulasen, entre otras cosas, el conocimiento disciplinar de Ciencias y la organizaci��n y sistematizaci��n de actividades de ense��anza que lleven a una participaci��n m��s activa de los estudiantes. La investigaci��n se realiz�� en una escuela privada de Natal/RN, que atiende a estudiantes desde la educaci��n infantil hasta la ense��anza secundaria. Se desarroll�� en cuatro fases: la 1��, de familiarizaci��n, cuyo objeto de estudio se dio a trav��s de la observaci��n del sal��n de clase y del an��lisis de la planificaci��n anual: la 2��, de identificaci��n de las dificultades de los maestros, teniendo como instrumentos encuestas con preguntas abiertas y elaboraci��n de textos. La 3��, en la perspectiva de proporcionar una intervenci��n, se us�� como instrumentos de investigaci��n, el diario de clase y otras actividades como talleres, cursos y la elaboraci��n de material did��ctico. En la 4�� fase, para reconocer los posibles cambios en la pr��ctica docente, ocurrieron nuevas observaciones en el sal��n de clase, el an��lisis de las planificaciones. Los datos obtenidos fueron organizados en tablas y clasificados. Los resultados se��alan cambios en la pr��ctica de esos profesionales, la introducci��n de la disciplina de Ciencias en el espacio formativo y el material did��ctico elaborado ha sido un subsidio importante para ayudarlos en las clases

As Ci��ncias Espaciais, o saber e o fazer docente no ensino fundamental

This study aims to include topics related to Space Science in elementary education from an experiment that aims to rescue the science teachers in public schools of S��o Tom��, RN, a taste for experimentation and exploration of advanced technologies. During this research with teachers found that they knew enough about the subject, but this knowledge was restricted to the events disclosed by the media. Regarding scientific knowledge, that same surface, they had many conceptual difficulties which hindered the approach of these topics in their classes. To overcome this difficulty, a workshop was held where teachers had the opportunity to discuss the historical aspect of Space Science, some physical concepts related to it, and the conduct of experiments with PET bottle rockets that recover from the curiosity typical of how the science. The results were outlined in the form of Planning Didactic built by teachers and using themes related to space science, from there, discussing content already provided in the composition of the schools curriculum. Therefore, this work allowed the teachers a minimum training required for them to not only reproduce, but readjusted and build, from this, their own paths in the classroom at the fundamental level

Dificuldades de aprendizagem sobre conceitos de gen��tica no ensino fundamental

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Saberes de astronomia no 1�� e 2�� ano do ensino fundamental numa perspectiva de letramento e inclus��o

This work suggests a discussion about methodologies and didactic-pedagogical activities for the teaching of Astronomy in first and second cycles of the primary school, in a perspective of literacy and inclusion. The presented proposals have been developed in a group of the Public School Alceu Amoroso Lima, North of Natal city, with children since six years old, amongst which two considered as being with special needs . This research aims to demonstrate that it is possible to develop with those children the contents of Astronomy, while they participate of the process of literacy and inclusion. From this, we are searching a theoretical-practical contribution so that the Par��metros Curriculares Nacionais (Brazilian Nacional Curricular Guideness) include the referred contents in first cycle of primary school. For the accomplishment of this research, Experiential Astronomy was initially proposed. Later on, many workshops had been carried through (clay, ripping , crepon paper, plasticine, cardboard and gastro-lunar ). All the proposed activities were based on the conjunction of contents, which characterized the interdisciplinarity. Through the approach we adopted and the practices we proposed, we could evidence that not only children considered as being normal , but also that ones who carries special needs could appropriate themselves of our writing code, develop and incorporate a daily relationship close to the stuffs of the sky, learn many information about all of this, besides constructing attitudinal, procedural and conceptual contents

Referencia����o an��forica: um estudo de produ����es textuais no ensino fundamental

Esta pesquisa trata da referencia����o ocorrida pelas an��foras diretas e indire-tas em produ����es textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investiga����es, ancoramo-nos na referencia����o e estudos da an��-fora no ��mbito da Ling����stica Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos j�� realizados e envolvidos com a tem��tica, defendemos a no����o de referencia����o como sendo um processo de cons-tru����o de sentidos que se realiza no discurso, isto ��, em atividades interativas entre os sujeitos exigindo, portanto, uma a����o colaborativa entre os interlocutores. Nesse aspecto, a intera����o precisa existir, visto que os referentes de um termo anaf��rico nem sempre se encontram na superf��cie textual; muitas vezes, s��o constru��dos a partir de uma representa����o ou modelo mental dispon��vel na mem��ria discursiva. Nessa perspectiva, procuramos analisar o processo de referencia����o constru��do a partir de an��foras diretas e indiretas identificando as estrat��gias utilizadas em textos produzidos em situa����es de sala de aula. Dizemos que a an��fora direta, de modo geral, �� definida pela rela����o de correferencialidade estabelecida entre o anaf��rico e seu antecedente, enquanto a an��fora indireta �� vista como uma estrat��gia referenci-al de associa����o, sem referente expl��cito, tendo que se esfor��ar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativa����o (referencia����o mental) de elementos novos e n��o de uma reativa����o de referentes j�� conhecidos, o que constitui um processo de referencia����o impl��cita. Para alcan��armos nosso obje-tivo, utilizamos como subs��dio te��rico, o processo de informa����o na mem��ria cogni-tiva, a refer��ncia e estudos da an��fora no ��mbito da Ling����stica Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7�� s��rie (atual 8�� ano), dentre os quais analisamos o processo de referencia����o ocasionado pelas an��foras diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de an��foras estudados, constatamos que houve preponder��ncia no uso das an��foras diretas, destacando-se entre elas a an��fora direta correferencial co-significativa, com maior manifesta����o no uso das retomadas diretas por pronomi-naliza����o

Mecanismos de coes��o referencial na produ����o escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Mecanismos de coes��o referencial na produ����o escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression

Um estudo sobre bullying entre escolares do ensino fundamental

This research, of quali-quatitative nature. had the aim of characterizing the phenomenon of bullying in two state public schools of Presidente Prudente-SP through the use of questionnaires applied to two hundred eighty-three Students of 5(th) and 8(th) grades. It was taken into consideration frequency. gender. most common places and ages of bullying prevalence. students' place of living. effects on the behavior and the feelings of the victim, as well as the opinion of the participants about facing the problem. The questionnaire used was based on studies of Elliot (1992) and Olweus (1991). The results were likely to characterize the dimensions of bullying in the studied reality, what allowed Lis to confirm its presence in the school environment. requesting more attention from the education professionals concerning the phenomenon.

Um estudo no contexto da produ����o textual de um 9�� ano do ensino fundamental

Cette recherche s'inscrit dans la linguistique de texte et vise �� identifier, d��crire, analyser et interpr��ter les ��v��nements de l'anaphore pronominale et de la r��p��tition, exposer le montant et le pourcentage d��s phenom��nes respectifs dans Le corpus ��tudi��s, que l accent sur le fonctionnement coh��rente de ces ph��nom��nes dans la construction du texte en termes de continuit�� et de progression th��matique. Nous avons utilis�� des proc��dures ethnographiques pour construire notre corpus d'enqu��te, compos�� essentiellement de textes produits par les ��tudiants de 9 ans d'��cole ��l��mentaire de l'Etat, a la ville de Santa Cruz / RN. La recherche a ��t�� men��e �� partir des ��tudes sur l'anaphore pronominale faites par Milner (1982), Koch e Marcuschi (1998), Marcuschi (2000; 2005 e 2008), Koch (2002), Antunes (2005) e Adam (2008), et par des ��tudes sur la r��p��tition pr��sent��s par Halliday e Hassan (1976), Beaugrande e Dressler (1997), Marcuschi (1992) et Antunes (2005). Comme le support technique, ont ��galement utilis�� les notions de coh��sion d��finis par Halliday e Hasan (1976), Beaugrande e Dressler (1997), Marcuschi (2008) e Koch (2003). Dans l'analyse des textes, nous avons constat�� que l'incidence de l'anaphore pronominale et de la r��p��tition a ��t�� importante parce que les ressources ��taient principalement utilis��s par les ��tudiants pour promouvoir l'articulation coh��rente des textes. Constat�� que dans les textes narratifs ou argumentatifs anaphore pronominale promu l'entretien et la progression th��matique pr��vu. Sur la r��p��tition, nous avons observ�� que le maintien et la progression th��matiques ont ��t�� conditionn��s �� la connaissance du sujet en discussion. M��me si nous avons constat�� que la r��p��tition excessive de ces ph��nom��nes dans le m��me texte, bien que la relation de promouvoir la coh��sion, peut affecter le degr�� de caractere informatif

Autoria e escrita: uma reflex��o acerca do autorar em mem��rias de leituras de alunos de 9�� ano do ensino fundamental

This paper presents results concerning studies conducted during the master's research in the area of Applied Linguistics of the Graduate Program in Language Studies - PPgEL, linked to the Federal University of Rio Grande do Norte. We approached this study the question of authorship, which has gained ground increasingly important in academic research, because the act of authoring, in view of the amount of circulating discourses socially, becomes increasingly questionable. We understand authorship as related to a positioning of the subject than to take responsibility, in the Bakhtinian sense, by its text, it makes their views, ideologies, beliefs and values, from ownership and restructuring of the speech of others. This research is methodologically inserted in a qualitative, interpretive in nature and has a corpus analysis of the ten productions written memoir genre of readings produced by students in 9th grade in elementary school. Research aimed to analyze the students' written productions held in the school environment, to identify these texts marks or evidence of authorship and investigate how the restructuring of ownership and voices of others in the process of authoring. We adopt a concept of language from bakhitinianas concepts and understand the text in a vision Geraldiana. The analyzes in this study showed that in most texts there is the strong presence of voices of others, either implicitly and/or explicit. That is, students, to build their sayings, if embraced the voices of others in various formats, in particular styles, namely, by what Bakhtin names as linear style and pictorial style. Some proved his statement highlighting their positions through direct quotes from authors of books, family, teachers, showing us that their voices are filled with voices of others with whom they approve, deny, analyze, think and reflect. We therefore conclude that students were constituted as subjects of their texts, authors, since they leave marked the voices of others so presentified and restructured voices of others who do not actually sounded like voices of others, but as present voices from a discursive restructuring producer

Conectores sequenciadores e e a�� em contos e narrativas de experi��ncia pessoal escritos por alunos de ensino fundamental: uma abordagem sociofuncionalista

In this dissertation, based on two theoretical frameworks, American functionalism and variationist sociolinguistics, I take as subject the sequence connectors E and A��, which has the grammatical function of indicating retroactive-propeller sequenciation of information. I analyze the variable use of these connectors in texts written by students from two public schools in the city of Natal, RN, attending at the time of data collection (the year 2012), two distinct levels of basic education: the sixth and the ninth year. The students who contributed to this research wrote, as part of their activities in the classroom, texts of two narrative genres: narrative of personal experience (non-fictional) and short story (fictional). In addition, these students and their Portuguese teachers answered a test of linguistic attitude in which they gave their opinions regarding the appropriateness of the use of connectors E and A�� in contexts of speech and writing marked by distinct degrees of formality. The results obtained by means of quantitative analysis showed different tendencies of linguistic, social and stylistic distribution of connectors E and A�� in the narrative texts written by the students. I related these results to the action of two principles: the principle of persistence, linked to the process of change by grammaticalization, and the principle of stylistic markedness. Besides, I took into account the answers provided by students and teachers to the test of linguistic attitude for refine the interpretation of the results

As pr��ticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCA����O, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship

Estresse entre professoras do ensino fundamental de escolas p��blicas estaduais

O artigo relata pesquisa que visou, entre outros objetivos, identificar a presen��a do estresse, a sintomatologia e as fases apresentadas pelos professores de 1�� a 4�� s��rie do Ensino Fundamental atuantes em escolas p��blicas estaduais de uma cidade do Interior de S��o Paulo. Participaram do estudo 175 professores, perfazendo, aproximadamente, 70% dos profissionais de Ensino B��sico I (PEB-I) em atua����o no munic��pio. Para obten����o dos objetivos foram utilizados dois instrumentos de coleta de dados: o ISSL (Invent��rio de Sintomas de Estresse) e um question��rio para caracterizar a popula����o pesquisada. A pesquisa revelou que 56,6% dos professores est��o experimentando estresse, cujos principais sintomas presentes s��o: sensa����o de desgaste f��sico constante, cansa��o constante, tens��o muscular, problemas com a mem��ria, irritabilidade excessiva, cansa��o excessivo, ang��stia/ansiedade di��ria, pensar constantemente em um s�� assunto e irritabilidade sem causa aparente.

A aprecia����o musical infantil: aspectos da constitui����o da inf��ncia contempor��nea no discurso de crian��as do Ensino Fundamental

Music can be found in peculiar historical and social context with distinct functions, such as religious rituals, ethic-esthetic education of subjects, therapeutic elements, critic and maintenance of established patterns, among others. Considered as language, music acts on dialogue dimensions of the body, the senses, the affectionate-cognitive and of social interactions. Their uses reveal the social forces that cross the culture and constitution of subjectivities. The attribution of senses by the subjects to musical production reveals the cultural voices in dialogue, that circumscribe determined social places to them. Our aim in this work is to investigate the child musical appreciation, with children about 7 to 9 years old, and, by attributing uses and senses to music, unveil the voices that settle the places intended and assumed by infancy in contemporaneity The child constructs its musical appreciation through cultural access and mediation, possible by circulation in several socializing groups like family, school, church, infant groups, community groups and, more recently, publicity and media These last two spheres, enabled by the development of the technological means of communication, contributed to the dissemination of the set of consume ideas and for the emergence of the cultural industry, characteristic of the capitalistic production way in its present configuration. They develop new possibilities of perception of the world, in which the limits between childhood and adulthood are not anymore the same that have been established in previous centuries. So, the child musical appreciation is constituted by homogeneity regarding the senses built and disseminated by cultural industry and by the logical merchandizing, and singularities, associated to the construction of senses in interaction with global, local, and multiple contexts, through which the subject circulates and constitutes himself polyphonically

O p��tio escolar do ensino fundamental como ambiente de brincar segundo as crian��as usu��rias

The intention of the present study was to analyze the adequacy of the playground of elementary schools, according to the point of view of the child student, direct user of this type of environment, what estimated its critical in respect to these spaces and aimed at to contribute for its improvement. Many studies have analyzed the quality of the physical environment available for activities of leisure in specific places for children, focusing in the influence of the physical space in the interpersonal relationships and the comfort and satisfaction generated by the physical characteristics of these spaces. Concern with scholar environment, specially the interest on playgrounds, has been subject of recent studies; however, little attention has been given to the opinion of the user-child in relation to this school environment. In this inquiry of the playground of two state schools of 1�� to 4�� series of elementary school in the city of Piracicaba, SP, was used: assystematics observations, photographic register of the studied environments, interviews with child-users and behavioral mapping. The main subjects resulting from the analysis of the interviews content were: adaptation, density and interpersonal relationships, and infantile confinement. The results revealed the unsatisfactory conditions of the courtyards, in respect to person-environment relationship. The children demonstrated to be critical, creative and responsible when answering questions related to the quality of the school courtyard. This finding confirms previous studies and leads to the conclusion that the child, as the direct user, should be included as an excellent source of consultation in the planning of the constructed environment