A intercompreensão em Línguas Românicas nas aulas de Espanhol: o que querem e o que podem essas línguas?

The official documents that guide the teaching and learning process of a Foreign Language in Brazil, Parâmetros Curriculares Nacionais de Língua Estrangeira, suggest a linguistic and intercultural communication as the main objective of teaching a foreign language inorderto contribute withareflexive formation of the students.Toachieve this goal, a Virtual Interchange was realized connecting distant places like Córdoba, in Argentina, and Natal in Brazil, between High School students through Moodle platform and Facebook. The Interchange is based in the Intercomprehension in Romance Languages(IC) guidelines, inthiscase between Portuguese and Spanish, according to which every student speaks their own language and makes an effort to comprehend the others througha collaborative process thatgo es beyond the limits of mere linguistic objectives and favors the students’ reality acceptance before the diversity. This qualitative study with thno graphic characteristic stries to know whe ther differentiate projects can increase students’ interest to learn the target language. It was also set as an aim of this study to develop the intercultural competence of our students and foster the respect for different cultures. In the case of Argentinian and Brazilian students, wetried to promote reflection about social representation trying to destroy stereotypes between both groups. As methodological resources, we used interviews, questionnaires and intercomprehension activities during the Project, as well as a participant observation of the interactions betweenthe students of both countries.Webe lieve tobe contributing towards the integral formation ofth student asacriticalcitizenthatthinksa bouttheir posture before the world, which is one of the formal education aims according to Parâmetros Curriculares Nacionais. Our theoretical foundation is based on Intercomprehension in Romance Languages (IC) as a plurilingualism didactics, (JAMET AND SPIŢĂ 2010; ARAÚJO AND SÁ et al., 2003; CAPUCHO, 2010; ANDRADE etal.,2003), some the oriesaboutinter culturalisman didentity(Vallespir, 1999;DUARTE&SANCHES,2004; REVUZ,1998;SILVA,2000;CHAUÍ2006; SERRANI-INFANTE 1998), motivation and second language learning (DECI & RYAN, 1985; DÖRNYEI AND OTTÓ, 1998; DÖRNYEI, 2000, 2001; 2011) and Significant Learning Theory (AUSUBEL, 1968). The results show an increase of students’ motivation when in contact with the target language through dynamic activities in an IC context. Moreover, we noticed that a deeper thinking aboutthe Argentinian culture helped to deconstruct previous cultural representation.

Entre cartas e contos na sala de aula: diálogos e afetos em textos de Mário de Andrade e Câmara Cascudo

Specific educational material production for a group of level IV – 8th and 9th years of Youth and Adults Education, having as starting point the reading of a series of letter of correspondence between Câmara Cascudo and Mário de Andrade in the 1920s, and the verification of the way the dialog between the two authors reveals elements that transpire themselves in the tale entitled “Piá não sofre? Sofre”, from the book Os contos de Belazarte, de Mário de Andrade. The educational material production was preceded by the analysis of the selected tale, which will be studied along with some of the letters, in an analysis of the textual, discursive and semantic features of the text in representation of these both genres: letter and tale. The selected tale was written between 1923 and 1926, dates close to the years when the author came by Rio Grande do Norte state, in the years from 1927 to 1929, accompanied by Câmara Cascudo, being also this period that there are records of letters in the set of correspondence between them. To the reading of the selected material, it was used theoretical references from literature and literary historiography, especially the history of Brazilian modernist movement. To the production of the educational material, it was chosen as theoretical reference the accumulated knowledge in the area of literature teaching, literacy and the recommendations of the Brazilian National Curriculum Parameters. The methodology in this study was constructed from the theoretical references and had as basic support the study of didactic sequences from which a specific thematic unit got its shape from, required by the analyzed material and tested in a classroom.

Entre cartas e contos na sala de aula: diálogos e afetos em textos de Mário de Andrade e Câmara Cascudo

Specific educational material production for a group of level IV – 8th and 9th years of Youth and Adults Education, having as starting point the reading of a series of letter of correspondence between Câmara Cascudo and Mário de Andrade in the 1920s, and the verification of the way the dialog between the two authors reveals elements that transpire themselves in the tale entitled “Piá não sofre? Sofre”, from the book Os contos de Belazarte, de Mário de Andrade. The educational material production was preceded by the analysis of the selected tale, which will be studied along with some of the letters, in an analysis of the textual, discursive and semantic features of the text in representation of these both genres: letter and tale. The selected tale was written between 1923 and 1926, dates close to the years when the author came by Rio Grande do Norte state, in the years from 1927 to 1929, accompanied by Câmara Cascudo, being also this period that there are records of letters in the set of correspondence between them. To the reading of the selected material, it was used theoretical references from literature and literary historiography, especially the history of Brazilian modernist movement. To the production of the educational material, it was chosen as theoretical reference the accumulated knowledge in the area of literature teaching, literacy and the recommendations of the Brazilian National Curriculum Parameters. The methodology in this study was constructed from the theoretical references and had as basic support the study of didactic sequences from which a specific thematic unit got its shape from, required by the analyzed material and tested in a classroom.

A questão ambiental nos cursos de graduação em Educação Física no estado do Rio Grande do Norte

Environmental education started to be discussed since the intensification of the human activity, as a consequence of the industrial revolution. In Brazil, the proposal has gained attention due to the National Environmental Policy, which suggested inserting environmental education in all education levels and later as a crosscutting topic pervading the contents offered in all courses, according to the National Curricula Parameters. Faced with such a challenge, this work aimed to identify how environmental concerns is being considered in physical education licentiate courses at Rio Grande do Norte. For this purpose, we have adopted a descriptive method starting from interviews with coordinators of six institutions offering a physical education licentiate degree (UFRN, UNI-RN, UNIFACEX, FANEC, and UERN – Mossoró and Pau dos Ferros Campi), the application of a questionnaire with 30% of graduating students in the second half of 2015, and observations from the pedagogical projects and syllabi of the institutions that have provided such documents. Results have pointed out the acknowledgement of students and coordinators on the importance of addressing environmental concerns in physical education. However, coordinators and students contradict each other in all investigated institutions. According to the coordinators, environmental education effectively is in some courses of the curriculum as a mandatory requirement from the Brazilian National Ministry of Education. Nonetheless, in practice, most graduating students have no knowledge about environmental education in their courses, stating that they do not have training suited to meet these concerns. When requested to exemplify how they would deal with environmental education, a fragile education to address this topic in their future workspaces was revealed, showing uncritical activities. Despite the obligatoriness in the educational context already exists for decades and the importance of this topic revealed in the speeches of professionals, environmental education is still shy in physical education curricula and education courses, thereby showing the need of a curricular restructuration and a new understanding on this topic, as well as making it to be more present in the daily activities of the future teachers who should take it into consideration in their classes.

A questão ambiental nos cursos de graduação em Educação Física no estado do Rio Grande do Norte

Environmental education started to be discussed since the intensification of the human activity, as a consequence of the industrial revolution. In Brazil, the proposal has gained attention due to the National Environmental Policy, which suggested inserting environmental education in all education levels and later as a crosscutting topic pervading the contents offered in all courses, according to the National Curricula Parameters. Faced with such a challenge, this work aimed to identify how environmental concerns is being considered in physical education licentiate courses at Rio Grande do Norte. For this purpose, we have adopted a descriptive method starting from interviews with coordinators of six institutions offering a physical education licentiate degree (UFRN, UNI-RN, UNIFACEX, FANEC, and UERN – Mossoró and Pau dos Ferros Campi), the application of a questionnaire with 30% of graduating students in the second half of 2015, and observations from the pedagogical projects and syllabi of the institutions that have provided such documents. Results have pointed out the acknowledgement of students and coordinators on the importance of addressing environmental concerns in physical education. However, coordinators and students contradict each other in all investigated institutions. According to the coordinators, environmental education effectively is in some courses of the curriculum as a mandatory requirement from the Brazilian National Ministry of Education. Nonetheless, in practice, most graduating students have no knowledge about environmental education in their courses, stating that they do not have training suited to meet these concerns. When requested to exemplify how they would deal with environmental education, a fragile education to address this topic in their future workspaces was revealed, showing uncritical activities. Despite the obligatoriness in the educational context already exists for decades and the importance of this topic revealed in the speeches of professionals, environmental education is still shy in physical education curricula and education courses, thereby showing the need of a curricular restructuration and a new understanding on this topic, as well as making it to be more present in the daily activities of the future teachers who should take it into consideration in their classes.

Os youtubers e a representação do certo, errado, adequado e inadequado no trabalho com a variação linguística em sala de aula

Some of the current discussions in the teaching of Portuguese Language (LP) pertain to how the school should deal with the phenomenon of language variation in the classroom. In 2010, for example, an explosion of talk took over the academic corridors: a book, entitled "Por uma vida melhor", the collection "Viver, Aprender", published by the MEC (Ministry of Education and Culture) to students EJA (Youth and Adults) brought notions regarding linguistic variation, even in their first chapter. In it is clear the notion that it is possible to make use of structures as "pretty boy", instead of "pretty boys", depending on the context in which such use is insert. Therefore, the discussions focused around the notions of variety cultivated, standard and popular measuring them to the possibilities of linguistic appropriateness. The community was surprised by the defense of the "power" to use, since it would be the school space to teach a standard "default", and not the possibility of legitimate use of grammatical patterns that clashed with those recommended in traditional grammars. The television media has been responsible for a major blaze that MEC had endorsed the use in schools of a book that legitimized such linguistic patterns. The quarrel was released on Youtube and in that space, netizens expressed themselves for or against the proposal of LD often directing the discussion to questions of a purely political. We observed that, on one side, loomed arguments related to Sociolinguistics (BAGNO , 2002, 2003, 2007, 2009; BAGNO, M.; STUBBS, M., Gagne, G., 2006; Bortoni - RICARDO, S.M., 2008; Tarallo, F., 1982; U. Weinreich, MARVIN I. HERZOG, Labov, W., 1968, Labov 1972, etc.); another, arguments concentrated on defending the school is the area of language teaching standard, and not fit to bring certain discussions within an LD. It was from these words, that this research was born. Interested in the particular way that the community media, which seemed to have no training in linguistics, understand the concepts of right, wrong, appropriate and inappropriate, so intimate in academic circles. Our thoughts take as reference the theoretical studies on the question of sociolinguistic variation and education, official documents that guide the "work" with the Portuguese language in the classroom, like the NCP (National Curriculum) and Curriculum Proposal for Education Youth and Adult (PCEJA). In our analysis, we found that LD" For a better life "makes no apology for teaching the "error", but it raises discussions about the possibility of "change", linked to factors and different order. We realize how significant it is to observe how speakers of a language are positioned in relation to language teaching which they are not speakers and scholars. Our study showed that certain issues regarding the teaching of the Portuguese language, as is the case of linguistic variation, points are far from being resolved, either for linguists and/or grammarians, whether for language speakers.

A promoção do pensamento crítico e as atividades experimentais nas aulas de Ciências naturais do 2º CEB

Relatório de estágio apresentado para obtenção do grau de mestre em Ensino do 1º e do 2º ciclos do ensino básico

Material paradidático em educação ambiental para o 6º ano do ensino fundamental

Acompanha: Material paradidático em educação ambiental para o 6º ano do ensino fundamental

A educação de jovens e adultos e o ensino de ciências naturais: contribuições da utilização dos conceitos unificadores

Acompanha: A educação de jovens e adultos e o ensino de ciências naturais: contribuições da utilização dos conceitos unificadores

A promoção do pensamento crítico e as atividades experimentais nas aulas de Ciências naturais do 2º CEB

Relatório de estágio apresentado para obtenção do grau de mestre em Ensino do 1º e do 2º ciclos do ensino básico

A formação do fisioterapeuta na perspectiva das diretrizes curriculares nacionais e das competências no âmbito da promoção da saúde

Tese (doutorado)—Universidade de Brasília, Instituto de Psicologia, Psicologia Clínica e Cultura, 2016.

Formação continuada a distância para o professor de Ciências Naturais do Ensino Fundamental : educação em Geologia

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Biológicas, Instituto de Física, Instituto de Química, Faculdade UnB Planaltina, Programa de Pós-Graduação em Ensino de Ciências, Mestrado Profissional em Ensino de Ciências, 2016.

Diálogo entre as ciências naturais e a matemática no jardim do jardim de infância

Dissertação de Mestrado, Educação Pré-Escolar, Escola Superior de Educação e Comunicação, Universidade do Algarve, 2014

A EDUCAÇÃO AMBIENTAL COMO TEMA TRANSVERSAL NO ENSINO DE GEOGRAFIA: POSSIBILIDADES E LIMITES

A importância da educação ambiental vem crescendo desde a primeira Conferência das Nações Unidas sobre o Meio Ambiente, realizada em Estocolmo, em 1972. Portanto, está atrelada à tomada de consciência sobre os crescentes problemas ambientais em escala local, regional e global. Sua genealogia mais específica pode ser encontrada no seminário realizado pela Unesco em Belgrado, em 1975, no qual foram decididos os objetivos e as diretrizes básicas da educação ambiental, cristalizados na Carta de Belgrado. As conclusões do Relatório Brundtland, publicado em 1987, e a realização da Rio-92 aumentaram a preocupação com a educação ambiental, que então passou a ser contemplada nas legislações nacionais. No Brasil a lei n. 9.795/99 regulamentou a educação ambiental tanto na educação formal quanto na informal e os Parâmetros Curriculares Nacionais contemplaram o meio ambiente como tema transversal no ensino básico. Este trabalho pretende verificar as possibilidades da educação ambiental como tema transversal no ensino de Geografia na escola básica brasileira. Pretende também discutir seus limites num mundo onde há crescente demanda por recursos naturais, crescente consumismo, e que, portanto, tem aumentado os impactos ambientais em diversas escalas geográficas. Parece que há uma expectativa exagerada sobre as possibilidades da educação ambiental.

Oralidade e cidadania: alunos da Escola Estadual Maroja Neto, de Belém (PA), ganham voz e voto no projeto câmara mirim

Relato e análise da experiência de estudantes de Belém (PA) no projeto Câmara Mirim, promovido pela Câmara dos Deputados. Mostra a contribuição do projeto na formação política e no desenvolvimento da competência linguística dos discentes, a partir da escrita e da oralidade, usando a língua como prática social e exercício de cidadania, fora do espaço físico da sala de aula. O projeto colocou os alunos em contato com diversos gêneros textuais e com o Parlamento em um contexto real e de interação. Os estudos foram baseados em bibliografias sobre gêneros de texto e nas orientações dos Parâmetros Curriculares Nacionais de Língua Portuguesa (PCN).