Aprendizagem de alemão e português via teletandem: um estudo com base na teoria da atividade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A cultura e o ensino de língua estrangeira: perspectivas para a formação continuada no projeto Teletandem Brasil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Modelagem hidrodinâmica e estudo morfológico do Lago Água Preta: um dos mananciais da Grande Belém

As condições naturais dos recursos hídricos podem ser modificadas com o uso insustentável dos mesmos. Por exemplo, em Belém, capital do Estado do Pará, o lago Água Preta, apresenta uma história de degradação que põe em risco o abastecimento de água potável em Belém. Nesse contexto, a principal contribuição do presente trabalho, é a realização de um estudo sobre a modelagem hidrodinâmica e a morfologia do lago Água Preta. Tal estudo foi efetuado a partir de duas fontes de dados. A primeira é um mapa topobatimétrico de 1975, que faz parte dos arquivos da COSANPA. A segunda foi uma batimetria realizada com um ADCP em 2009. A modelagem iniciase com a elaboração dos modelos de elevação de terreno de 1975 e 2009, também utilizados para o estudo morfológico do lago. Para a utilização do modelo hidrodinâmico, são necessários os modelos de elevação de terreno supracitados; o modelo de rugosidade do relevo subaquático do lago, para o cálculo do coeficiente de Manning; e as condições de contorno. As simulações hidrodinâmicas de velocidade e profundidades foram realizadas utilizando o modelo de Saint-Venant do tipo águas rasas. No caso das profundidades, as mesmas foram comparadas com dados disponíveis na literatura, a fim de validá-las. Os resultados das simulações hidrodinâmicas, ou seja, profundidades e velocidades, associadas ao estudo morfológico, são peças chave na análise dos padrões de escoamento e de tendências de assoreamento do lago.

Interação de crenças em contexto colaborativo virtual de aprendizagem de línguas

This article mainly aims at addressing issues of the complexity and dynamics of beliefs in collaborative contexts for language teaching and learning, such as Teletandem. On the assumption that beliefs are dynamic and can be (re)signified, we present some of the results of a research about the interaction of beliefs of two Teletandem partners, a Brazilian and an Italian undergraduate student, addressing moments of convergence and divergence, as well as their possible origins and (re)significations from lived experiences. The results show how the Teletandem context can become a field for conflicts and clashes of beliefs and how the mediation as well as the relationship between the participants becomes essential for the conduction of language learning in collaborative environments.

Narrativas de Práticas Pedagógicas de Professoras que Ensinam Matemática na Educação Infantil

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Formação Reflexiva do Professor em Contextos Virtuais: A Experiência do Projeto Teletandem Brasil

This article chiefly aims at discussing issues concerning reflective teacher education for and in virtual environments for language learning. Given the need for research on reflective practice in new virtual environments, we present the experience of pedagogical supervision through mediation in the virtual context for collaborative learning in teletandem. Some research results in this context, such as in Salomão (2008), Kfouri-Kaneoya (2008), Cândido (2010) and Silva (2010), show how favorable and conducive to the development of reflective pre-service teacher education it seems to be, as it emphasizes the co-construction of knowledge in a dynamic relationship between theory and practice.

Aspectos ultrassonográficos da glândula tireoide hígida em equinos

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Estrutura de conteúdos educativos para TV Digital: um modelo de referência

This paper proposes a model of educative content structuring for interactive digital television programs. Its intent was to provide references for collaborative production processes and content organization in learning networks associated with university and educative television broadcasting services. The model defines terms, actors, events, environments, as well as content categories, classes and attributes, indicating criteria for their synchronic or asynchronic association in a dynamic television schedule. The model is presented in both descriptive and visual formats, with the use of conceptual maps. The results indicate that interactive use of digital television in education requires systematic content models covering communitarian participation in both media production and distribution processes, in order to enhance learning instruments beyond vertical, hierarchical and centralized communication sustained by traditional broadcast channels.

Mídia-educação no ensino médio: uma experiência com alunos e professores

This paper describes the development of educational materials on media education as a result of workshops held for students and teachers of high school in Midialab – Media Education Laboratory of Universidade Sagrado Coração. The objectives of this exploratory research were to investigate how teachers and students learn about media, looking for similarities and differences in the performance of the two groups in order to make it possible to conclude what methodology frameworks had a best result for promoting the media literacy of each group, taking on account the characteristics of public school and the paradigms of international media literacy. The methodology involved the application of activities focusing on six strategies: textual analysis, contextual analysis, content analysis, case study, translation, simulation and production. The results suggested that such activities are a productive way to develop critical reading skill and to reduce the differences between teachers and students’ repertoire. They also presented good results in the development of language usage by them and promoted collaborative learning, in a social approach.

ARBOT: augmented reality system for teaching logic algorithmic

This article purposes the ARBot, a system that has as main objective the presentation of concepts of logic for students of elementary and secondary education. The system was developed using the technology known as Augmented Reality (AR), which allows complement the actual environment where the user is, by adding virtual objects. In this scenario the RA created from a virtual game interface is used, through which cognitive challenges are presented. To solve these challenges, users must set up three-dimensional virtual characters using visual language. As a result it follows that, in a playful way, concepts of algorithms and programming are assimilated by users. In addition, the system enables two users to interact in a cooperative game mode. In cooperative mode, the system focuses on collaborative learning, since it allows users to jointly solve the cognitive challenge presented by the system.

O ensino colaborativo como facilitador da inclusão da criança com deficiência intelectual na educação infantil

This paper presents aspects of Early Childhood Education in the perspective of Inclusive Education, considering collaborative teaching as a relevant strategy in this mode. Thus, had been aimed to review the literature on collaborative learning in kindergarten and verify the knowledge of teachers on this pedagogical strategy. The survey was conducted in Child Education Centers and Schools municipal daycare, totaling 4 units and 45 participants. Empirical data were collected through a closed questionnaire, tabulated and analyzed qualitative and qualitatively. The results indicate the recognition of preschool teachers in need of support and assistance regarding collaborative teaching, highlighting the need for continuous training in the performance of special education teacher in this context.

Ensino da história e cultura afro-brasileira por meio do atletismo: contribuições de um curso de extensão à distância para professores de educação física

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Collaboration as a Foundation for the Project Approach in Family Child Care

Supporting children's curiosity was considered important at my family child care home. How could we best achieve this? As my assistant caregiver Deb and 1 attended professional development workshops, we began to wonder if the project approach (Helm & Katz 2001) would be an effective means of supporting inquiry and collaborative learning. Before we would commit ourselves, we wanted to learn more. We had many questions. Just what is the project approach? What does it look like? How will it support children's learning? What do we need to be successful with it? The literature suggested many examples of successful projects at child care centers and preschools (Breig-Allen et al. 1998; Harkem: 1999; Beneke 2000; Glassman & Whaley 2000). Our challenge was how to adapt the project approach to our home child care situations.

Microvascularization on Collared Peccary Placenta: a Microvascular Cast Atudy in Late Pregnancy

The microvascularization of the collared peccary (Tayassu tajacu) placenta was studied by vascular casts and immunolocalization of alpha-smooth muscle actin and vimentin, to identify the three-dimensional organization and vascular flow interrelation in the microvasculature between the maternal and fetal compartments of the placentae. The immunolocalization of vimentin in the vascular endothelium and in the smooth muscle cells of blood vessels showed indented capillaries along the uterine epithelium and the trophoblast at the sides of complementary maternal and fetal microfolds, or rugae. This confers the three-dimensional structure observed in vascular casts. On the maternal side, casts demonstrated uterine folds coated by with primary and secondary ridges, and by areolae dispersed between these ridges. The arteriole runs through the center/middle of ridges, branching at the top into a microvascular network wall in a basket-like fashion. At the base of these baskets venules were formed. On the fetal side, arterioles branched centrally in the fetal rugae into a capillary network in a bulbous form, complementary to the opposite maternal depressions forming the baskets. At the base of the bulbous protrusions, the fetal venules arise. The blood vessel orientation in the materno-fetal interface of the placentae of collared peccaries suggests a blood flow pattern of the type countercurrent to crosscurrent. The same pattern has been reported in domestic swine demonstrating that, even after 38 million years, the Tayassuidae and Suidae families exhibit similar placental morphology, which is here characterized at the microvascular level.

Entornos colaborativos y ubicuos para el desarrollo de estrategias orientadas al aprendizaje significativo

[EN]This paper aims to provide guidance on how to take advantage existing resources in Internet, for which a study about what is "Collaborative Learning" and conditions for the design of collaborative strategies, is done. The concept of "Ubiquitous Learning" is analyzed as an extension or a natural evolution of E-Learning and M-Learning. At the end, the activities carried out within a presential class supported by technologies in order to generate strategies for meaningful learning will be described. [ES]Este documento tiene por objeto proporcionar orientación sobre cómo aprovechar los recursos que existen en Internet, como parte de un estudio sobre lo que es "aprendizaje colaborativo" y cuáles son las condiciones para el diseño de estrategias de colaboración. El concepto de "aprendizaje ubicuo" se analiza como una extensión o una evolución natural de E-Learning y m- Learning. Al final del documento, se describen las actividades llevadas a cabo, como apoyo a una clase presencial usando herramientas virtuales, con el fin de generar estrategias para el aprendizaje significativo.