Relatório de estágio para obtenção do grau de mestre em Educação Pré-escolar e Ensino do 1º Ciclo do Ensino Básico

O presente relatório de estágio pretende dar a conhecer todo o trabalho realizado no âmbito da obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este trabalho incide sobre a investigação-ação praticada ao longo do estágio pedagógico realizado em dois contextos educativos, nomeadamente no 1.º Ciclo do Ensino Básico e na Educação Pré-escolar. O primeiro foi concretizado na Escola Básica com PréEscolar da Nazaré, na turma B do 2.º ano e o segundo no Infantário “O Girassol”, na Sala de Transição I. Com a investigação-ação pretendeu-se, no 1.º Ciclo, demonstrar quais as alternativas que os professores tipicamente tradicionais têm para tornar o processo de ensinoaprendizagem mais ativo, participativo e diversificado. No pré-escolar, ambicionou-se demonstrar como é que o educador pode promover o desenvolvimento da identidade pessoal das crianças, com momentos de aprendizagem inerentes a todas as áreas de conteúdo. Os estágios contaram com o reconhecimento das caraterísticas de cada contexto e com a reflexão sobre os momentos de aprendizagem planificados pela estagiária. Estes últimos incluem não só as atividades desenvolvidas dentro da sala, mas também, os projetos desenvolvidos com a comunidade educativa e a família, bem como as ações que foram desenvolvidas com os membros da instituição. Todo o processo de investigação surgiu de forma contínua, à semelhança de um ciclo, no desenrolar de quatro fases principais: planificar, agir, observar e refletir, revelando-se numa metodologia dinâmica e reflexiva, que promoveu a sucessiva adequação e melhoria de estratégias. Neste documento, apresentam-se as opções pedagógicas adotadas na prática, as ações desenvolvidas na instituição educativa, as notas de campo e os registos efetuados como suporte da observação participada bem como as avaliações realizadas com o objetivo de verificar os efeitos das estratégias na aprendizagem. O relatório termina com algumas considerações finais acerca dos resultados da investigação-ação, bem como com uma referenciação dos aspetos valorizados na construção da profissão docente, adquiridos com o estágio pedagógico.

O uso do software winplot na aprendizagem matemática em sala de aula: uma inovação pedagógica?

Esse trabalho tem como objetivo de pesquisar o uso do software Winplot nas aulas de matemática como instrumento auxiliar e fator de ruptura das práticas pedagógicas fundamentadas no paradigma fabril, criando ambientes favoráveis ao ensino e aprendizagem, dando maior ênfase a aprendizagem, proporcionando aos educandos serem construtores dos seus próprios conhecimentos, valorizando os seus significados, propiciando a formação de cidadãos críticos e autônomos e educadores como mediadores nesse processo. Para a realização desse trabalho de pesquisa foi adotada a metodologia qualitativa com fundamentos etnográficos, a observação participante e a utilização do diário de bordo eletrônico etnográfico que nos garantiu agilidade nos registros de campo, propiciando a descrição das ações reais de educador e educandos em função do uso desse software que assegurou o desejo dos educandos, educador e pesquisador nas mudanças das praxes pedagógicas que valorizam o educando como centro no processo de ensino e aprendizagem contribuindo para que a escola seja estimulada a adotar um currículo flexível propiciando uma educação contextualizada.

Projeto em Áreas Consolidadas de Patrimônio Cultural: Propostas para a Construção de uma Metodologia de Ensino

Le thème du patrimoine culturel architectural et urbain continue d avoir une place importante dans le milieu technique et scientifique. Le concept s est élargi et aujourd hui comprend différentes procédures de projets d intervention. L importance accordée au thème amène à l inclusion de la matière de techniques rétrospectives et aux contenus qui en sont liés: conservation, restauration, restructuration et reconstruction d édifices et ensembles urbains, dans les parcours des cours d architecture et d urbanisme au Brésil établies par le Ministère de l Education Nationale (MEC) dans les années quatre-vingt-dix, postérieurement incorporés dans les directrices disciplinaires nationales. Nous partons des discussions théoriques et conceptuelles du Domaine du Patrimoine Culturel, ainsi que des principales théories pédagogiques d enseignements et d apprentissage articulées au projet. Dans ce contexte les objectifs principaux de cette thèse consistent à systématiser et à analyser les principales procédures méthodologiques contribuant pour la construction de méthodes d enseignement tournée vers des activités pratiques dans ce domaine. Pour cela, la recherche a été systématisée dans une approche à deux niveaux. En ce qui concerne le premier, basé sur des données secondaires, neuf cours d architecture et urbanisme ont étés identifiés entre institutions publiques d enseignement supérieur dont huit brésiliennes et une française, considérées représentatives en ce qui concerne les pratiques d enseignement de projet et de patrimoine culturel. Trente disciplines dédiées à la matière ont été également reconnues initialement, et postérieurement, cinq disciplines qui possèdent un emploi du temps dédié à la pratique de projet ont aussi été reconnues. Dans le deuxième cas, basée sur des données primaires, ont étés analysées les méthodologies et les stratégies d enseignement de projet basées sur les définitions des matières et des autres éléments des plans de travail avec des observations, des entrevues et des questionnaires en trois ateliers. Par rapport aux résultats nous avons constaté que toutes les écoles possèdent les contenus de la matière, mais peu d entre elles privilégient la relation du projet appliqué au patrimoine culturel. Nous avons constaté que les questions des projets dans ce contexte, même s elles sont considérées complexes, ont privilégié le listage et l analyse du site. L atelier qui intègre les fondements des théories de préservation, l histoire de l architecture et urbanisme et techniques anciennes et actuelles, est mis en valeur comme un modèle cohérent avec les propositions d intégration des connaissances théoriques et pratiques du projet appliqué à la discipline. Basé sur ces constatations il est possible de démontrer quatre étapes du projet appliqué au patrimoine culturel: 1ª) les fondements généraux qui concernent les bases théoriques sur la préservation, histoire et technique rétrospective, par exemple, l appropriation de lois et normes et la sensibilisation de l élève sur les questions de patrimoine culturel; 2ª) le contacte avec la réalité qui inclut l appropriation du problème à partir de ces acteurs, de ces échelles, de cette lecture de site et l analyse de l objet d étude; 3ª) le développement de la proposition qui inclut programmes (fonctions existantes et propositions), définitions du partit (types d intervention), conception (hypothèse et discussion) et définition de proposition; 4ª) la finalisation du projet qui consiste à développer la proposition avec sa représentation graphique et sa présentation finale. Nous concluons que le projet en Domaine du Patrimoine Culturel demande une attention spéciale et doit être présent dans les cursus considérant les principes généraux nécessaires à la formation de l élève. Le binôme projet / patrimoine signifie avoir dans le cursus universitaire les contenus et questions nécessaires les connaissances, les variables et possibilités existantes dans le projet appliqué au patrimoine culturel de façon à ce que ces connaissances soient incorporées dans l exercice de projet et n apparaissent pas comme un simple contenu théorique sans articulation avec la pratique. Naturellement ces conclusions n épuisent pas la réflexion sur la question. Nous espérons que les analyses faites contribuent à définir des méthodologies d enseignements capables d êtres vérifiées et testées dans la pratique en salle de cours, et puisse collaborer avec les nouvelles recherches surtout celles qui ont pour but des nouvelles théories pédagogiques d enseignement apprentissage du projet en Domaine du Patrimoine Culturel

Reflexões sobre a construção e evolução de conceitos geométricos nas séries intermediárias do ensino fundamental

This thesis represents a didactic research linked to the Post-graduation Programme in Education of the Universidade Federal do Rio Grande do Norte which aimed to approach the construction of the geometrical concepts of Volume of the Rectangular Parallelepiped, Area and Perimeter of the Rectangle adding a study of the Area of the Circle. The research was developed along with students from the 6th level of the Elementary School, in a public school in Natal/RN. The pedagogical intervention was made up of three moments: application of a diagnostic evaluation, instrument that enabled the creation of the teaching module by showing the level of the geometry knowledge of the students; introduction of a Teaching Module by Activities aiming to propose a reflexive didactic routing directed to the conceptual construction because we believed that such an approach would favor the consolidation of the learning process by becoming significant to the apprentice, and the accomplishment of a Final Evaluation through which we established a comparison of the results obtained before and after the teaching intervention. The data gathered were analyzed qualitatively by means of a study of understanding categories of mathematical concepts, in addition to using descriptive statistics under the quantitative aspect. Based on the theory of Richard Skemp, about categorization of mathematical knowledge, in the levels of Relational and Instrumental Understanding were achieved in contextual situations and varied proportions, thus enabling a contribution in the learning of the geometrical concepts studied along with the students who took part in the research. We believe that this work may contribute with reflections about the learning processes, a concern which remained during all the stages of the research, and also that the technical competence along with the knowledge about the constructivist theory will condition the implementation of a new dynamics to the teaching and learning processes. We hope that the present research work may add some contribution to the teaching practice in the context of the teaching of Mathematics for the intermediate levels of the Elementary School

A Internet como tecnointeração da aprendizagem: valorização da cultura e identidade juvenil

The present study investigates Internet as technological interaction in the school environment as a resource of the teaching-learning process. It aims to discuss the lack of synchronicity between proposals of educational access for Internet use and types of access and interaction applied by youngsters. For the development of this research, I resorted to a qualitative, descriptive and explanatory research focused on a group whose subjects are youngsters from eleven to fifteen years of age in a catholic school which belongs to a group of private teaching schools in Natal city, Rio Grande do Norte state. As methodological option it focus on a group and the observation of its participation, discourse analysis and ethnography, considering facts and data of the pedagogical practice concerning the focused theme, besides the attempt to know the youngsters everyday at school and the relationship between them and juvenile cultures. It recognizes the existence of two moments of the focused group: the first related to internet use like technological interaction; the second concerns to the way Internet is problematic as technological interaction in classroom learning. While contacting with youngsters, the study discusses the concepts of Media Environments, Culture, Identity, Network, Consumption and Citizenship. It recognizes that it is relevant for the school to consider Internet a pedagogical tool, directed not just at research, but mostly as learning environment and as learning construction in a collaborative way. It points out the need of approach between school and media environment, reevaluating the pedagogical practice, offering a new evaluation proposal (self-evaluation). It suggests a renewal in the teacher's pedagogical practice in the classroom and using Internet, valuing the connection between technological interaction and communication as motivation elements of student s learning construction and their effective participation in decisions involving citizenship. It gives priority to educational work directed at the establishment of dialogic relationship between codes, learning and contents, leading to the new findings domain in the media environment, enabling the development of abilities and performances directed at the recognition and consumption of information from a critical reading of the media

Potencialidades do uso do blog em educação.

This research is an interpretative analysis of the type participatory research, developed in a qualitative and quantitative use of the blog as a support to a specific discipline, in order to identify the potential evident from its use. The report discusses the changes that have occurred in contemporary society, relating to the development of information technologies and communication (ITC s), presents a brief review of the historical background of the Internet and its use as an aid to education, emphasizing some environments inserted media the Internet, focusing on the main blog - its concept, origin and categorization, and analyzes the concepts of using the blog from the dialogues with teachers and students of pedagogy course at the Federal University of Rio Grande do Norte. Started from the assumption that the use of technological resources, such as blogging, with strictly educational purposes, can extend the knowledge beyond the walls of the classroom, thus creating a dialogic and interactive environment. Using data collected through interviews, questionnaires and observation, we seek to understand the object of study as a supportive environment for the teaching of a subject, raising some theoretical and methodological questions about its application to educational practice, and possible contributions to the construction of knowledge. The results indicate that there are several capabilities that make the blog a space conducive to teaching and learning process, and relates the concepts of the study participants about their use, highlighting the most important places to be solved, so that teachers and students to take ownership of knowledge necessary for capacity building required by the contemporary social context, due to the advancement of science and technology.

A Proficiência escritora em matemática trabalhada nos livros didáticos dos 4º e 5º anos do ensino fundamental

Universidade Federal do Rio Grande do Norte

Contribuições de uma unidade de ensino potencialmente significativa UEPS para o ensino de ecologia em escola pública da educação básica

The research aims to evaluate the contributions of a teaching unit to enhance the learning contents ecological green areas in elementary school. The work was conducted with elementary students in a public school in Natal-RN. We sought to identify the students´ previous knowledge about the contents of ecology, develop and implement a Potentially Meaningful Teaching Units PMTU; assess learning of ecological concepts in Teaching Unit Potentially Significant; assess the contribution of interpretative trail as strategy teaching to learning content ecology. The survey of students´ previous knowledge through the pre-test was essential to identify the appropriate subsumers and partially correct, since they served as "anchor" for further expansion of scientific concepts contained in this research. The green areas of the school as an educational, contributed the motivational aspect, as students were protagonists throughout the entire process of teaching and learning. The method of stimulated memory was effective to evidence learning ecological concepts in interpretive trails. The use of diverse activities organized on a PMTU promoted intellectual autonomy of the students and facilitated the acquisition of new meanings through progressive differentiation, and integrative reconciliation consolidation of ecological content and concepts related to biotic and abiotic factors on the basis of the central ideas thematic Life and Environment. The development of procedural skills to capture and share meanings, observe, collect and record data, hypotheses, ability to explain, to apply knowledge to solve problem situations, argue, identify, compare, differentiate and relate concepts, negotiate meanings, reflecting Critically, systematize data was evidenced. Collaborative activities promoted the incorporation of attitudinal contents as developing respect for differences, learn to work in teams to plan, develop and implement actions together for citizenship and environmental responsibility. The application of the Potentially Meaningful Teaching Units PMTU showed evidence of Critical meaningful learning ecological concepts covered in elementary school.

A linguagem da reflexão de uma professora de Língua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade

Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCHÖN, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Schön (1983, 1987), and supported by other authors (PERRENOUD, 2002; GÓMEZ, 1995; IMBERNÓN, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach.

Princípio da Indução Matemática no Ensino Médio

We developed this dissertation aiming its in the process of teaching and learning of the Principle of Mathematical Induction and we set our efforts so that the students of the first year of the high school can assimilate the content having the knowledge seen in the basic education as foreknowledge. With this, we seek to awake in the student the interest on proofs, showing how much it s needed in examples that involve contents that he is already seen

As relações afetivas na prática tutorial e sua relações com a aprendizagem no curso a distância de licenciatura plena em Química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

As relações afetivas na prática tutorial e sua relação com a aprendizagem no curso a distância de licenciatura plena em química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

Pistas orgânicas: uma atividade lúdica para o ensino das funções orgânicas

Educational games can work as a complementary tool in teaching and learning chemistry, playing an important role in the development of the students cognitive structures, familiarizing them with certain conceptual content, which may arouse interest in the study of such content. In this work, we made an analysis of organic chemistry textbooks recommended by Programa Nacional do Livro Didático 2012, for high school students in order to verify the existence of methodological proposals using educational games. From this analysis, we proposed an educational game to be developed for students on 3º year of high medium and undergraduate chemistry, that are in 1º semester of the course, which is constituted of a tray and 48 letters, which work various concepts concerning organic functions, such as: structural characteristics, physical properties, chemical and properties diverse of the compounds used for the confection of the letters. The game was applied to a class degree in chemistry, period 2012.1 to a Federal Education of Rio Grande do Norte and a group of students of the 3rd year of the state schools of Rio Grande do Norte, in the period the months of April and May 2012. The analysis of the performance of the game proposed was made using visual observations, photographic records and testimonials of students who participated in the games. The instrument used for the data collection was the student questionnaire, which was similar for both groups, differing only in the amount of questions, because one of them had one more question. During application of the game it was observed that it constitutes a dynamic strategy in the teaching and learning of chemistry concepts, given that students actively participated in the classes as well, demonstrated more motivation in the construction of concepts, furthermore, it was possible to observe evidence of other possibilities of the game. This could be verified through visual observations and testimonials at the end of each game, by reading the answers to the questionnaires

Análise das dificuldades de aprendizagem numa disciplina de química orgânica do curso de química na modalidade à distância da UFRN

In today`s society the use of so-called information technology and communication (ICT), is promoting a revolution in the forms of teaching and learning through the methods of distance learning courses, especially in higher education. Studies show that students in this way have great difficulties in the learning process, especially when dealing with experimental subjects that require high power of abstraction as chemistry. The goal of this work is to promote improvement in the teaching and learning in the discipline Chemistry of Life offered for the Bachelor`s Degree in Chemistry in distance UFRN. For this we analyzed evidence of the semester 2011.2, in order to identify what are the main difficulties of the students on the assessments. That`s why video lessons related to matters that create the majority of difficulties for students were developed, the final product this work. Being obtained the improvements by video classes in the learning process of the students, from a questionnaire answered by the students in the virtual learning environment, and from their success rate at the end of the course

Probabilidade no ensino médio

This thesis aims to show teachers and students in teaching and learning in a study of Probability High School, a subject that sharpens the perception and understanding of the phenomea of the random nature that surrounds us. The same aims do with people who are involved in this process understand basic ideas of probability and, when necessary, apply them in the real world. We seek to draw a matched between intuition and rigor and hope therebyto contribute to the work of the teacher in the classroom and the learning process of students, consolidating, deepening and expaning what they have learned in previous contents