O(s) saber(es) e o(s) fazer(es) do professor formador :reflexões sobre a prática docente

This study, developed in conjunction to the Pedagogical Practice research line and the Curriculum of Post-graduation in Education Program of UFRN is about investigations on formation of professors and teaching knowledge. Its objective is to analyze fundamental concepts for lecturing and the relationship that establishes between those concepts and the practice of forming professors. We adopted as referential the principles of social-historical approach, in the context of concepts making and development (Vygotsky, Luria and Rubinstein), and of collaborative theoric-methodological approach (Jacullo-Noto, Kemmis and Ibiapina). Collaboration with professors was mediated by diary writing, collaborative observation and conceptual network creation, essential to perceiving the given meanings to concepts that sustain the practice of 06 (six) forming professors from the UFPI Pedagogy Course. Teresina Campus. This way, reflections with collaborator professors allowed to build conceptual networks, in which prominence was given to the meanings of concepts that gave sustaining to their lecturing practices in the referred course, showing a fragmentation and disarticulation between theory and forming practice. They also indicate a need to give new concepts to the meanings of teaching concepts, learning and lecturing of these professors, in a meaning of a greater understanding about those concepts for their effective practice. On the context of collaborative reflection about conceptual networks, it was evident the conflict generated between the meanings attributed by professors and the practice developed in class, pointing to the need of rethinking the articulation between theory and practice not only on the formative process developed, but also on the continual formation of forming professors and on the construction of discussing spaces and materialization of the curricular principles of the Pedagogy Course

Formação de educadores de jovens e adultos no Programa Geração Cidadã: relação entre saberes na proposição curricular

This paper deals with the fundamental elements of a curricular proposal aiming at the formation of alphabetizers of young and adults, as long as it concerns the relation between the academic knowledge and that one arising from the classroom experience. The empirical field of the research comes from the work of the teachers responsible for the formation of the alphabetizers of the GerAção Cidadã Program (2004-2005) linked, as an Extension Program, to Federal University of Rio Grande do Norte. Indeed, it tries to understand how these young and adult educators makers figure out the link between the experienced knowledge, which their lives give testimony of, with the scientific knowledge, which they are entitled to mediate in class. This work is funded in the principles of the Collaborative Research, which constitutes a kind of qualitative research. It makes use of procedures supported by qualitative research, especially those ones related to reflexive sessions, as well as to documental researches and semi-structured interviews. These spaces have afforded the group of alphabetizers the opportunity to talk over their practice, not only individually but also collectively, in order to work out contributive proposals having in view changes in the educative actions. As elaborated contributions, we present a discussion about the specificities in the making of educators to EJA, in their differentiated social roles. Reflecting on the experiences of the educators makers, we highlight those elements we regard as essential to the constitution of a formation proposal, like formative times and spaces, dialogue and social memory. The curricular organization is compreneded as part of an enlarged dimension that does not restraint itself to school; rather, it is visualized as a structuring instance that connects different knowledge surpassing community and university. Under this optics, we come to the conclusion that the connection the scientific knowledge establishes with the experienced one, which is immersed in the cultural practices of those who are involved in the formative process, is the basement to a curricular proposal of a formation course destined to educators committed with the need of changing society

Formação continuada de professores de ciências para o ensino de astronomia nos anos iniciais do ensino fundamental

Situated at the intersection of Continuing Formation, Science Teaching and content of astronomy, the research aims to discuss this problematic : What are the challenges encountered in a continuous formation in service of science teachers of the early years of elementary school with contents of astronomy? Aiming to answer this question, we carried out a collaborative action research in a school of Natal / RN, with 6 teachers who teach or lectured Natural Sciences in the early years of elementary school. The study involved 14 encounters of continuos formation in service, to enable a better understanding criticism and propositive concerning the teaching science, especially some content of astronomy for the initial years, through a shared discussion. To this end, we consider that more profound understanding of astronomical knowledge allows the establishment of relationships and connections between theoretical knowledge and the daily teaching practice. All discussions were recorded on audio and transcripts. This research was realized using questionnaires and diary, however, the audio recording was its principal working instrument. About the data collected, several issues emerged as the little field of conceptual content, several misconceptions among teachers about the content of astronomy, lack of adequate space in the school environment to study and the need for collective reflection on the practice. Finally, is indicated that the contents of astronomy should be used in classrooms of Sciences, provided that teaching plan of action consider the existence of diverse alternative conceptions about the subject, among both teachers and students, and the need of permanente continuing education in the teaching

Não é que eu sei ser professora!: formação continuada e construção do currículo da matemática para o ciclo de alfabetização

Esta dissertação investiga como a prática da formação continuada em Matemática dos professores do Núcleo de Educação da Infância/Colégio de Aplicação (NEI/CAp) tem possibilitado a construção do currículo da Matemática para o ciclo de alfabetização nessa instituição. Assumimos os princípios metodológicos da abordagem qualitativa com ênfase na pesquisa colaborativa. Privilegiamos atividades de formação continuada organizadas em sessões de estudos e reflexões sobre a prática pedagógica que envolveram todos os partícipes. Para a construção dos dados realizamos a escolha de instrumentos e procedimentos metodológicos como a entrevista individual e as sessões reflexivas de videoformação e de estudo. Com a intensão de responder a questão central da pesquisa definimos duas categorias de interpretação: a formação continuada em Matemática dos professores do NEICAp dos anos iniciais do Ensino Fundamental e a construção do currículo da Matemática dos anos iniciais do Ensino Fundamental nesta escola. Constatamos que a prática da formação continuada em Matemática acontece dentro da própria instituição e tem como interesse, além da formação permanente dos seus professores, o desenvolvimento da escola e a aprendizagem dos alunos. Avaliamos que por meio de estudos e reflexões sobre as práticas docentes, análises de propostas pedagógicas de Secretarias de Educação e de outros documentos oficiais do Ministério da Educação, em momentos de formação continuada em contextos vivenciadas pelos professores do NEI/CAp, vem sendo possível construir o currículo desta instituição e, consequentemente, a sua proposta curricular, na qual privilegiamos a área da Matemática

Há possibilidade do ensino da história desenvolver o pensamento teórico?

The expectation that there is a relationship between the teaching of history and the development of theoretical thinking , this study aimed to examine this relationship with the collaboration of two teachers who teach in the fourth year of elementary school in a public school in the city of Mossley - RN . Sues the theoretical and methodological contributions are identified with the history Dialectical Materialism . The methodological approach was collaborative research . Was based on studies of Vygotsky ( 1998, 2001 ) , Rubinstein (1965 , 1973) , Ibiapina (2007 , 2008) , Afanassiev (1985 ) , Goes (2003 ) , Ferreira and Ibiapina (2005 , 2006, 2007 ) , Davydov (1981 ) , Glenisson (1991 ) among others . The methodological procedures consisted of : meetings , questionnaire , interview , cycles of reflective studies , reports of experiences and reflective session. For data analysis , we used the methodology of conceptual elaboration , proposed by Ferreira (2009 ) and the shares of reflection proposed by Magalhães (2000 ) . Data analysis indicates the predominance of empirical thinking of collaborating both with regard to the process of design and ( re ) development of the concepts of history and theoretical thinking on the relationship between history teaching and the development of theoretical thought . However , we see the beginning of the start of the change process in thinking the teaching of history

Ensinar/aprender a gostar de história: saberes docentes e construção do conhecimento histórico escolar com professores de Arez-RN

This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional

Análise dos efeitos de um plano educacional individualizado no desenvolvimento acadêmico e funcional de um aluno com transtorno do espectro do autismo

Given the paradigm of inclusive education, the presence of students with autism spectrum disorder in regular schools has become more significant in recent years. Studies have revealed, however, deficits in academic participation of these students in these settings. Among the factors contributing to this phenomenon include poor teacher training and the lack of strategies to promote curriculum access. The aim of this study was to develop an instrument that would promote academic inclusion of a student with autism through procedures that could simultaneously empower the teacher. In this perspective, the study aimed to analyze the effects of an Individualized Educational Plan (IEP), developed collaboratively with teachers, on the academic and functional development of a student with autism in an early childhood education setting. Data were collected in a private school located in the city of Natal in Rio Grande do Norte, in the course of the academic year 2012. In addition to the student with autism, one teacher, a specialized educator, and four teacher aides participated in the study. The research used a single subject quasi-experimental design (AB) as well as qualitative methods of data analysis. The study was conducted in three phases: characterization, baseline and intervention. The first comprised interviews with the child´s parents and teachers, as well as the identification of two routines focus of intervention. In the second phase, the amount of time the student spent engaged in the selected routines during baseline was analyzed. In the third phase, the researcher prepared, collaboratively with the teachers, an individualized educational plan (IEP) for the student. Finally, the IEP was implemented by the teachers. The results indicated qualitative and quantitative changes in student´s participation in academic and functional tasks after the intervention program

A dimensão social do desenho: um estudo sobre as interações no processo de (re) construção imagética da criança no Ensino Fundamental

In the historical-cultural perspective, the drawing is processed by means of a shared and complex way, under diverse relations with the other and with the immersed signs of the culture. That is, something constituted by the social interactions and that can modify the structure of the psychological functions, therefore as socialized sign, propitiates the incorporation of the functions socially. In this way, the figuration carrier sensitive and established meanings historically disclosing the shared experiences and the ways of the subject to think and perceive the world. Such reflections gave shape to the main problem of this research: how to think over about the drawing at the school to incide in the reconstruction of the childs imaginative language? Under such perspective, this work deals with the interactions in the production process of the drawing of the children in a context of teach-Iearning of the elementary school having as goal to analyze the interactions established in the cIassroom in the process of production of the drawings; to propose situations of learnings that favor the advance graphical expression of the students; and to identify in the interactive games some relations between body expression and drawing. For its accomplishment, it was opted for the construction process based in the collaborative investigation by the fact to propitiate negotiations, sharing and confrontation of ideas, becoming possible a joint construction of the knowledge. For this research, the researcher and the collaborating teacher, as well as the involved children, become themselves into co-authors of the context studied. As locus of the research, it was chosen a first cycle class, with 30 students, from Municipal School Profª. Emília Ramos (Natal/RN - Brazil), whose election took in account the fact of this school to constitute in a promotional space of reflections and professional development of teachers in service and, at the same time, for presentinglimitations theoretic- methodological in the field of teaching for Arts. In the process of the research, it was perceived that the children with the support of the verbal language formulates meanings on the seen and imagined object, printing lines and forms that if overlap to the physiological aspects of the visual perception. That is, the drawing discloses a reality appraised, enriched for the picked up vision of the image, but the meanings established for the author, or observer who becomes it perceivable and identified. In the systemizing situations, it was observed that the teaching-Iearning process of the drawing, implies a co-construction between teachers and learners. And, moreover, the necessity to interlace emotion and cognition by means of plastic-corporal interactions that foment drawing experiences, whose process concurs for the imagenative reconstruct of the apprentices

Um protocolo de comunicação multicast na camada de aplicação com Consciência de Localização

Internet applications such as media streaming, collaborative computing and massive multiplayer are on the rise,. This leads to the need for multicast communication, but unfortunately group communications support based on IP multicast has not been widely adopted due to a combination of technical and non-technical problems. Therefore, a number of different application-layer multicast schemes have been proposed in recent literature to overcome the drawbacks. In addition, these applications often behave as both providers and clients of services, being called peer-topeer applications, and where participants come and go very dynamically. Thus, servercentric architectures for membership management have well-known problems related to scalability and fault-tolerance, and even peer-to-peer traditional solutions need to have some mechanism that takes into account member's volatility. The idea of location awareness distributes the participants in the overlay network according to their proximity in the underlying network allowing a better performance. Given this context, this thesis proposes an application layer multicast protocol, called LAALM, which takes into account the actual network topology in the assembly process of the overlay network. The membership algorithm uses a new metric, IPXY, to provide location awareness through the processing of local information, and it was implemented using a distributed shared and bi-directional tree. The algorithm also has a sub-optimal heuristic to minimize the cost of membership process. The protocol has been evaluated in two ways. First, through an own simulator developed in this work, where we evaluated the quality of distribution tree by metrics such as outdegree and path length. Second, reallife scenarios were built in the ns-3 network simulator where we evaluated the network protocol performance by metrics such as stress, stretch, time to first packet and reconfiguration group time

RoboEduc: especificação de um software educacional para ensino da robótica às crianças como uma ferramenta de inclusão digital

Because of social exclusion in Brazil and having as focus the digital inclusion, was started in Federal University of Rio Grande do Norte a project that could talk, at the same time, about concepts of collaborative learning and educational robotics , focused on children digitally excluded. In this context was created a methodology that approaches many subjects as technological elements (e. g. informatics and robotics) and school subjects (e. g. Portuguese, Mathematics, Geography, History), contextualized in everyday situations. We observed educational concepts of collaborative learning and the development of capacities from those students, as group work, logical knowledge and learning ability. This paper proposes an educational software for robotics teaching called RoboEduc, created to be used by children digitally excluded from primary school. Its introduction prioritizes a friendly interface, that makes the concepts of robotics and programming easy and fun to be taught. With this new tool, users without informatics or robotics previous knowledge are able to control a robot, previously set with Lego kits, or even program it to carry some activities out. This paper provides the implementation of the second version of the software. This version presents the control of the robot already used. After were implemented the different levels of programming linked to the many learning levels of the users and their different interfaces and functions. Nowadays, has been implemented the third version, with the improvement of each one of the mentioned stages. In order to validate, prove and test the efficience of the developed methodology to the RoboEduc, were made experiments, through practice of robotics, with children for fourth and fifth grades of primary school at the City School Professor Ascendino de Almeida, in the suburb of Natal (west zone), Rio Grande do Norte. As a preliminary result of the current technology, we verified that the use of robots associated with a well elaborated software can be spread to users that know very little about the subject, without the necessity of previous advanced technology knowledges. Therefore, they showed to be accessible and efficient tools in the process of digital inclusion

Posicionamento e movimentação de um robô humanóide utilizando imagens de uma câmera móvel externa

This work proposes a method to localize a simple humanoid robot, without embedded sensors, using images taken from an extern camera and image processing techniques. Once the robot is localized relative to the camera, supposing we know the position of the camera relative to the world, we can compute the position of the robot relative to the world. To make the camera move in the work space, we will use another mobile robot with wheels, which has a precise locating system, and will place the camera on it. Once the humanoid is localized in the work space, we can take the necessary actions to move it. Simultaneously, we will move the camera robot, so it will take good images of the humanoid. The mainly contributions of this work are: the idea of using another mobile robot to aid the navigation of a humanoid robot without and advanced embedded electronics; chosing of the intrinsic and extrinsic calibration methods appropriated to the task, especially in the real time part; and the collaborative algorithm of simultaneous navigation of the robots

SAMVC sistema de autoria de museus virtuais colaborativos

The use of graphical objects three-dimensional (3D) multimedia applications is gaining more space in the media. Networks with high transmission rates, computers with large processing and graphics boost and popularize such three-dimensional applications. The areas of 3D applications ranging from military applications, entertainment applications geared up for education. Within the applications related to education, we highlight the applications that create virtual copies of cultural spaces such as museums. Through this copy, you can virtually visit a museum, see other users, communicate, exchange information on works, etc. Thereby allowing the visit museums physically distant remote users. A major problem of such virtual environments is its update. By dealing with various media (text, images, sounds, and 3D models), its subsequent handling and update on a virtual environment requires staff with specialized knowledge. Speaking of museums, they hardly have people on your team with this profile. Inside the GT-MV (Grupo de Trabalho de Museus Virtuais), funded by RNP (Rede Nacional de Ensino e Pesquisa) propose a portal for registration, amendment and seen collaborative virtual museums of Brazil. The update, be it related to work or physical space, a system with a national scale like this, would be impossible if done only by the project team. Within this scenario, we propose the modeling and implementation of a tool that allows editing of virtual spaces in an easy and intuitive as compared with available tools. Within the context of GT-MV, we apply the SAMVC (Sistema de Autoria de Museus Virtuais Colaborativos) to museums where curators build the museum from a 3D floor plan (2D). The system, from these twodimensional information, recreates the equivalent in three dimensions. With this, through little or no training, team members from each museum may be responsible for updating the system

Referenciação anáforica: um estudo de produções textuais no ensino fundamental

Esta pesquisa trata da referenciação ocorrida pelas anáforas diretas e indire-tas em produções textuais de alunos do Ensino Fundamental. Como elemento pri-mordial de nossas investigações, ancoramo-nos na referenciação e estudos da aná-fora no âmbito da Lingüística Textual como fazem Mondada e Dubois (2003); KOCH (2003) e Marcuschi (2005). De acordo com estudos já realizados e envolvidos com a temática, defendemos a noção de referenciação como sendo um processo de cons-trução de sentidos que se realiza no discurso, isto é, em atividades interativas entre os sujeitos exigindo, portanto, uma ação colaborativa entre os interlocutores. Nesse aspecto, a interação precisa existir, visto que os referentes de um termo anafórico nem sempre se encontram na superfície textual; muitas vezes, são construídos a partir de uma representação ou modelo mental disponível na memória discursiva. Nessa perspectiva, procuramos analisar o processo de referenciação construído a partir de anáforas diretas e indiretas identificando as estratégias utilizadas em textos produzidos em situações de sala de aula. Dizemos que a anáfora direta, de modo geral, é definida pela relação de correferencialidade estabelecida entre o anafórico e seu antecedente, enquanto a anáfora indireta é vista como uma estratégia referenci-al de associação, sem referente explícito, tendo que se esforçar para estabelecer a continuidade referencial no texto e para isso utiliza-se da ativação (referenciação mental) de elementos novos e não de uma reativação de referentes já conhecidos, o que constitui um processo de referenciação implícita. Para alcançarmos nosso obje-tivo, utilizamos como subsídio teórico, o processo de informação na memória cogni-tiva, a referência e estudos da anáfora no âmbito da Lingüística Textual. O corpus deste trabalho constitui-se de sessenta textos escritos por alunos de 7ª série (atual 8º ano), dentre os quais analisamos o processo de referenciação ocasionado pelas anáforas diretas e indiretas em doze desses textos. Considerando os dados analisa-dos, dentre os tipos de anáforas estudados, constatamos que houve preponderância no uso das anáforas diretas, destacando-se entre elas a anáfora direta correferencial co-significativa, com maior manifestação no uso das retomadas diretas por pronomi-nalização

Práticas de letramento digital de professores em formação: demandas, saberes e impactos

Over the last decades, the digital inclusion public policies have significantly invested in the purchase of hardwares and softwares in order to offer technology to the Brazilian public teaching institutions, specifically computers and broadband Internet. However, the teachers education to handle these artefacts is put away, even though there is some demand from the information society. With that, this dissertation chooses as an object of study the digital literacy practices performed by 38 (thirty-eight) teachers in initial and continuous education by means of the extension course Literacies and technologies: portuguese language teaching and cyberculture demands. In this direction, we aim at investigating the digital literacy practices of developing teachers in three specific moments: before, while and after this extension action with the intent to (i) delineate the digital literacy practices performed by the collaborators before the formative action; (ii) to narrate the literacy events made possible by the extension course; (iii) to investigate the contributions of the education course to the collaborators teaching practice. We sought theoretical contributions in the literacy studies (BAYNHAM, 1995; KLEIMAN, 1995; HAMILTON; BARTON; IVANIC, 2000), specifically when it comes to digital literacy (COPE, KALANTZIS, 2000; BUZATO, 2001, 2007, 2009; SNYDER, 2002, 2008; LANKSHEAR & KNOBEL, 2002, 2008) and teacher education (PERRENOUD, 2000; SILVA, 2001). Methodologically, this virtual ethnography study (KOZINETS, 1997; HINE, 2000) is inserted into the field of Applied Linguistics and adopts a quali-quantitative research approach (NUNAN, 1992; DÖRNYEI, 2006). The data analysis permitted to evidentiate that (i) before the course, the digital literacy practices focused on the personal and academic dimensions of their realities at the expense of the professional dimension; (ii) during the extension action, the teachers collaboratively took part in the hybrid study sessions, which had a pedagogical focus on the use of ICTs, accomplishing the use of digital literacy practices - unknown before that; (iii) after the course, the attitude of the collaborator teachers concerning the use of ICTs on their regular professional basis had changed, once those teachers started to effectively make use of them, promoting social visibility to what was produced in the school. We also observed that teachers in initial education acted as more experienced peers in collaborative learning process, offering support scaffolding (VYGOTSKY, 1978; BRUNER, 1985) to teachers in continuous education. This occurred because of the undergraduates actualize digital literacy practices were more sophisticated, besides the fact being integrate generation Y (PRENSKY, 2001)

A aprendizagem de inglês mediada por jogos eletrônicos do tipo MMORPG

Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that, through the Internet, can integrate thousands of players interacting at the same time in at least one virtual world. This way, these games can provide, further than fun, a greater familiarity with the additional language and opportunity to improve the linguistic proficiency in a real context. Hence, what is proposed in this study is extended knowledge about the learning of an additional language mediated by MMORPGs for teachers to know how, if relevant, to present, use or encourage this practice to their students. Based on this major purpose, we seek to answer the following research questions: (a) what distinguishes the learning profile of the gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach, assist the development of proficiency of the additional language and (c) what the think-aloud protocols show about the learning mediated by the MMORPG Allods Online. Following an experimental method (NUNAN, 1997), 16 students of the curricular component Reading and Writing Practices in English Language have comprised the control group and 17 students of the same class formed the experimental group and were submitted to a pre and post-test adapted from the Key English Test (KET) by the Cambridge University (2008). The tests were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online a week (experimental group), and classes of the curricular component (both groups). A quantitative analysis of the questionnaires about the exposure to English profiles of the participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud protocols collected during the experiment were conducted based on the theories of (a) motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR, 2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997, VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results indicate that the participants of the experimental group (gamers) seem to be more engaged in tangential English learning activities, such as playing games, listening to music in English, communicating with foreigners and reading in English. We also deduced that the period of experiment possibly generated positive results on the gamers proficiency scores, mainly in the parts related to orthographic development, reading and comprehension, writing with focus on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences that the gamers have engaged in active English language learning, they have interacted in English with other players, and learned linguistic aspects through the experience with the MMORPG Allods Online