Aprendizagem dos alunos de 5º ano do ensino fundamental em aritmética e suas dificuldades na resolução de problemas com estrutura multiplicativa

The topic in this work involving the resolution of problems with structure multiplicativa emerged from discussions carried out on the difficulties encountered by students of the first cycle of the Fundamental School in Mathematics, mainly in respect of the arithmetic. The research had as objective to investigate the main difficulties presented by these students when they are faced with a task for a resolution of problems with multiplicativa structure. Were participants, in the first stage of the study, 20 students of the fifth year of the Fundamental School of a state school of public education of the State of Sao Paulo. These students have an assessment containing ten problems with structure multiplicativa answered a questionnaire regarding of mathematics. In the second stage, were selected two students to participate in the think aloud. The data analysis showed that the difficulties presented by the participants were: 1- difficulty to read and interpret the set of problems; 2- select the operation correct; 3- to operate correctly; 4 – Trouble writing

Ensino e aprendizagem do atletismo nas escolas públicas estaduais de Bauru a partir do currículo de educação física do estado de São Paulo

Athletics in most of its history, turned to competition, giving it little pedagogical knowledge, prevailing knowledge grounded in records, indexes and competitions. Thus, although it is considered a classic content of Physical Education, this modality is still not widespread in schools. The present study aimed to investigate possible progress in the teaching and learning of athletics in the State Schools of Bauru from the implementation of the Curriculum of the State of São Paulo for Teaching Physical Education. We attempted to checking the perspective of teachers and students, the changes in teaching and learning as well as difficulties encountered from the deployment. To that end, we conducted survey of the theoretical and practical alternatives developed by Physical Education teachers, about athletics theme, since the implementation of the Curriculum of the State of São Paulo for the Teaching of Physical Education in 2008, in seven (7) state schools in Bauru-Sao Paulo, randomly chosen, prioritizing different regions of the county. There was the purpose of investigating, through questionnaires, interviews (applied to teachers and students), what progress has been achieved with regard to the approach of collegiate athletics in the teaching/learning process, if there are difficulties, what are these and how they could be addressed in order to improve teaching and learning in school athletics. The collected data were analyzed comparatively, before and after implementation of the Curriculum of the State of São Paulo for Physical Education, gathering and specifying negative and/or positive aspects raised by teachers and students. It was concluded that the students' knowledge of the sport has increased, but the practice of sport is still far from being normal to them, doing so is necessary to include content from the earliest school years. Teachers attribute the greatest difficulties to lack of infrastructure and materials suitable for this...

A diversidade cultural e as suas implicações no processo de ensino e aprendizagem : como integrar a diversidade na educação de infância

Relatório de estágio apresentado para obtenção do grau de mestre na especialidade profissional de Educação pré-escolar

Do currículo organizado ao currículo integrado: um potencial de aprendizagem vindo das dinâmicas transversais “Como desenvolver um processo de ensino e aprendizagem assente em dinâmicas transversais?”

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

A matemática e as tic no processo de ensino e aprendizagem : o geogebra no ensino de funções e gráficos de uma função

Dissertação de mestrado, Educação (Área de especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2016

A diversidade cultural e as suas implicações no processo de ensino e aprendizagem : como integrar a diversidade na educação de infância

Relatório de estágio apresentado para obtenção do grau de mestre na especialidade profissional de Educação pré-escolar

Do currículo organizado ao currículo integrado: um potencial de aprendizagem vindo das dinâmicas transversais “Como desenvolver um processo de ensino e aprendizagem assente em dinâmicas transversais?”

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

Dificuldades de aprendizagem em alunos do 3º ano duma escola pública do Estado de Alagoas, Brasil : uma visão da psicoeducação.

Enquadramento: A par da não alfabetização e do abandono escolar, as taxas de insucesso no ensino fundamental no Brasil atingem indicadores preocupantes. A aprendizagem é um processo complexo e são múltiplos os fatores que contribuem tanto positivamente quanto negativamente na aprendizagem dos alunos e os seus efeitos irão refletir-se no futuro dos educandos. Se há crianças com distúrbios fisiopatológicos que prejudicam a sua aprendizagem, noutras, porém, as dificuldades surgem por influência da escola/professores e da relação destes com a família Objetivos: Identificar as áreas de dificuldades de aprendizagem na componente curricular de português e matemática; identificar as dificuldades nos domínios de aprendizagem de cada área e analisar a relação das variáveis sociodemográficas e escolares com as dificuldades de aprendizagem. Material e métodos: Estudo exploratório-descritivo, quantitativo e correlacional numa amostra de 178 alunos, do 3º ano, numa escola pública de Taquarana, Alagoas, Brasil. Utilizamos um questionário para a caraterização socio demográfica e escolar dos alunos e uma escala utilizada na escola para a avaliação formal da aprendizagem. Resultados: Os participantes são na maioria do sexo masculino (55,6%) com uma média de idades de 8,53 anos, distribuídos em 6 turmas (3 manhã e 3 tarde) em que a menor tem 25 alunos e a maior tem 35. Demoram em média 20 minutos na deslocação para a escola. Verificamos que 34,3% vivem com pais solteiros, separados divorciados ou viúvos. 31,5% dos alunos referem ter muito mau, ou mau ambiente familiar e há turmas onde isso é mais evidente. Os pais dos alunos em 37,1% não têm instrução e em 53,4% não ajudam nos estudos ou trabalhos de casa. Os alunos que já reprovaram são 26,4% e destes, 36,2% já reprovaram 3 ou mais vezes. As dificuldades de aprendizagem em língua portuguesa e matemática são maiores nos alunos mais velhos, do sexo masculino e que já reprovaram mais de uma vez. Um ambiente familiar mau/muito mau e a situação familiar dos pais a falta de instrução dos pais e o não ajudarem nas tarefas de casa contribui com as dificuldades. Na língua portuguesa há maior dificuldade no respeitar o momento de escuta e fala, na leitura e interpretação, produção textos e uso das regras ortográficas. Em matemática globalmente têm maiores dificuldades sobressaindo os parâmetros de identificação das operações nas situações-problemas e elaboração de tabelas e gráficos. Conclusões: Encontramos no nosso estudo alunos com grandes taxas de reprovações e com dificuldades evidentes tanto na língua portuguesa como em matemática. Constatamos que diversos são os fatores que contribuem para o aparecimento das dificuldades na aprendizagem de alguns alunos mas não podemos deixar de refletir sobre a influência da família. A destruturação familiar, mau ambiente e o fato de não terem instrução e não ajudarem os filhos nos estudos mostraram-se influenciadores no insucesso dos alunos PALAVRAS-CHAVE – Aprendizagem, Dificuldades de aprendizagem, Família, Educação.

A compreensão de reação química como um sistema complexo a partir da discussão dos erros e dificuldades de aprendizagem de estudantes do ensino médio

The study of chemical reactions is among the most important contents to the understanding of Chemistry discipline in basic education. However, there are still few studies about chemical reactions as a complex system because, generally, this content is presented in textbooks, taught and even researched in a fragmented form. The thesis here presented aims to investigate, identify and characterize the mistakes and learning difficulties of the students about chemical reactions as a complex system, using for that purpose the analysis of the answers of 126 exams of candidates for the bachelor’s degree in Chemistry Teaching on the entrance exam for the Federal University of Rio Grande do Norte (UFRN). The mistakes and learning difficulties about the parameters ΔG°, Kp, Ea and of the calculation of the amount of substance in a chemical reaction have been identified, as well as the levels of development of the ability to interpret the chemical reaction as a system. The main theoretical source of this study is structured based on the mistakes and learning difficulties (NÚÑEZ, RAMALHO, 2012), of the chemical reactions as complex systems (NÚÑEZ, 1994; RESHETOVA, 1988; SANDERSON, 1968). As methodology, it was prioritized the analysis of the answers to the exams and the interview with the teachers. The results showed typical mistakes in the study of this subject, especially low levels and skill development. No student was able to integrate the different aspects in the systemic understanding of the chemical reaction. From the interviews with Chemistry teachers from High School, it was determined the reasons the teachers assign to those mistakes and learning difficulties. The interviews revealed that the teachers do not work in the perspective of integration of the contents which leads the students to present difficulties and make mistakes related to the content previously mentioned. The study presents a proposal for the organization of the contents of Chemistry discipline for High School as a possibility of a dialectic systemic integration of contents, understanding that this systematic vision, leads to important contributions to the development of the theoretical thinking of the students. We can mention as one of the conclusions of this study, the fact that the non-systemic organization of contents do not favor this kind of thinking in students.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.

A interação ensino-serviço no processo de formação dos graduandos em fisioterapia da UFPB: a percepção dos docentes

The health paradigm, consolidated in the last century, directed the training of health professionals, educated under the aegis of the Flexnerian training, fragmentary and hospital-centered model. However, it proved to be insufficient to meet the demands of the Unified Health System and the population. In this sense, the National Curriculum Guidelines for Undergraduate health courses emerge as a normative framework in proposing a new professional profile, as well as the recommendation of strategies for the restructuring of curricula and teaching practices, and one of them is the teaching-service integration. Therefore, the aim of this study was to investigate the process of training of Physiotherapy course students of the Federal University of Paraíba with the guiding principle of teaching-service integration, considering DCN. In this sense, the chosen method was a case study with qualitative approach. The sample was intentional, including all faculty members of the permanent staff of the Department of Physiotherapy at UFPB, linked to curriculum components whose practice scenarios occur in the SUS network and time longer than one year in that component. The data collection technique was the semi-structured interview. Data analysis was performed using the content analysis technique. The following categories were considered: professional training for SUS, integration of students to the SUS network services, the relationship between theory and practice in the training of physiotherapists, teaching and health professional partnership in the teaching-learning process and programs of training reorientation and their integration with the course. The results allowed identifying positive points in the teaching-service integration: recognition of the importance of integration activities between university and health services based on the insertion of students in the network, the combined actuation with health service professionals and the opportunity to work in a multidisciplinary team; the existence of structured and organized School Network; participation of students and teachers in government programs that offer the experience of insertion in the labor market. The following weaknesses stood out: difficulties in agreement, planning and evaluation of activities by the service; gap between theoretical and practical activities; lack of definition of roles of teacher and health service professionals in the training process and the fragile relationship of reorientation of vocational training programs with the curricular activities of the course. The teaching-service integration as a guiding principle in the analysis of the formation of physiotherapists reveals limits and possibilities for training that meets the health needs of the population. Thus, the choices of educational institutions regarding the care model have an influence on health practices, as well as the commitment by management and services and the permeability to social control instances decisively contribute to the improvement in the training of future professionals. Thus, the commitment of all involved for the effective change in the training process of health paradigm is indispensable.

Ludicidade e desenvolvimento cognitivo: Uma relação necessária em alunos com dificuldades de aprendizagem

Dissertação apresentada à Escola Superior de Educação Paula Frassinetti para obtenção do grau de Mestre em Ciências da Educação Especialização em Educação Especial

Dificuldades de aprendizagem da álgebra: Análise de manuais do 7º e 8º anos de escolaridade

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Educacional.

Dificuldades de aprendizagem : um olhar na perspectiva do movimento gimnico

Universidade Estadual de Campinas . Faculdade de Educação Física

O processo de ensino dos jogos desportivos coletivos : um estudo acerca do basquetebol

Universidade Estadual de Campinas . Faculdade de Educação Física