O uso da abordagem CTSA para o ensino de energia tendo o desenvolvimento sustentável como eixo temático

In recent decades, humanity has become increasingly concerned with environmental problems. Proofs of this are increasing initiatives in civil society organizations, private institutions and government actions, either local, state or national actions to promote environmental protection. The goal of this research is to contribute to the formation of citizens more aware of their responsibilities to sustainable development issues, simultaneously to their learning of physics in the secondary school. Thus, we have designed a research project that aims to evaluate the effectiveness of the adoption of the concept of sustainable development as a central theme in physics classes in high school. From this goal, we designed, implemented and evaluate lesson plans that aim not only to construct and apply the concept of energy, but also to understand their transformations and conservation law, as well as their processes of production, distribution and consume in the context of physical laws in which it is involved. Then, it was deliberately provided to students, during classes, to read, interpret and produce texts, by this way being able to think and start to have a critical view of the world around him, as well as absorb the energy concept and understand his occurrence in phenomena of nature and in technologies. The approach used for this was that constraining science, technology, society and environment - STSE. This teaching methodology has been applied in the IFRN Ipanguaçu campus, for students of two classes of first year of high school integrated course in agroecology and in technical computing. The survey results show the effectiveness of both methods with respect to the viewpoints of students in relation to the guidelines of sustainable development and the learning of physics content proposed. It is hoped with this dissertation to contribute to the formation of future men and women as citizens environmentally friendly, but also as a source of inspiration for teachers who wish to foster in its students such a critical position about civic education, from their classes

Elaboração de uma sequência didática sobre os conceitos geométricos preliminares ao estudo da trigonometria

This study is qualitative, including literature search and preparation of teaching materials. Your goal is to report the study of geometric problems of character presented in the application of trigonometry and work on the preparation of detailed activities that help in overcoming these difficulties. For this, we read some papers on teaching and learning of trigonometry in order to identify the difficulties encountered during their journey. Then separate the geometric difficulties of character and prepare a list of geometric content and procedures associated with them. Thus, we can organize a notebook with activities that would address most of these concepts. Finally we present the specification of activities called Activity on introductory concepts to the study of trigonometry

História da ciência como estratégia didática no ensino médio: um breve olhar de conteúdos da óptica

From a critique of aspects of the current teaching of physics, we propose in this paper an investigation into the conceptions of Nature of Science (NOS) submitted by students from the high school level, as well as the inclusion of discussions about some elements of NOS, through the History and Philosophy of Science, understanding them as facilitating strategy for more effective learning of Physics and, more specifically, the contents of optics. Based on the historical period corresponding to Greek antiquity to the mid-nineteenth century, built and applied a teaching unit to a high school class at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Ipanguaçu campus. Our teaching unit involved the reading and interpretation of texts with historical content, observation and assembling five experimental activities, among other activities. Data analysis occurred through questionnaires investigative applied before and after the completion of the teaching unit, as well as questionnaires for content present in the texts. Although not significant, the results indicated that the application of the teaching unit allowed the (re) construction of some conceptions about NOS targets students present in our work, and contribute to a better learning content and greater optical science approach and its nature

História da matemática na formação do professor: dificuldades e sugestões

This work is the result of a study that aimed to start scoring difficulties that the math teacher is trying to get a historical formation. Considering that the textbook is the material with which the teacher has more contact, start with reading historical texts present in these books. Choose a theme and choose from that we observed limitations ranging from the search for sources of research in relation to the actual historical content. There are many studies that show the importance of the history of mathematics in teacher education and also in the teaching and learning of mathematics. These works , in particular the work of Feliciano (2008 ) entitled : " The use of history of mathematics in the classroom " , along with the information , experiences and opinions given by Professor Anderson Luís de Azevedo Paulo , in some meetings , point to need for materials for teaching , since they show that recognizes the importance of this knowledge and the ability to use it in the classroom , but several factors have pushed aside , even the texts present in textbooks. From the analysis of some of the work and contributions of Professor Anderson Paulo we pointed out some of the factors that make historical texts being ignored by teachers and among them are characteristics in appearance and content in the text. To assist in the preparation of materials that meet the expectations of the teacher, we present a manual with suggestions and / or features to choose or produce a good text. These suggestions can make the history books more enjoyable and thus approach the teacher of historical knowledge and later encouraged to seek, in fact, a historical formation

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.

Fontes primárias da história do vácuo e da pressão atmosférica na sala de aula: cartas e jornais históricos em articulação com o livro-texto do ensino médio

The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice

Do picadeiro ao céu : o riso no teatro de Ariano Suassuna

The analysis of this work seeks to investigate the meaning of the laughter in the paraibano writer Ariano Suassuna s armorial theater. The study departs, firstly, from an argumentation which centers its content in the theory of the many theoreticians of the question: Henri Bergson, Vladimir Propp, Jolles, Freud, Bakhtin. The essence of the laughter in Suassuna and its esthetic relations are commented, because those elements are responsible for the strength of the literary text. On the condition of scholar about Esthetic and Art History, Suassuna always puts the methods of the estheticism in favor of the loud laughter bearing in mind that it is a source of improvisation, i.e., it may have many senses depending on what it is pretended to transmit to the reader/viewer. The laughter is a mask which is changed to each new situation, representing that way own human condition. Because the theater is an art subjected to recreation, the laughter also is. And because it is a great party where other arts (the dance, the music, mamulengo e the bumba-meu-boi) are present, united to compose a confluent and hybrid language, the meaning of hilarity during the popular celebrations is studied mainly those that happened in Medieval Europe. Thus, in the second part, the basis of the research is the Russian Mikhail Bakhtin s theory that helps to link Suassuna s laughter to the popular party, showing the language used in them and the jokes that give life to the joy of the folk. Soon after, the importance of Suassuna s laughter to the Brazilian Culture, is examined making a reflection about its function at the sociocultural context of the country

Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes

This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points to the apprehension of metacognitive processes as the way to reach learning autonomy. The theoretical set underline this study is those of a new pedagogy based on the symbiosis of Bruner‟s (2002) and Freire‟s (2009) concepts and in the metacognitive theory. In a social context dominated by the Communication and Information Technologies (CIT), the integration between teacher and learners with the support of the internet has been used as the way to operationalize this new emergent proposal of the theoretical perspectives. The analyses have been conducted through Systemic and Integral Action Research. The results at the end of this study corroborate our hypothesis that the enlargement of spontaneous knowledge of the learners can facilitate the understanding of scientific concepts, stimulating their metacognition and thus promoting their autonomy.

Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido

This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an English Language classroom at a Primary School, 6th Grade in Açu/RN, Brazil. Therefore, this study is based on Vygotsky s (1975) and Bruner´s (1976) researches, which state that the learning process is constructed through interaction between a more experienced individual (teacher, parents and friends) and a learner who plays an active role, a re-constructor of knowledge. It is also based on Ur´s (2006) and Brookhart s (2008) studies (among other authors in Applied Linguistic) who defend that the feedback process needs to be evaluative and formative since it sets interfaces with both students autonomy and learning improvement. Our study is based on qualitative, quantitative and interpretive researches, whose natural environment (the classroom) is a direct source of data generated in this research through field observations/note-taking as well as through the transcriptions of five English classes audio taped. This study shows the following results: the teacher still seems to accept the patterns of interaction in the classroom that correspond to the IRE process (Initiation, Response, Evaluation) in behaviorist patterns: (1) he speaks and determines the turns of speech; (2) the teacher asks more questions and directs the activities most of the time; (3) the teacher´s feedback presents the following types: questioning, modeling, repeated response, praise, depreciation, positive/negative and sarcasm feedback, whose functions are to assess students' performance based on the rightness and wrongness of their responses. Thus, this implies to state that the feedback does not seem to help students improvement in terms of acquiring knowledge because of its normative effects/roles. Therefore, it is the teacher´s role to give evaluative and formative feedback to a student so that he/she should advance in the learning of the language and in the construction of knowledge

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

O papel da atividade lúdica como motivadora da aprendizagem da língua inglesa: análise de um livro didático

This work aims at analyzing the activities presented in the book On Stage for junior high school students, which was selected by IFRN, as well as checking out the students interest for play activities. We have come from the point that playing activities can contribute to the increasing of motivation for the teaching of English (BROUGERE, 1999; WRIGHT, BETTERIDGE, BUCKBY, 2006; LANGRAN e PURCELL, 1994). At first place, our research is a document analysis and in second place, it is an action research. We have proposed two questionnaires for the participants of this work, all of them are High school students at IFRN-Campus Zona Norte, in order to check out their interests and the degree of motivation for the English learning before and after the carrying out of play activities. The obtained data also showed that the students became more motivated and interested in the classes after working with play activities, and most of the students agreed with the inclusion of these activities in the selected course book. The result of our work proved the benefits of play activities according to researches available in the literature about this subject. From the results acquired in the present work, we suggest that play activities should be included in English course books, even when they are addressed to High School teaching in order to help increasing the motivation for the learning of a foreign language

O latim, uma língua morta?: uma metáfora em análise: o olhar da lingüística aplicada e suas implicações para o ensino

The focus of this research is the teaching of the Latin language. Due to the fact that its teaching has been facing a growing crisis in the last four decades, which currently persists, we ponder about external and internal causes of its decline, aiming at pointing out an alternative that enable us to find a way out of this situation. So, our research questions mainly concern how the teaching of Latin is viewed amongst the academic society, also investigating if it has kept up with the development of the scientific reflection about human language and the new approaches on language teaching. Furthermore, we analyse the contribution that the study of Latin can provide to the academic formation of language teachers and try to identify the areas of knowledge that can contribute to a reshaping of its teaching. Based on these guidelines, we have established as the goals of this research: 1) to reflect about the current situation of the teaching of Latin and the causes of its decline; 2) to determine its social representation among teachers and students of the Language Courses, as a way of defining the role it fulfills in the academic formation of teachers; 3) to accomplish an exploratory study of some handbooks that show alternative proposals on how to teach Latin, in order to detect their adequacy to current times and to the goals of the academic study of languages; 4) to offer an alternative proposal on how to teach Latin that takes into account the principles of Applied Linguistics, considering the socio-historical and cultural aspects of the language, enabling it to meet the requirements set by modern times. This research is divided into two parts. The first part presents the theoretical framework. We map the studies about Latin teaching inside and outside Brazil and argue against the concept of Latin being a dead language, presenting arguments set on changing this view. Then we describe and comment the notions of literacy, genre and culture, which helped us understand the reasons for the decline of the teaching of Latin and to point out suitable ways to overcome the crisis. The second part is dedicated to reflecting on the literacy practices in Latin teaching. We began by examining the answers to the questionnaires given to students and teachers about the view of Latin in the Language Courses; then we reflect on the teaching-learning of Latin as an academic literacy practice followed by an analysis of the didactic material used in teaching Latin. Finally, we suggest an approach of the familiar letter genre in ancient Rome as a means of teaching Latin in a contextualized way

Estratégias de relativização no português brasileiro e implicações para o ensino: o caso das cortadoras

This work consists of a cognitive-functional approach of relativization strategies of Brazilian Portuguese (BP), this is, standard relatives (with preposition or without it) and non-standard relatives (copiadora and the deletion pattern), and it emphasizes the last one. We investigate the use of the relative construction strategies in spoken and written texts produced by speakers from different school levels in a specific situation: a face-to-face interviewing. Our database is the corpora Discurso & Gramática: a língua falada e escrita na cidade do Natal e a língua falada e escrita na cidade do Rio de Janeiro. We contrast the use of the standard relative to the deletion pattern in prepositional context, by considering cognitive, social and interactional motivations for the use of the deletion pattern instead of the standard one. Our research leads us to verify that the deletion pattern is fixing as the preferred relativization strategy in prepositional contexts, and, in this way, it brings out a grammaticalization process in working. For this reason, we propose to take this relative construction as a common way to structure a relative clause, in the same way we take the standard pattern. Finally, we discuss the treatment of questions related to the processes of teaching and learning of Portuguese language and some suggestions are given in terms of class activities. We expect that the development of this research may give both support for the Portuguese teachers and suggestions to improve the teaching and learning process of Portuguese language, contributing in special to the treatment of the syntax of complex clauses.

Representações discursivas de Ficar e Namorar em textos de vestibulandos e pré-vestibulandos

This doctoral thesis investigate the way vestibulandos and pré-vestibulandos construct their discursive representations of Ficar and Namorar in their textual production. At the same time, aims to discuss its implications for the ATD and for the teaching and learning of textual production in the context of Portuguese Language classes. Its theoretical framework is inspired mainly by three sources: textual linguistics, the textual analysis of discourses (ADAM, 2008), as well as by frames semantics (FILLMORE, 2006; FELTES, 2007). The methodology is based on a combination of qualitative and quantitative approaches (VIANNA et al., 2008). The data is composed of 168 empirical texts written by the vestibulandos of PSV/2005 da UFRN, Natal, RN, and by secondary school students who attended Escola Estadual Juscelino Kubitschek (EEJK), Assú, in the 2008 school year. The results indicate different categories of discursive representations of Ficar and Namorar , such as designation of referents, prediction, aspectualization, spatial-temporal circunstances , and metaphor, which reveal the influence of factors such as: the encyclopedic knowledge, the culture, as well as the cognitive components related to textual production. These results point out to the necessity of a teaching practice which enables the interaction among students, the discussion of current themes, as well as the student involvement with different textual genres, mainly the work with textual production in the classroom, so that it enables the students do acquire the textual production strategies. Thus, the overall goal is the (re)construction of their discursive representations, so that they can cope with new contexts of communicative interaction.

As práticas exitosas de leitura no ensino fundamental: vozes sociais de professores e de estudantes

The school is the social place which should provide the formation of critical readers. In this context, the role of the teacher is crucial when it comes to teaching reading. Thus, this doctoral research aims to explicit the reading practices evidenced from social voices of teachers and Fundamental School students from state public schools at RN that have successful results, according to IDEB 2009. Moreover, we seek to explicit, through the positions of teachers, the conceptions of reading underlying their reading activities, as well as elucidate the social voices related to teaching of reading that are present in the National Curriculum Guide for 9 years Fundamental School and in the Political-Pedagogical Projects of the educational institutions investigated. In order to accomplish this goal, we carried out observations in the classroom, applied questionnaires with teachers and students in the 9th grade of Fundamental School, in classes of Portuguese Language, and also performed dialogical meetings with the management and pedagogics schools teams. The theoretical foundation that guides the research comes from bakhtinian thinking (2009, 2010), which addresses the dialogical perspective of language and active responsive comprehension. Furthermore, this work is anchored in theoretical reflections of Antunes (2005, 2009) and Geraldi (2003, 2006, 2010) about the reading and writing in the country, which contribute to the resizing of the teaching and learning process of Portuguese Language. This study belongs to the field of Applied Linguistics, which investigates language as social practice in the context of learning mother language or in contexts where relevant questions about the use of language are evidenced. The parameters of qualitative research in a social-historic perspective are adopted seeking to understand the school context by the subjects involved in research. The research corpus is composed of: (i) information constructed through the use of questionnaires with teachers and students; (ii) information constructed from the observed lesson and dialogue with management and pedagogical teams; (iii) a set of selected information, i.e., empiricism built through documentary analysis of the National Curriculum Guide for 9 years Fundamental School (CONSELHO NACIONAL DE EDUCAÇÃO, 2010) and the Political- Pedagogical Projects of the investigated schools. The analysis of the sayings of teachers and students suggest reading practices from various texts, in particular, from the literary sphere, in activities involving discussions, reading and reading comprehension exercises, interviews, songs, seminars organizations, concerts, dramatizations, literary weeks, among other practices. Furthermore, these analyses reveal that teach Portuguese Language requires commitment, responsibility and satisfaction, as well as more grounded theoretical principles, which make teaching practice more efficient. The research also reveals that the success of the teaching-learning process occurs by virtue of the involvement of school s segments in the educational process, creating therefore a network of responsibilities. In this sense, this research may contribute to the production of knowledge that can guide and enrich the teaching and learning of reading, envisioning a pedagogical practice constructed from the relationship with the other, i.e., from the dialogism which provides formation of young people that exercise their citizenship