Uma mulher entre livros: Zila Mamede e o silencioso exercício de semear bibliotecas

Zila Mamede left a great contribution to education and culture in Rio Grande do Norte during the 60s, when she built the most important outdoor library from the state the Camara Cascudo s bibliography. It is this aspect of her work that this text tries to apprehend and narrate. Different approaches have brought Zila Mamede to academy, but her work as a librarian yet did not have had any study. Her pioneer work on organizing and preparing professionals to deal with these constructions full of books was waiting to be told. This work articulates itself with the political and cultural production of Natal during the 60, because it was essential to configurate the city at this time. It was also necessary to interview Zila Mamede s friends, relatives and the people who worked with her. This research also demanded a review of many memoirs by potiguares , and the examination of newspapers and magazines to enlighten the period

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

Universidade Federal do Rio Grande do Norte

Trabalhos prático-experimentais no ensino da biologia: Uma análise dos livros didáticos de Biologia aprovados no PNLD/2012

El trabajo práctico experimental en la educación en Ciencias y en el contexto de la enseñanza de la Biología es un objetivo clave. Teniendo en cuenta la influencia de los libros de texto en la actividad profesional de docentes, interesado en este estudio para caracterizar la orientación de este tipo de materiales, para el trabajo práctico experimental y el uso de la medición en esta actividad. Para ello analizaron las ocho colecciones de libros de Biología aprobado en PNLD en 2012. La investigación es de naturaleza descriptiva e interpretativa y de recogida de datos ha sido elegida por el método de análisis de contenido (BARDIN, 2002). El análisis de los trabajos práctico experimentales buscó caracterizar su naturaleza epistemológica, concepción de la ciencia implícita, conceptual, tipología, contenido conceptual de Biología utilizado, cuántos implican medidas, y cómo se utiliza en este contexto según el procedimiento general para medir propuesto por Núñez y Silva (2008). Los trabajo práctico experimental ha sugerido una epistemología de la enseñanza conceptual, carácter racionalista en su mayoría y dominada por las actividades del tipo de ejercicio práctico, a necesidad de medir está presente en una minoría de estos y se se utiliza el procedimiento general de medición de forma parcial e implícito en la mayoría de los trabajos prático experimentales. Por lo tanto, proponemos en este actividades de estudio a desarrollar una guía de análisis de los trabajo práctico experimentales propuesto en los libros de texto de Biología

O ensino por problemas nos livros de química: uma análise do conteúdo estrutura atômica

La enseñanza de problemas se ha investigado en la didáctica de las ciencias naturales como un medio importante para desarrollar el aprendizaje de los conocimientos científicos y la formación de competencias básicas. Dada la importancia de los libros de texto para la enseñanza de la ciencia, con el fin de verificar el enfoque de la enseñanza con problemas en los libros de química, se procedió a una investigación realizada en las obras aprobadas en PNLD 2012, basado en el método de Análisis de Contenido. Se analizó el contenido de la estructura atómica, como marco teórico la perspectiva de la enseñanza problémica, basada en el materialismo histórico y dialéctico. Metodológicamente la investigación presenta un carácter cualitativo. Los resultados del análisis de contenido corroboraron la cuestiones de estudio iniciales relacionadas con la explicación centrándose en los problemas, lo que permitió inferir la elaboración de una Unidad Didactica basada en los métodos problémicos para la enseñanza de los modelos atómicos por la exposición problémica, la conversación heurística y la busca parcial, como forma de aproximar los estudiantes a la naturaleza de las ciencias naturales y contribuir al desarrollo de actitudes positivas en el aprendizaje de la química

Elaboração de atividades didáticas para o ensino de matemática a partir de livros antigos: o exemplo do leçons élémentaires de Lagrange

De nombreuses études sur l`utilisation pédagogique de l`histoire des mathématiques viennent a identifier les arguments qui sous-tiennent ces actions éducatives comme une façon d`aborder les mathématiques scolaires afin de mener les élèves à un apprentissage réflexif et significatif des mathématiques. Cherchant a vérifier, de manière pratique, comment ces relations entre histoire des mathématiques et l`enseignement des mathématiques peuvent se matérialiser sous la forme d`activités didactiques, nous avons effectué un sondage sur les oeuvres du mathématicien Joseph Louis Lagrange (1736-1813) et identifié le potentiel d`exploration éducatif, de l`oeuvre Leçons élémentaires sur les mathématiques données a l`École Normale en 1795, de cet mathématicien. L`objectif principal de notre étude était de faire des recherches sur le potentiel d`une oeuvre antique dédié à l`enseignement des mathématiques et de la considérer comme support conceptuel et didactique pour la création d`un modèle d`activités didactiques pour l`enseignement des mathématiques, dans la formation des enseignants de mathématiques et aussi en ce qui concerne l`apprentissage des mathématiques des élèves de l`école primaire. Nous avons fait une lecture, la traduction et l`ajout de notes et commentaires sur le travail et une recherche bibliographique sur la relation entre l`histoire des mathématiques et l`enseignement des mathématiques, de façon a comprendre les aspects conceptuels et didactiques pour l`élaboration d`um module activités didactiques pour l`enseignement des mathématiques basée sur certains chapitres du livre de Lagrange. À cette fin, l`oeuvre a été utilisé comme source primaire et a été étudié sous un fondement théorique appuyer sur les travaux des Institut de recherche sur l`enseignement des mathématiques IREM. Dans le module élaboré, les activités apportent les contenus dans une suite integrée à une logique de classe, à partir de la lecture directe des découpages du texte original, disposés entre les questions et les situations-problémes , historiquement mis en contexte avec la période et associés à des contenus spécifiques. Comme il s`agit d`une recherche basée sur l`exploitation de livres anciens, nous croyons que des modules d`activités basées sur des source primaires peuvent être utilisées comme un matériel pédagogique pour la formation des enseignants de mathématiques ainsi que pour les dernières années de l`école élémentaire, reformulées ou accrues d`autres questions telles l`intérêt de chaque enseignant qui l`utilise

A Transposição Didádica dos Gêneros do domínio do discursivo publicitários nos livros didáticos

Advertising text has been a subject of many investigations, because of its multimodal universe. Embodied by a linguistic and discursive materiality laying on scene persuasion, argumentation and power imagery of multissemiotics elements, the advertising text acts as an instrument of power, creating and destroying, promising and denying (CARVALHO, 2007). Advertising not only invites us to act for it, but directs us to look at it. It was under this moving look - of charm and interrogations - that discussions raised in this research were born. Investigations are directed to the school environment, in special, for the discursive advertising domain in Portuguese Language Textbook. It is from this environment that was born our research whose main objective is to analyze how does the didactic transposition of textual genres, described by Marcuschi (2008) as belonging to the "advertising" discourse domain (focusing on advertising genre) in didactic books teaching Portuguese Language before and after the advent of the PCN. Textbooks taken as reference for the study are historically situated in the 90s of the twentieth century and 10 century. Such books refer to elected 7th and 8th grades, currently corresponding to the 8th and 9th grades of elementary school. The choice is justified by the fact that in these Textbook teaching series the presence of advertising domain is recurrent and "didactized". In addition, we are also concerned in analyzing books that circulated around us and our regional reality. Hence, we elected books that were used by two public high schools: Municipal School Clementina Ana da Conceição in Jaçanã city in the Rio Grande do Norte state, State School for Elementary and High school Carlota Barreira in Areia city, Paraíba state. In our research the following categories of analysis were highlighted: (1) presence of advertising in DB, (2) fluctuation terminology: concepts and classifications; (3) The complexity of concepts facilitation, (4) what they propagate, and from which nature are the explored advertisements. From our analysis, we observe how the treatment of textual "advertising" genres have been inserted into Textbooks, and how occurs, in general, their didactic transposition. Focusing on the issue of fluctuating terminology, we noted the difficulty in drawing boundaries between the genres of advertising domain in the Textbooks. However, this also would result in the complexity - in the field of scientific knowledge - of delimiting genres of the same domain. To accomplish our studies, it was required a thorough and systematic dialogue with theories regarding the concept of "Didactic Transposition", due to the theoretical Chevallard Yves (1991), research on the textual genres - Bezerra (2005), Marcuschi (2008), Bazerman (2005), Swales (2004), among others - and studies involving the field of "Advertising" - Sandmann (2002), Carvalho (2007) and others

Mecanismos de controle do trabalho escolar em propostas de escrita narrativa em livros didáticos de português (1974-2009)

This essay aims at investigating the writing proposals of Portuguese textbooks (LDP Livros Didáticos de Português) for Middle School (EF Ensino Fundamental), from 6th to 9th grade, from the 70s to 2009. It aims to check, though the discourse reported in the Portuguese Textbook, the control directed to the practice of the teacher and the student to do in the teaching situations. Theoretically, we search for contributions that come from the Discourse Analysis of French filiation, so we can analyze the ideological constructions present in the discourse of the ―LDP‖ more specific lly the control directed to the te cher nd student the users of the book, in writing activities. It started from a corpus of 63 textbooks whereof the following steps were performed: a) mapping of the writing proposals contemplated in the ―LDP‖ of high school; b cutting in the selection of propos l ccording to the rese rch go ls intended (writing proposals of narrative texts). After mapping the writing proposals presented in the ―LDP‖ bout the criteri mentioned bove we re d the writing propos ls to ch rt the quantity of proposals of textual writing productions in each textbook (which usually follows a pattern : 12 chapters and, at the end, the writing proposal. Nevertheless, some books present 2 (two) or more writing proposals at the end of each chapter). We did a cutting in the corpus initi lly constituted 63 ―LDP‖ nd we selected 12 writing proposals of narrative texts presented in the ―LDPs‖ to present wh t we intend to n lyze. Then, we separated these proposals into two groups: 1) activities which present ―instruction guide‖ to be followed by the student; 2) writing activities that allow the student write with no need to follow a text pattern, i.e., which encourage authorship. By means of analyses, it was possible to demonstrate that, in the Basic School, generally, the writing practices concentrate, primarily, on copying activities, reproduction, rewriting and, in more advanced levels, in activities that which start from preset models, asking the students to produce text with similar themes, following the suggested structure. It is about ideals that are supposed to be followed and imitated by the students, depriving them to assume their authorship. In order to insert the student in the world of writing it s necess ry to go beyond the model of c nonic l texts pr ctice th t puts the students f r from the possibility to be ― uthors‖. In contr st to this tendency, we face, nowadays, proposals that prioritize the authorship, the creation of a style

Das estantes para a tela: práticas de leitores de livros impressos e digitais do curso de Comunicação Social da Universidade Federal do Rio Grande do Norte

La cultura del libro impreso impregna la vida cotidiana de los lectores durante más de cinco siglos, y de esto, hábitos y significados a cerca del libro como medio de comunicación tienen sus raíces en la comunidad lectora, en una especie de contrato de lectura (VERÓN, 2004). Por lo tanto, creemos que es posible conjeturar que la aparición del libro digital puede cambiar las viejas prácticas en relación con el libro impreso y por eso mismo deben ser investigadas con el fin de entender este tiempo de productos reconfigurados. Consciente de ello, el tema central de nuestra investigación se basa en la comprensión de cómo los lectores de libros digitales realizan sus prácticas. Nuestro objetivo general es investigar las prácticas socioculturales de los lectores de libros digitales, con el fin de mostrar las continuidades y discontinuidades en el uso del libro en su formato impreso y digital. Con este fin, se busca 1) proponer una caracterización de la cultura del libro impreso, que es el apoyo a una asignación posible de las marcas de una cultura del libro digital, y 2) explorar los lugares de producción y oferta de los libros digitales, especialmente en Brasil, fin de delimitar en su primera configuración. Apoyamos, como propuesta metodológica, la sistematización de dimensiones culturales del libro impreso llamadas: ritualidad, simbología, materialidad y forma, lo que ayudará el enfoque del empírico. Nuestra propuesta se basa, en varios puntos, en los investigadores de la historia del libro, insertada en el campo de la Historia Cultural (BURKE, 2008; CHARTIER, 1992, 1994, 2006; DARNTON, 1990, 2006, 2010). Adoptamos como técnica de investigación el análisis de voces, registradas a través de entrevistas en profundidad, de lectores de libros en formato digital. Antes de eso, creemos apropiado emprender un estudio exploratorio basado en la aplicación de un cuestionario online. Nuestra delimitación incluye lectores de libros digitales del curso de Comunicación Social de la Universidad Federal de Rio Grande do Norte. Entre las conclusiones de esta disertación, es posible señalar que el grupo de lectores investigados está sólidamente ligado a las experiencias con los libros impresos y esto afecta en gran medida las prácticas de los libros digitales

Análise sobre diferentes abordagens de configuração eletrônica de elementos apresentados em livros de química

This study aimed to identify and review of the conceptual differences presented by authors of books, focusing on the theme of electronic configuration. It shows the changing concepts of electronic configuration, its implications for the cognitive development of students and their relations with the contemporary world. We identified possible obstacles in books generated in the search for simplifications, situations of different concepts of energy in the electron configuration for sublevels. For this analysis was carried out in several books, and some other general chemistry and inorganic chemistry without distinguishing between level of education, whether secondary or higher. It was found that some books for school books corroborated with higher education, others do not. To check the consistency of what was discussed, it was a survey of 30 teachers, it was found divergent points of responses, particularly with respect to the energy sublevels and authorship of the diagram which facilitated the electron configuration. It was found that the total 22professores, ie, 73,33% answered correctly on the energy sublevel more calcium (Ca) and 80%, ie, 24 teachers responded incorrectly on the iron. As for the authorship of the diagram used to facilitate the electronic configuration, we obtained 93, 33% of teachers indicated that they followed a diagram, and this was called "Diagram of Linus Pauling," teacher 01, 3,33%, indicated that the diagram was authored by Madelung and 01, 3,33%, did not respond to question. Was observed that it is necessary a more detailed assessment of ancient writings, as the search for simplifications and generalizations, not so plausible, lead to errors and consequences negative for understanding the properties of many substances. It was found that quantum mechanics combined with spectroscopic data should be part of a more thorough analysis, especially when it extends situations atoms monoelectronicpolieletrônicos to describe atoms, because factors such as effective nuclear charge and shielding factor must be taken into consideration, because interactions there is inside an atom, described by a set ofquantum numbers, sometimes not taken into account

Análise dos conteúdos termodinâmicos em livros de Química e Física do ensino médio

PNLEM came out in 2004 and modified the view about schoolbook in Brazil. New perspectives pointed towards constitution of a more critical citizen as of an interdisciplinary and more contextualized teaching, made schoolbook understand these changes.But not always these alterations are checked up on by all means,because what we notice are adaptation of works have already known on market, where texts that are placed reveal environmental, socioeconomic, historical facts or daily phenomenon, or then scientific relevancy examples.We thus offer to analyse contents of chemical thermodynamics and physics for high school which are shown on schoolbook of chemistry and physics validated by PNLEM 2012, now called PNLD, studying the facts if these works bring these scientific sociocultural standpoint as well as their historical context,considering as analysis categories the following criteria: presentation of introduction, content contextualizing,presentation of concepts, thermodynamics historical context, representation in microscopic level and proposal of experiments.Eleven books were analysed,being five of chemistry and six of physics.So was applied a questionnaire with physics and chemistry teachers of high school to have an impression of their opinion about their teaching strategies and about schoolbook.This work grounded in orientations of legal documents about high school in Brazil (LDB,PCN,PCN+,OCEM) and in research on science teaching that regards specifically schoolbook and physics and chemical thermodynamics teaching.Were eleven books in number, only four denoted much coherence with new perspectives for high school, being two of chemistry and two of physics,whose concern about contextualizing and with a much integrated view of science to student s reality,indicating much social and critical character.The rest, when don t overlook,regard cultural and historical,socioeconomic contexts in isolated manner from presented concepts,aside from content

A contextualização e a interdisplinaridade no ensino de Química: uma analise de livros didáticos ACIDO-BASE e das propostas pedagógicas realizadas pelos docentes diante da temática

Nowadays, chemistry contents taught in high school continue to be presented in a fragmented and decontextualized manner by the teachers and the textbooks. Even though it is known that contextualization and interdisciplinary exchange play an important role in the process of Chemistry teaching/learning. Therefore, the present study aims at enlightening the importance of these methodological foundations in the learning of chemistry. The data acquisition about the subject Contextualization and Interdisciplinary Exchange involved in Chemistry Teaching was developed through bibliographical researches on chemistry textbooks, which focused on the analysis of the topics acid and base , since it is a theme studied throughout all three years of high school. The present study also developed questionnaires which were applied to analyze to what extent chemistry teachers are working in a contextualized and interdisciplinary manner throughout the process of Chemistry teaching/learning. The results obtained in the researches show that a contextualized and interdisciplinary teaching contributes to a more meaningful acquisition of chemistry knowledge, in a dynamic and interactive way, but there are still many roadblocks towards the achievement of this kind of Chemistry teaching/learning process

Educação ambiental e educação em valores em livros didáticos de ciências naturais

Os valores têm sido considerados importante conteúdo de ensino, sobretudo ao tratarmos de certas temáticas, como a ambiental. Procurando analisar o tratamento dado à dimensão valorativa da temática ambiental em três coleções de Ciências Naturais voltadas às séries finais do Ensino Fundamental verificamos a predominância da visão antropocêntrica, sendo a natureza valorizada em função de sua utilidade para o ser humano. O predomínio da valorização do conhecimento científico em detrimento de outras formas de conhecimento, da ação humana individual em detrimento da coletiva e a simples apresentação de leis ambientais foram outros aspectos problemáticos encontrados. Uma das coleções, entretanto, além de valorizar o trabalho coletivo dos alunos, também se destacou pela maior ênfase dada à dimensão estética, implicando uma visão de mundo menos utilitarista e um tratamento mais adequado do conteúdo valorativo da temática ambiental.

A industrialização das editoras e dos livros didáticos nos Estados Unidos (do século XIX ao começo do século XX)

Cet article examine la création de l'industrie du livre didactique aux États-Unis à partir des années 30 du XIXe siècle. Dès les années 20 de ce siècle, des maisons d'éditions sises dans les villes de New York et Boston étaient déjà capables de publier différents types de livres didactiques et de petits livres pour enfants et de les vendre aux quatre coins du pays, où elles avaient détaché des fonctionnaires pour ce faire. À la fin de cette décennie, le processus de production s'est sophistiqué avec l'organisation et l'entraînement d'équipes spécialisées dans l'écriture de schoolbooks. Dans le sillage de ces premières maisons d'éditions, d'autres se sont affirmées et sont devenues des puissances nationales et internationales jouant un rôle décisif aussi bien dans l'américanisation des énormes vagues d'immigrants qui sont arrivées dans ce pays, dès la moitié du XIXe siècle, que dans celle des peuples soumis à la domination militaire ou économique des EUA.