O uso do computador na disciplina de educa����o visual: um desafio �� inova����o pedag��gica?

Num mundo em que as novas tecnologias abarcam todos os dom��nios da vida e provocam altera����es na sociedade, estas reflectem-se inevitavelmente na escola exercendo press��o no sentido do acompanhamento, moderniza����o e adapta����o a esta nova realidade. A escola tem demonstrado dificuldades em se adaptar e em apresentar as transforma����es necess��rias face a este novo cen��rio contempor��neo, insistindo na manuten����o das pr��ticas radicadas na sua origem paradigm��tica. Procurou dar resposta atrav��s da introdu����o das novas tecnologias, mas tal n��o significa induzir automaticamente novas formas de ensino ou de aprendizagem, apenas constitui um pequeno passo em direc����o �� mudan��a. Contrariando a ideia que a incorpora����o da tecnologia na educa����o, por si s��, constitui inova����o pedag��gica, procuramos esclarecer, �� luz do pr��prio conceito de inova����o, de que forma a incorpora����o da tecnologia se processou, e se dever�� ser considerada como inova����o pedag��gica. Assim, tendo como objectivo interpretar e descrever a cultura emergente na sala de aula num contexto de integra����o curricular das Tecnologias da Informa����o e Comunica����o na Disciplina de Educa����o Visual, numa turma de uma escola b��sica do Funchal, empreendemos esta investiga����o com o intuito de compreender de que forma ela se aproxima ou afasta da ortodoxia vigente. Desenvolvemos um estudo com uma abordagem metodol��gica de natureza qualitativa, de cariz etnogr��fico, atrav��s da imers��o no ambiente natural dos sujeitos, procurando relevar e confrontar subjectividades, atendendo ��s percep����es dos intervenientes neste estudo. As conclus��es deste estudo apontam para uma Inova����o Pedag��gica que se opera ao n��vel micro, na sala de aula, enquanto ruptura ao n��vel cultural, atendendo ��s culturas escolares tradicionais.

Aprender ingl��s no ensino pr��-escolar: um desafio �� inova����o pedag��gica?

Universidade da Madeira

Sucesso acad��mico e caracter��sticas motivacionais em alunos do 3�� Ciclo do Ensino B��sico e Secund��rio

Nos dias de hoje verifica-se que no contexto escolar surgem diversas situa����es em que os alunos demonstram ter baixa motiva����o, o que resulta de uma baixa auto-estima e baixa auto-efic��cia acad��mica. Nesta perspectiva torna-se fulcral clarificar estes construtos e tamb��m outros n��o menos importantes, nomeadamente as atribui����es causais e metas acad��micas e a pertin��ncia dos mesmos no sucesso acad��mico dos alunos. Nesta ��ptica, o objectivo central deste estudo consiste em tentar evidenciar se as caracter��sticas motivacionais, tais como, a auto-estima global, a auto-efic��cia acad��mica, as atribui����es causais e as metas acad��micas influenciam de alguma forma o sucesso acad��mico dos alunos que frequentam o 9�� e 12��anos, operacionalizado atrav��s das classifica����es dos exames nacionais (Língua Portuguesa/Portugu��s e Matem��tica). Complementarmente pretende-se perceber se as caracter��sticas motivacionais variam em fun����o das vari��veis sociodemogr��ficas (idade, ano de escolaridade, g��nero, habilita����es liter��rias dos pais e ��rea de resid��ncia). Neste estudo participaram 450 alunos de ambos os sexos, sendo 54,2% do sexo feminino e 45,8% do sexo masculino, que frequentam o 9�� e 12�� ano de escolaridade, em v��rias escolas da Regi��o Aut��noma da Madeira no ano lectivo 2009/2010. Os resultados apontam para a exist��ncia correla����es positivas e negativas entre as caracter��sticas motivacionais e o sucesso acad��mico, tais como a auto-estima global, a auto-efic��cia acad��mica, as atribui����es causais e as metas acad��micas encontram-se de alguma forma correlacionadas com o sucesso acad��mico. Relativamente ��s vari��veis sociodemogr��ficas, os resultados evidenciam a exist��ncia de diferen��as significativas entre as atribui����es causais para factores aleat��rios e evitamento press��o social em contexto escolar e o ano de escolaridade. Foram evidenciadas diferen��as significativas na auto-efic��cia acad��mica para o g��nero, habilita����es liter��rias dos pais e ��rea de resid��ncia. Para a auto-estima global n��o foram constatadas diferen��as em fun����o das vari��veis sociodemogr��ficas.

Inova����o na aprendizagem de língua portuguesa atrav��s dos contos populares

A investiga����o prop��e-se a expor o processo, desenhando as condi����es e motiva����es que envolvem a aprendizagem de Língua Portuguesa na educa����o brasileira. Tais aspectos apresentam-se relevantes na medida em que o maior desafio �� de incentivar o despertar para a leitura e escrita nos aprendizes das s��ries iniciais do Ensino Fundamental de maneira inovadora, rompendo com as pr��ticas pedag��gicas tradicionais. A quest��o que norteia a investiga����o �� a seguinte: �� inovadora a pr��tica pedag��gica baseada em contos populares? Para tanto, utilizou-se a literatura existente relacionada �� Inova����o Pedag��gica e aos contos populares. Como suporte te��rico, partiu-se desse ponto para melhor compreens��o tanto da linha de pesquisa como do objeto de estudo, contribuindo para o enriquecimento do conhecimento n��o s�� no meio acad��mico como tamb��m para a sociedade como um todo. O objetivo deste estudo �� descrever, interpretar e analisar o projeto em andamento ���Ler e Escrever: contos populares, um ponto a mais na aprendizagem de Língua Portuguesa���. Isso ser�� realizado a partir dos aprendizes e do professor polivalente, no momento em que se envolvem com a pr��tica pedag��gica baseada em contos populares, no ensino-aprendizagem de leitura e escrita de Língua Portuguesa, na norma-padr��o, nas s��ries iniciais do Ensino Fundamental. Esta pesquisa justifica-se por oferecer uma contribui����o original ao campo da Inova����o Pedag��gica atrav��s da investiga����o do referido projeto em andamento, pioneiro no munic��pio de Paudalho (Pernambuco, Brasil). Tal projeto �� desenvolvido na Escola Municipal Paulo VI, especificamente a sala de aula de 3�� ano do 1�� ciclo do Ensino Fundamental. O trabalho de campo se deu sob a ��tica da abordagem etnogr��fica. Os instrumentos inclu��ram as t��cnicas: observa����o participante, entrevista n��o estruturada, an��lise de documentos oficiais e pessoais e todos os registros feitos no di��rio de campo. Diante do exposto, a pr��tica pedag��gica baseada em contos populares se materializa em car��ter inovador.

O ensino de portug��s para crian��as estrangeiras: reflex��es sobre um fazer docente.

La presencia de personas extranjeras radicadas en la prov��ncia de Rio Grande del Norte trae a la escuela el desafio de recibir alumnos hablantes de otros idiomas. En esa perspectiva, el estudio tiene como objetivo investigar la practica pedag��gica desarrollada por una profesora de Pipa - RN, con destaque en la ense��anza de Portugu��s para ni��os inmigrantes en la Ense��anza Fundamental. Esa tem��tica se hace relevante al proponer posibles alternativas para el desarrollo de una acci��n docente reflexiva y mediatizadora de la ense��anza de una língua segunda. Para la concretizaci��n de este trabajo disertativo, se h�� realizado un estudio de caso de tipo etnogr��fico y de naturaleza qualitativa en una instituci��n privada de la playa de Pipa - RN, en el per��odo de noviembre de 2007 a agosto de 2008. Se h�� utilizado como procedimientos, la observaci��n participante, la entrevista semiestruturada gravadaen ��udio, la an��lise documental, el registro en di��rio de campo y el registro fotogr��fico. Se h�� elegido como referencial te��rico las discusiones de Almeida Filho (1992, 1997, 2002, 2005), Cunha (1999, 2002), Freire (1996, 2004), Moita Lopes (1996), Vygotsky (1998), Wachowicz (1995) y Zabala (1998). La an��lise revela que, aunque la profesora observada no tenga conocimientos espec��ficos sobre la ense��anza de PL2 en la escuela regular, su acci��n educativa h�� demonstrado avanzos, especialmente, al considerar los aprendizes como sujetos del processo de ense��anza aprendizaje, entre ellos los ni��os extranjeros; contemplar la identidad y las diferencias culturales y lingu��sticas de estos educandos; incluyese el aspecto l��dico en la preparaci��n de las actividades; articular v��nculos sociales, afectivos y cognitivos, entre otros aspectos destacados. Sin embargo, evidenciase la necesidad de una formaci��n pedag��gica espec��fica para el trabajo con ni��os inmigrantes, a trav��s de la interlocuci��n entre los curr��culuns de los cursos de Filolog��a y Pedagogia de las Universidades brasile��as, a partir del cual estudios y debates podran ser fomentados en la busqueda por uma ense��anza de PL2 verdaderamente comunicativo y democr��tico.

Forma����o de professores, saberes, reflexividade e apropria����o da cultura digital no Projeto Um Computador por Aluno (UCA)

This study investigates teacher training and cognitive practice of teachers in a Basic Education school that adopted the Project One Computer per Student (OCS) in their school routine. Its relevance consists in provide directions for the continuation of training activities on the Project and guide the teachers with their pedagogical practices using the laptop model one to one. The thesis defended is that the educator formation for social using of digital media (specially the laptops from the Project UCA) gives space to establish new sociotechnical relationships, of new social and professionals practices, new identitary components and a process of reflexivity and knowledge reconstruction to teach. We reaffirm the importance of reflexivity and appropriation of digital culture for the better development of teaching practice using the Information and Communication Technologies (ICTs), giving focus to the aspects of social and professional use of the technology. The study is part of the qualitative aspect and is a procedural tracking based on principles of ethnographic research. As procedures and methodological tools, were used: intensive observation of school environments, documental analysis, focal group, semi-structured questionnaires and semi-structured individual interviews. The research was held in a public school in the city of Parnamirim - RN. The subject sample relates to 17 teachers, coming from the elementary school I and II, Youth and Adult Education and High School, who went through the process of training UCA and having entered the laptops in their teaching. The research corpus is structured based on the messages built into the process of data collection and is analyzed based on principles of Content Analysis, specified by Laurence Bardin (2011). Was taken as theoretical reference studies by Tardif (2000; 2011), Pimenta (2009), Gorz (2004, 2005), Giddens (1991), Dewey, J. (1916), Boudieu (1994; 1999), Freire (1996; 2005), among others. The analysis indicates a process of reconstruction / revision of knowledge to teach and work in digital culture, being these knowledges guided by the experience of the subjects investigated. The reconstructed knowledges will be revealed from a categorization process. The following groups of knowledges: "technical knowledges", "didactic-methodological knowledges and knowledges of professionalization" were built on the assumption of ownership of digital culture in the educational context. The analysis confirms the appearance of new ways of sociability when acquiring other forms of acting and thinking ICTs, despite the environment adverse to the reflexivity shared among the teachers. Also reveals, based on the ownership concept present on the data analysis, the construction of meanings of belonging and transformation of individuals into social routes from the interweaving of the teaching practice with the digital culture. Emphasizes, finally, the importance of a training for use of ICTs that exceeds the instrumentation, in other words, what we call "technical knowledges", but taking on its structural basis the shared reflection, the opening for the ressignificance (new meaning) and reconstruction of new knowledges and practices and that really allows, to the teacher, the living of an experience capable of providing socio-technical transformations of their relationships

Eventos de oralidade em aulas de língua portuguesa: um estudo de caso

Este trabajo tiene como objetivo investigar el tratamiento ofrecido al estudio de la lenguaje en la modalidad oral en clases de lengua portuguesa en los 3�� y 4�� ciclos del Nivel Fundamental a la luz de concepciones sociointeracionistas de lenguaje. Para tal, tomamos como referencia las contribuciones de Bakhtin (1992) Marcuschi (2005), Batista (2001), Antunes (2009), Bagno (2002), Suassuna (2009), Ramos (2002), Castilho (2000), Oliveira (2003), entre otros, como tambi��n tomamos como referencia los objetivos establecidos en los programas oficiales, entre los cuales est��n los PCN de lengua portuguesa, el PNLD y el regimiento escolar. El campo de pesquisa seleccionado fue una escuela p��blica de la ciudad de Parnamirim donde los datos fueran colectados en visitas, en las entrevistas grabadas con los sujetos y tambi��n durante las observaciones a las clases. Hecho estos procedimientos de coleta de datos se hizo su an��lisis que estuvo vinculada al referencial te��rico. Los resultados de la pesquisa indican caracter��sticas en el tratamiento ofrecido al lenguaje oral que refleja, principalmente, una concepci��n de lengua y lenguaje adoptada por los profesores a��n muy vinculada a las concepciones estructuralistas, sin lograr una pr��ctica que contemple la oralidad como objeto de estudio

Literatura de monteiro lobato no ensino de ci��ncias

Advocating education as a humanizing task, the humanizing function of literature and the importance of scientific education, this paper proposes linking Science and Literature in Science Teaching using two specific books of Monteiro Lobato in the final series of elementary school level. Adopting the action research methodology, an interdisciplinary approach, we used the books A Reforma da Natureza and Ser��es de Dona Benta in two classes (8th and 9th) at Escola Estadual Professor Jos�� Mamede, located in the town of Tibau do Sul, Rio Grande do Norte. The readings were performed in Portuguese Language s course and the scientific content were discussed in Science��s classrooms. The book A Reforma da Natureza permitted to approach issues related to the environment, while the use of Ser��es de Dona Benta showed particularly its effectiveness in questioning the concepts of matter, mass, weight and some questions about the Nature of Science (NOS). In general, the analysis of results shows that the readings of these two books permitted interaction and dialogicity in the classroom, as well as indicates the potential of these books in contextualing and questioning the scientific content contained in it. We advise, however, the need for the science teacher be aware of the conceptual mistakes present in literary works, avoiding erroneous learning and reinforcement of alternative conceptions

A Profici��ncia escritora em matem��tica trabalhada nos livros did��ticos dos 4�� e 5�� anos do ensino fundamental

Universidade Federal do Rio Grande do Norte

G��neros do discurso e escrita: o que as cole����es did��ticas de portugu��s (des)prestigiam no ensino da produ����o textual?

Through the examination of official indicators, it can be observed that writing is pointed out as one of the main problems concerning formal basic education. However, this teaching-learning object is one of the central objectives at school, having an essential role in different curricular components as well as in the interaction demands required by society. Such paradox indicates, therefore, the relevance of investigations which analyze the intrinsic elements of child development as written text producer. Hence, the main purpose of this research consists of analyzing the treatment given to the types of discourse and the teaching situations in which the written text are produced, concerning Portuguese language didactic material collections approved by Programa Nacional do Livro Did��tico (PNLD 2010) the Brazilian program of didactic book and worked at elementary school. Such materials correspond to the collections adopted in municipal education system schools from Natal, RN which were below the official education indicator IDEB 2009. Thus, the questions that guide this work are: 1. During writing production lessons, is the diversity of types of discourse effectively worked on didactic collections? 2. Which are the types of discourse and the social spheres prioritized when teaching writing production? 3. How is the situation addressed in the production of the written text should be produced? For this research, we retook the authors Bakhtin, Bunzen, Faraco, Freire, Rodrigues, Rojo, Schneuwly e Dolz and we made a list of all types of discourse and spheres contemplated in the propositions of the writing production in didactical books, concerning the eight collections which compounds the first moment of analysis. Then, we verified how the situation of production is oriented by examining two didactic collections if and how they express the elements referring to the social-historical, functional and linguistic-discursive context of the text to be produced. The data obtained indicate: lack of diversification of types of discourse in the collection that compounds the Aggregate Sample of the research; the conception of a diversity based on the didactic of visiting; the recognition of all canonical and hegemonic types of text as one of the privileged objects of study; the centralization on the standard variety of the language and the devaluation of the representative types of cultural diversity; the shortage of productions which retrace to written language related to different technologies of communication and information; and the little emphasis on the types of discourse related to public language practices. As for the situations of production, it is observed the predominance of the school as a producer of dialogic relationships, whose propositions present, for example, text addressees, enunciative positions, support and contexts of restricted circulation, especially at school. Two divergent situations are observed among the collections: the lack of a work in which the situation of production is under the perspective of the types of discourse as object of teaching-learning; the concept of the types of discourse as object of reflection, presenting a differentiated didactic orientation towards the situation of production. This research contributes, therefore, with a mapping of the existence and the treatment of the types of discourse on propositions of writing production in didactic books; with the critical analysis of the approach of written activities, considering the elements of the historical-social, functional and linguistic-discursive context; thus, through teaching, research and public policies, use and selection of didactic material for the area

Constru����o e aplica����o de uma sequ��ncia did��tica para o ensino de trigonometria usando software geogebra

The present study aims to analyze the potentialities and limitations of GeoGebra software on what concerns trigonometry s teaching and learning processes. Taking the present resources of public school from the state of Rio Grande do Norte, the research intends to answer the following question: Could we use the current conditions of public school and the Geogebra software to optimize the trigonometry s learning and teaching processes situation? . To make it a possible to answer the question above, a module of investigative activities was created and applied. The methodological intervention was made among second year High School students from a public school in Natal, RN. The theoretical reference of Mathematics Didactics was taken was a base, adopting the conceptions of Borba and Penteado (2001), Valente (1999) and Zulatto (2002, 2007) about the use of Information Technology (IT) on Mathematics classrooms. In order to create the investigative activities helped us to understand how the students make their constructions and their visual perception through the process of dragging images on the computer screen. Furthermore, the activities done with the GeoGebra software s resources facilitate the resolution of trigonometry situations

A�� marcador de especificidade de SN indefinidos: um estudo funcionalista com implica����es para o ensino

This body of work aims to describe and analyze the behavior of the A�� specificity marker of indefinite Noun Phrases (NP), one of the many functions this linguistic item is developing in contemporary Brazilian Portuguese. From the Functional Linguistic theory perspective, the North American declivity, this project intends to outline the possible grammaticalization trajectory taken by the A�� specificity marker. It will be followed from its function as a spatial deitic up to its integration of indefinite NP, and the action of the fundamental principles of the theory, such as iconicity and informativity, will be observed on the use of this item. Following this, A�� specificity marker behavior will be described in respect to various linguistic and social factors: type of text where the occurrence is encountered, language modality in which the latter is produced, syntactic function developed by the NP specified by A�� , the existence or lack of material intervening between A�� and the NP nuclear noun, informational status of the NP adjugated to A�� , and finally, sex, education and age of the speaker. The occurrence of conversational implicatures will also be verified (GRICE, 1982) within the contexts of A�� specificity marker use. Reflections on the teaching of grammar will be made, as well as on the possibility and validity of working with noun phrase specificity markers in elementary and high school Portuguese language classes. The data used in this research project stem from Corpus Discurso & Gram��tica A língua falada e escrita na cidade do Natal (FURTADO DA CUNHA, 1998), and from Corpus Discurso & Gram��tica A língua falada e escrita na cidade do Rio de Janeiro (VOTRE; OLIVEIRA, 1995)

O g��nero cr��nica na sala de aula do ensino m��dio

In this work we present the results of a research that aims to study the chronicle gender produced in a class of native language. The texts were written by students of a high-school class, under the orientation of the teacher who conducted a didactic sequence in order to explore this gender. In our analysis we observed aspect such as the structure of the general structure of the texts, types of speech and linguistic sequences, some mechanisms of textualization and the characteristics of the gender. In order to attain that, we adopted the theoretical presuppositions of Textual Linguistics and of the Socio-discursive Interactionism, grounding the study of texts and gender in Bronckart (2003; 2006) and Koch (2002; 2004). As a background of the Chronicle Gender we used the studies of Coutinho (1987); Mois��s (2003); S�� (2005); Bender; Laurito (1993); Melo (1994); C��ndido et al. (1992) among others. The corpus, made up of 15 texts, showed that the narrative is the most used linguistic sequence in the producing of the texts, the discursive world prevailing in the narrative and some instances of the world of exposing. As for the gender characteristics, the daily life was used in order to amuse the reader and make him to reflect upon the daily life. Humor, irony, social criticism and colloquial language were also observed in the texts produced by the students. Although some texts presented the characteristics of the gender, explored in the classroom, some were typically school narratives. That make us believe that a work with textual production under the approach of a text gender is viable, but it is not consolidated yet in many schools as the main object of the central teaching of the Portuguese language. This make us defend a better systematization of the teaching contents having as the main point the reading practice and text production in order to contribute for the growing of the students�� discursive potentialities and, therefore, their effective participation in the language social practices

Conectores adversativos na fala do natalense: uma an��lise funcionalista com implica����es para o ensino

This work analyzes the behavior of the adversative connectors in the speech of the user of Natal, with views to suggest implications for the grammar teaching in the high school Portuguese languages classes. It is an investigation that sits on the functionalist paradigm, specifically in the protected ideas for Giv��n. For so much, data of situations of speech from the corpus Discurso e gram��tica lingual falada e escrita da cidade do Natal (FURTADO DA CUNHA, 1998). The sample embraces a total of forty interviews, of which the occurrences are cut out whose registrations mark the existence of adversatives constructions in narratives of personal experience and in the opinion reports, modality of oral language, of the mentioned database. The work revisits authors of the grammar, Cunha (1986); Bechara (2006); Perini (2006), among others; authors that contemplate referring approaches to the use of opposition connectors as: Barreto (1999); Tavares (2003); Longhin (2003); Silva (2005); Rocha (2006); Neves (2000, 2006). The results of the panoramic analysis reveal as adversity connectors in use for the habitant of Natal, for recurrence order, the mas, e, a��, agora, s�� que, no entanto and j��. Analyzed the results, the same ones are compared with the treatment presented by the traditional grammar, with application of functional iconicity principle, markdness principle and the prototype of the category is chosen. In the differentiated analysis of the item " agora ", structural profile of the constructions is analyzed that involve the item, semantic profile, times, manners and aspects of the verbs that they wrap up in the constructions in reference, trajectory of grammaticalization and comparison with the prototype of the category. Finally, they are suggested implications of whole the study for the teaching of Portuguese language, in the high school classes

Mecanismos de coes��o referencial na produ����o escrita de alunos concluintes do ensino fundamental

This work aims to identify, describe and analyze the main mechanisms of reference present in the texts produced by students that are finishing their fundamental school. With this in mind, we observe 46 Portuguese classes. The class was in its 9th Fundamental level, in a public school of the Cruzeta, RN. In this period, we collected our corpus that is composed by the papers that students produced. This research has an ethnographic approach and it has as theoretical support some studies about some mechanisms of reference, specifically, the lexical repetition and anaphor. In general, we are based on the studies about cohesive mechanisms from authors as Adam (2008); Beaugrande and Dressler (1981, 1997); Koch (1999, 2004, 2005, 2008), Marcuschi (1983, 1992, 2005, 2006); Bessa Neto (1991) and Neves (2006). In the corpus, we could identify some lexical repetitions (literal, with estrutural variation), as well as, anaphors, mainly pronominal ones. Then, we can notice that most students have showed difficulties in the use of those mechanisms of reference as a strategy of textual progression