Quando as professoras se encontram para estudar matemática: saberes em movimento

This text results of a research in an Education Doctorate about teachers, professional background, formation, teaching knowledge and abilities. In this text, it s described the history of a study group in mathematics education composed by teachers who teach mathematics in the 2nd cycle of Ensino Fundamental (5th year of schooling), all belonging to the same school of the municipal public schools network. It presents the trajectory of the collaborative group, in all particularities, singularities, and the constant search to become collaborative. This trajectory was marked by the stories of it s participants in the ceaseless path to constitute teachers, by the sharing of knowledge, by the process of collaboration, by the thinking about the teaching practice, and by the personal and professional improvement of the teachers that form the group. The interpretative and qualitative research had as its investigation field the study group. The data supplied by the collect instruments indicate us that the collaboration between the teachers, the access to specific knowledge of mathematics area, the reflections about the teaching practice in a given context, are paths that lead to and make possible the re-elaboration of the teaching skills by teachers that teach mathematics to the first years

A linguagem da reflexão de uma professora de Língua Inglesa: um estudo de caso sob a perspectiva do sistema de avaliatividade

Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher‟s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCHÖN, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Schön (1983, 1987), and supported by other authors (PERRENOUD, 2002; GÓMEZ, 1995; IMBERNÓN, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher‟s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher‟s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach.

Análise dos fatores responsáveis pela alta salinidade do aqüífero fissural da microbacia da Riacho do Feijão - Pedro Avelino/RN

The fissures aquifer northeast semi-arid Brazilian, present high text frequently of leave, with of low a hídric availability. The research has as objective main to analyze the components that inside influence in the salinity of the waterbearing fissures of an evaluation physicist-chemistry of the water, leading in consideration the physical interventions of the environment. One used techniques of interpretation of image of Landsat satellite -1999 and delimitation of the micro basin through the topographical map SUDENE. One identified waters of the NaCl type with Ca++ and Mg++ in secondary concentrations. The analyzed wells (15), had presented an average salinity of 5.147 mg/L of STD and a well only supplies drinking waters with 319 mg/L of STD. The recharge of the aquifer one if carries through for infiltration in the open fracture of ortognaisse it migmatization. The type and directions of the fracture do not control the STD. Relations between salinity and out let do not exist. The quality of the well of low salinity is identical the superficial waters (aquifer dam and alluvial). The studies of the meteoric erosion processes had evidenced that in the transformations of the rock in ground, the Ca++ and Na+ are taken for superficial waters. The treatment of the data chemical showed that the grade of Na+, Ca++, Mg++ and Cl-are controlled for the evaporation process, from only water that would have the qualities of superficial waters or the well of low salinity. Already the HCO3-grade is controlled for the precipitation of the dolomite. The STD of this aquifer one would be consequence of the high tax of evaporation of dams constructed in regions of plain topography. You leave them precipitated in deep argillaceous ones dry dams are led for the aquifer in first rains. The research suggests some recommendations for the use and exploitation of the water salinity in piscicultura, carcinicultura, culture of the grass-salt (Atriplex sp), among others

Programa de remediação fonológica em escolares com dificuldades de aprendizagem

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Níveis críticos de fósforo no solo e nas folhas para a implantação de Eucalyptus grandis Hill ex Maiden, em quatro tipos de solos

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

A produção textual escrita de alunos de 8. série do ensino fundamental

Pós-graduação em Educação - IBRC

O fazer teatral e suas possíveis contribuições para o desenvolvimento da produção textual

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Matemática financeira: um enfoque da resolução de problemas como metodologia de ensino e aprendizagem

Pós-graduação em Educação Matemática - IGCE

Os projetos de leitura e escrita e a formação de leitores e produtores de textos: uma experiência com professores do ciclo I do ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Atividades mediadoras nas aulas de linguagem escrita

Pós-graduação em Educação - FFC

O patinho feio e O rouxinol e o imperador da China, de Hans Christian Andersen: a literatura infantil em uma 4ª série do ensino fundamental em Presidente Prudente

Pós-graduação em Educação - FCT

Estudo do acento lexical no português arcaico por meio das Cantigas de Santa Maria

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ecos medievalizantes na poesia de Manuel Bandeira: um exercício de aprendizagem poética

Pós-graduação em Letras - IBILCE

Análise funcional: um texto para iniciação científica

Pós-graduação em Matemática Universitária - IGCE

A Revista de Educação (1921-1923), o nacionalismo e a reforma de 1920: a formação de professores em São Paulo

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)