Aprendizagem significativa: uma proposta de ensino e aprendizagem da geometria euclidiana espacial no ensino médio

This dissertation is a research based on the Meaningful Learning Theory, with students from the second year of High School, in the city named Capinzal do Norte, state of Maranhão. The pedagogic approach of this research focuses on what to do and how to do so students can better grasp knowledge inherent to the Euclidean Special Geometry in a more meaningful and changing way, also that information may be kept longer in their brain, so it can last longer in the present and future. The methodological strategy adopted was the research-action, followed by the constant observance of a researcher on the matter with the purpose to ensure consistent results, which come from the use of a variety of data collector instruments, such as: Concept Maps, manipulatives, educational softwares and application of evaluative tests, besides the observations made throughout the process of investigation and the diagnosis itself. It is all due to the fact that we rely on the premise that knowledge is assimilated in particular and idiosyncratic ways, which means each and every student learns in different ways and in different periods of time. That is why it is so important to develop diversified methodologies to the same subject. This research adds to the other ones related to the theoretical frameworks of the Meaningful Learning Theory, of Concept Maps, of the use of technology on the educational process and of manipulatives, which purpose is to connect their common dots. This pedagogical intervention also focuses on the construction of the educational orientations with applicability directly on class, directed specially by the Mathematics teacher of the basic education, who might use them during your teaching practice. Such guidelines established here as an educational product aim to follow the Theory's assumptions that serves as basis to this research, thus becoming an educational element with a relevant significance. The results, with which we are faced, proved overwhelming to the proposed objectives in terms of learning, which were evident in the construction of Conceptual Maps, as well as in the use of Concrete Materials, in addition to serving as a motivational element to participating students of research. The results obtained are indeed reliable in terms of learning, considered the expected goals, and made us certain that the way we have approached the subject is consistent with a holistic education and that at the same time values the tiniest details, which are fundamental to all the learning-teaching process.

Olimpíada de Língua Portuguesa: ressignificação de práticas de leitura e escrita

The search for new meanings in the basic education teaching-learning process has caused the development of public policies for mother language teaching, such as the Portuguese Language Olympics (OLP). To contribute to this search, this intervention project has as object of study reading and writing practices developed in the OLP through the educational model arising from literacy projects (TINOCO, 2008). In working towards, the general aim of reframing reading and writing practices through the PLO, developed from the teaching model that comes of literacy projects, we established three specific objectives: a) reflect on a national writing contest; b) to realign conceptual and methodological the Portuguese classes of the 7th grade school due to the developed project; c) to improve the reading and writing practices of the students in 7th grade of school where we operate. Therefore, we base ourselves in the history of Portuguese teaching in Brazil (SOARES, 2002; GERALDI, 2008), the dialogical conception of language (BAKHTIN, VOLOCHÍNOV [1929] 2009; SOARES, 1998; FARACO, 2009) in Literacy Studies (KLEIMAN, 2001, 2005, 2006; TINOCO, 2008; OLIVEIRA; TINOCO; SANTOS, 2011; STREET, 2014), the learning community concept (AFONSO, 2001), in studies of retextualization (OLIVEIRA, 2005; MARCUSCHI, 2010), gender discursive literary memories (CLARA; ALTENFELDER; ALMEIDA, 20--), in written evidence (POSSENTI, 2002) and Textual Linguistics (MARCUSCHI, 2008; ANTUNES, 2009; KOCH, 2011; SILVA [et. al.], 2013). Methodologically, this qualitative research (LÜDKE; ANDRÉ, 1986; ANDRÉ, 2005) is anchored in Applied Linguistics (MOITA LOPES, 1996). This research was supporting by students in the 7th grade, teachers, management team and parents, as well as people outside of school community. The instruments used for the generation of data were semi-structured interview, students‟ texts, audio recordings and video, photos, OLP material (teacher's book, a collection of texts and CD-ROM). The data generated allowed us to establish the following categories of analysis in relation to the texts produced: authorship, in formativeness, discursive progression, compositional structure, content, style, and language aspects. In addition, throughout the project, the collaborators have produced texts of various genres: oral interview and written request letter, legal, literary memories, oral and experience report. Also experienced a local award and participated in a national competition. They produced a video and a book with stories and student authorship of illustrations. The results achieved show that the literacy project developed also allowed macro changes: reading and writing practices, once considered strictly school studied, they were transformed into broader social practices, through which various literacy agents were able to collaboratively act. In short, they experienced writing practices that go beyond the classroom and the teacher-student relationship.

A Fraternidade como categoria política: princípio anunciado na educação brasileira

This dissertation has had the goal of understanding and discussing how the fraternity category is presented in the main Brazilian education laws after the promulgation of the 1988 Federal Constitution. The systematization of a theoretical base about the fraternity category in its relation with de Brazilian education regulatory landmarks has allowed the proposition of elements of this category. The process of building the theoretical references of this research was written from a historical recuperation of the French Revolution, taking into account the triad of its main principles, “liberty, equality, and fraternity”, as civic and political values. Likewise, the Haitian Revolution was considered because of the symbolic role this revolution played on the concretization of the triad through the slave and black people’s struggle whose aims were both participation in the colony’s power positions and in the abolishing of slavery. The modernity and post modernity issues, as well as the concepts of citizenship and human rights, are also took as theoretical references in order to identify characteristics and connections of each one of those themes and concepts with the fraternity as a political category. This analysis has allowed the elaboration and systematization of the fraternity category and its constitutive elements: the universality which is directly connected to the local and regional issues; the mondialization as a counter-argument to the globalization which is seen exclusively in its economic dimension; the participative democracy as alternative way to the representative democracy; the “alteridade” (a kind of altruism) due to its specific way to recognize the other one as someone pretty much like me; and the diversity which consider the multicultural perspective and the necessity of building unity. It was possible to identify that the first two elements of the triad, liberty and equality, were the most import ones over the so called modernity period when the triad was put in the second place or only in its religious dimension. The post modernity, in turn, has brought to light the fraternity due to its constitutive elements. It was also possible to highlight the citizenship as a modernity landmark and the human rights as an idea marked by the fraternity and directly linked with the post modernity. From this theoretical frame it was made an analysis of the legal instruments that organize and regulate the Brazilian education: the 1998 Federal Constitution; the Statute for Children and Adolescents; the National Brazilian Education Law; and the National Education Plan. All these legal instruments were discussed based on their relation with the fraternity as a political category and through the identification of its main constitutive elements. The methodological way was put into practice mainly through the qualitative dimension, especially the Bardin’s content analysis. The dissertation has permitted to emphasize that the fraternity as political category was not a forgotten principle in the Brazilian education legislation, but a principle not formally and textually declared yet.

Health reforms in Latin America: processes and results

Two types of health reforms in Latin America are analysed: one based on insurance and service commodification and the one referred to the unified public systems of progressive governments. Health insurance with explicit service packages has not fulfilled their purposes of universal coverage, equal access to necessary health services and improvement of health conditions but has opened health as a field of profit making for insurance companies and private health providers. The national health services as a state obligation have developed territorialized health services and widened substantially timely access to the majority of the population. The adoption of an integrated and wide social policy has an impact on population well fare. It faces some problems derived from the old health systems and the power of the insurance and medical complex.

O argumento de inclusão enquanto política de acesso à universidade pública

There are a great number of evidences showing that education is extremely important in many economic and social dimensions. In Brazil, education is a right guaranteed by the Federal Constitution; however, in the Brazilian legislation the right to the three stages of basic education: Kindergarten, Elementary and High School is better promoted and supported than the right to education at College level. According to educational census data (INEP, 2009), 78% of all enrolments in College education are in private schools, while the reverse is found in High School: 84% of all matriculations are in public schools, which shows a contradiction in the admission into the universities. The Brazilian scenario presents that public universities receive mostly students who performed better and were prepared in elementary and high school education in private schools, while private universities attend students who received their basic education in public schools, which are characterized as low quality. These facts have led researchers to raise the possible determinants of student performance on standardized tests, such as the Brazilian Vestibular exam, to guide the development of policies aimed at equal access to College education. Seeking inspiration in North American models of affirmative action policies, some Brazilian public universities have suggested rate policies to enable and facilitate the entry of "minorities" (blacks, pardos1, natives, people of low income and public school students) to free College education. At the Federal University of the state Rio Grande do Norte (UFRN), the first incentives for candidates from public schools emerged in 2006, being improved and widespread during the last 7 years. This study aimed to analyse and discuss the Argument of Inclution (AI) - the affirmative action policy that provides additional scoring for students from public schools. From an extensive database, the Ordinary Least Squares (OLS) technique was used as well as a Quantile Regression considering as control the variables of personal, socioeconomic and educational characteristics of the candidates from the Brazilian Vestibular exam 2010 of the Federal University of the state Rio Grande do Norte (UFRN). The results demonstrate the importance of this incentive system, besides the magnitude of other variables

A entrada antecipada de crianças com menos d e 6 anos no ensino fundamental: Implicações para a constituição da infância

A alteração na definição da idade de ingresso no ensino fundamental de 7 para 6 anos pela Lei nº 11.114 de 2006 no Brasil tem suscitado debates nos campos da educação e do sistema de justiça sobre a data limite de ingresso. Este artigo tem como objetivo apresentar o cenário da implantação do corte etário para o ingresso no ensino fundamental, bem como problematizar a entrada precoce da criança nesta etapa da educação básica, buscando analisar as implicaçõesdo ingresso das crianças pequenas no ensino fundamental na limitação do seu direito educacional e para a constituição da infância. O acesso a cada uma das etapas da educação básica pressupõe uma faixa etária adequada e seu ingresso deve ocorrer tendo com referência a idade estabelecida e não laudos psicológicos e/ou pedagógicos que atestem a capacidade de cada criança, o que revela certa concepção de criança, infância e processos educativos.

Paneo general sobre el proceso de retroalimentaci?n que se establece entre las demandas socioeducativas referidas al tema de la convivencia y el conflicto en la escuela, y las respuestas que ofrece el sistema pol?tico educativo a nivel nacional y local

El incremento de los conflictos escolares en las instituciones educativas de nuestro pa?s ha suscitado especial preocupaci?n en los entes gubernamentales, puesto que ?stos hechos implican directamente la integridad de los estudiantes y se relaciona fundamentalmente con la labor que realiza el Ministerio de Educaci?n en materia de convivencia escolar, de all? que tal preocupaci?n se haya traducido en acciones desde niveles locales a niveles nacionales, que tienen como objetivo la mitigaci?n de este fen?meno, la promoci?n de escenarios de conciliaci?n y la resoluci?n pac?fica de los conflictos. Por lo tanto, este trabajo se enfoca en la identificaci?n de aquellas relaciones que se establecen entre los distintos actores involucrados, como lo son los entes gubernamentales y la sociedad civil organizada, quienes buscan generar mecanismos e instancias que permitan reducir los ?ndices de violencia escolar en las instituciones educativas, ello se ha realizado a trav?s del estudio descriptivo y el an?lisis de las relaciones mencionadas, en donde encontramos que en primera medida ha existido un proceso de consolidaci?n de demandas frente a la protecci?n de los derechos de los ni?os, ni?as y adolescentes, la conformaci?n de organizaciones integradas por padres, profesionales, universidades, empresas privadas, entre otros, quienes promueven proyectos de prevenci?n y, finalmente la consolidaci?n de la Ley 1620 de 2013 o Ley de Convivencia Escolar a trav?s de la cual se crea el Sistema Nacional de Convivencia Escolar y se encarga de labores de prevenci?n, atenci?n y seguimiento de casos relacionados con conflictos escolares y todas las tipolog?as que este acoge. Se concluye que, aquellas iniciativas que han surgido de manera end?gena, mediante mecanismos pedag?gicos que acojan la comunidad escolar han logrado un alto nivel de adhesi?n; por otra parte, la existencia de la Ley 1620 constituye un logro en el reconocimiento de un fen?meno que atenta en contra... del ambiente escolar de las instituciones, el cual debe consolidarse a trav?s del trabajo mancomunado que se promueve gracias a la interinstitucionalidad.

Controle social e políticas públicas: contribuições para aprimorar o controle social do programa nacional de alimentação escolar

The National School Feeding Programme (PNAE) is a public policy in Brazil for over 60 years and represents one of the most important programs of feeding and nutrition in the world. The role of family farming as a source of employment in rural areas, food provider and for ensuring much of the Brazil’s food security is constantly present at the government's and social movement’s agendas. Law 11.947 of 2009 marked its integration in the food supply for the National School Feeding Programme. Article 14 of aforementioned law highlights that a minimum of 30% (thirty percent) of the funds transferred by the National Development Fund Education (FNDE) to the Programme must be used for the purchase of food directly from family farmers or their organizations. The national school feeding policy under the responsibility of the FNDE and is subjected to agencies of internal control, such as the General Controllership of the Union (CGU), of external control, such as the Audit Courts of the Union and the of the states, and to the social control of the school feeding councils. Those funds are transferred to the implementing agencies, which are the education offices of the states, municipalities and of the Federal District. These entities must annually present their accountings to the School Feeding Councils, which analyze them and then issue a conclusive report to the FNDE, approving with or without reservations, or rejecting them. In this sense, this research aims to propose parameters that should contribute to the improvement of the social control over purchases from family farming for the National School Feeding Programme. The study was conducted by non parametric sampling alongside the managers of the implementing entities, school feeding councils and Family Farming Organizations all across Brazil, from the databases provided by FNDE and by the National Union of Cooperatives of Family Agriculture and Solidarity Economy (Unicafes). The study points out that the legal framework of PNAE seeks to ensure the participation of family farming in the food supply for the Programme, despite allowing the executing agencies to justify the non-compliance of the minimum required in a number of ways. The survey also signalizes that the school feeding councils follow the implementation of the Programme very shyly, and points out that there is room to expand and enhance the participation of these councils and organizations of family farming in the execution of PNAE. Its effectiveness requires a constant and effective process of training of the agents involved in the Programme.

Construções geométricas como recurso pedagógico no ensino médio

This work aims to provide high school students an development in his mathematical and geometrical knowledge, through the use of Geometric Constructions as a teaching resource in Mathematics classes. First a literature search to understand how it emerged and evolved the field of geometry was carried out and the Geometric Constructions. The ways in which the teaching of geometry happened in our country, also were studied some theories related to learning and in particular the Van Hiele theory which deals with the geometric learning also through the literature search were diagnosed. Two forms of the Geometric Constructions approach are analyzed in class: through the design of hand tools - ruler and compass - and through the computational tool - geometric software - being that we chose to approach using the ruler and compass instruments. It is proposed a workshop with nine Geometric Construction activities which was applied with a group of 3rd year of high school, the Escola de Educac¸ ˜ao B´asica Professor Anacleto Damiani in the city of Abelardo Luz, Santa Catarina. Each workshop activity includes the following topics: Activity Goals, Activity Sheet, Steps of Construction Activity Background and activity of the solution. After application of the workshop, the data were analyzed through content analysis according to three categories: Drawing Instruments, angles and their implications and Parallel and its Implications. Was observed that most of the students managed to achieve the research objectives, and had an development in their mathematical and geometrical knowledge, which can be perceived through the analysis of questionnaires administered to students, audio recordings, observations made during the workshop and especially through the improvement of the students in the development of the proposed activities.

O negro e a diferença nos livros de literatura infantil veiculados no programa nacional biblioteca da escola

O objetivo desta pesquisa é compreender e analisar como o negro vem sendo narrado nos livros de Literatura Infantil veiculados no Programa Nacional Biblioteca da Escola – PNBE para a Educação Infantil e que efeitos de verdade esses discursos vêm produzindo. Utilizo os conceitos de identidade, diferença e raça a partir de uma abordagem pós-estruturalista na intenção de fazer aproximações com o pensamento de Michel Foucault e outros autores desta perspectiva teórica. Os materiais utilizados foram livros de literatura infantil disponibilizados pelo Ministério de Educação do Brasil por meio do Programa Nacional Biblioteca da Escola distribuído no ano de 2012, especificamente para a Educação Infantil. O estudo foi organizado a partir de três movimentos de análise. No primeiro, realizei um mapeamento sobre o acervo geral dos livros disponibilizados pelo Programa na intenção de perceber as temáticas principais destes materiais, os quais permitiram a seleção e o desenvolvimento das especificidades desta pesquisa. No segundo movimento analisei o acervo de livros propostos pelo PNBE buscando o aparecimento de personagens negros, para logo após analisar a forma como são apresentados, tanto como protagonistas das narrações, como no seus silenciamentos. No terceiro movimento busquei analisar como os discursos sobre a diversidade e a diferença são abordados nos livros deste acervo. A análise dos livros me possibilitou perceber a pequena presença de personagens negros nos materiais pesquisados, assim como a universalização dos materiais, tanto em conteúdo como personagens. Cabe destacar que esta pesquisa permitiu olhar como a presença do sujeito negro continua sendo mínima com relação a suas formas de representação, nas quais ainda persistem os silenciamentos quanto à participação deste personagem em comparação com o referencial branco. Pude perceber, também, que os conceitos de diferença e diversidade são tratados como sinônimos em grande parte dos livros analisados, permitindo ver como a produção do discurso sobre a identidade é, muitas vezes, atravessada por uma lógica de universalização e homogeneização dos sujeitos, desconsiderando suas particularidades históricas e culturais que os diferenciam.

Performance Energética no contexto do sistema LEED

Com o aumento constante de procura de recursos naturais por parte dos vários setores da sociedade é urgente encontrar soluções para reduzir o seu consumo sem se travar a expansão demográfica que se tem vindo a sentir nos grandes centros urbanos. É através da implementação de medidas de sustentabilidade e pelo aumento da eficiência de utilização desses recursos que se tem vindo a combater esta tendência cada vez maior de consumismo global, sendo isto apenas possível com a implementação de ferramentas tecnológicas avançadas que permitem estabelecer limites ao considerado eficiente e premiando, em termos financeiros e de imagem de marketing, as entidades que o alcancem. O LEED é um sistema de certificação de sustentabilidade voluntário de edifícios residenciais e comerciais que estabelece métricas de comparação de parâmetros indicadores de consumos energéticos, hídricos e de materiais em todo o ciclo de vida do edifício e que tem vindo a ganhar destaque em crescendo a nível mundial. Esta dissertação teve como objetivo comparar a performance de consumo energético no âmbito do sistema LEED com a do sistema de certificação energética de edifícios nacional (SCE) de um grande edifício de serviços, estabelecendo um paralelismo de semelhanças e diferenças entre os dois e de avaliar os efeitos de potenciais medidas de eficiência energética e seus efeitos nas classificações de mérito obtidas em cada sistema. Os resultados obtidos na simulação que permitiu avaliar a performance foi muito satisfatório, tendo sido aproveitado pela empresa para efeitos de certificação LEED do edifício em estudo.

Criança e arte: expressão da cultura regional em um ambiente de aprendizagem em arte de uma escola municipal de educação infantil de Rio Grande/RS

Esta dissertação buscou identificar a presença dos aspectos da cultura regional nas situações cotidianas vivenciadas por um grupo de crianças de quatro anos de idade no Ambiente de Aprendizagem em Artes e Ciências Naturais da EMEI Oscar de Moraes, pertencente à rede municipal do Rio Grande (RS). A proposição da investigação partiu da mudança proposta pela Lei Federal nº 12.287/2010, que alterou o segundo parágrafo do artigo 26 da LDB 9394/96. A nova redação estabelece que ―O ensino de arte, especialmente em suas expressões regionais, constituirá componente curricular obrigatório nos diversos níveis da educação básica, de forma a promover o desenvolvimento cultural dos alunos‖ (BRASIL, 2010, p. 1). Trata-se de uma pesquisa de abordagem qualitativa, tendo o estudo de caso como importante elemento de compreensão do ambiente pesquisado e a observação e o registro em caderno de campo como as estratégias utilizadas para a produção de dados. A inserção no Ambiente de Aprendizagem em Artes e Ciências Naturais da EMEI Oscar de Moraes permitiu identificar a utilização desse ambiente para registro, através de diferentes modos e linguagens do trabalho realizado com projetos, e também a possibilidade de descobertas e brincadeiras por meio das produções e criações artísticas das crianças. A análise dos dados foi realizada com base nos seguintes autores: Derdyk (1990), Richter (2004), Edwards (1999), Duarte Júnior (1981), Horn (2007), Ostetto (2000), Rinaldi (2012), Cunha (2014), Brougère (1998), Bertoni (2014). Os resultados expressaram que a presença da família na escola pode ser considerada uma das formas de inserção da cultura regional na escola, promovendo a convivência com diferentes pessoas e ampliando, dessa forma, o repertório de vivências e aprendizados das crianças. Os resultados também evidenciaram a presença da utilização das datas comemorativas nas situações cotidianas do Ambiente de Aprendizagem em Arte e Ciências Naturais, levando em consideração, nesse aspecto, a documentação abordada no estudo e os referenciais utilizados; considerei também como uma possibilidade de inserção e apropriação da cultura regional na escola

A interseccionalidade de gênero, raça e classe no Programa Ciência sem Fronteiras : um estudo sobre estudantes brasileiros com destino aos EUA

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Departamento de Pós-Graduação, Mestrado Profissional em Educação, 2015.

O argumento de inclusão enquanto política de acesso à universidade pública

There are a great number of evidences showing that education is extremely important in many economic and social dimensions. In Brazil, education is a right guaranteed by the Federal Constitution; however, in the Brazilian legislation the right to the three stages of basic education: Kindergarten, Elementary and High School is better promoted and supported than the right to education at College level. According to educational census data (INEP, 2009), 78% of all enrolments in College education are in private schools, while the reverse is found in High School: 84% of all matriculations are in public schools, which shows a contradiction in the admission into the universities. The Brazilian scenario presents that public universities receive mostly students who performed better and were prepared in elementary and high school education in private schools, while private universities attend students who received their basic education in public schools, which are characterized as low quality. These facts have led researchers to raise the possible determinants of student performance on standardized tests, such as the Brazilian Vestibular exam, to guide the development of policies aimed at equal access to College education. Seeking inspiration in North American models of affirmative action policies, some Brazilian public universities have suggested rate policies to enable and facilitate the entry of "minorities" (blacks, pardos1, natives, people of low income and public school students) to free College education. At the Federal University of the state Rio Grande do Norte (UFRN), the first incentives for candidates from public schools emerged in 2006, being improved and widespread during the last 7 years. This study aimed to analyse and discuss the Argument of Inclution (AI) - the affirmative action policy that provides additional scoring for students from public schools. From an extensive database, the Ordinary Least Squares (OLS) technique was used as well as a Quantile Regression considering as control the variables of personal, socioeconomic and educational characteristics of the candidates from the Brazilian Vestibular exam 2010 of the Federal University of the state Rio Grande do Norte (UFRN). The results demonstrate the importance of this incentive system, besides the magnitude of other variables

As redes sociais e a participação política no âmbito do marketing político do Governo Federal Brasileiro entre 2011 e 2014 : atuação do Ministério da Educação no Facebook

A democracia contemporânea vem, ao longo das últimas décadas, recebendo cada vez mais influência dos meios de comunicação em seus processos. Com o surgimento e propagação da Internet, os governos tem precisado se adaptar e se preocupar com a transparência de suas ações e com as inúmeras vozes de atores sociais cada vez mais conectados, informados e munidos de ferramentas, por meio das quais, podem realizar comunicações de grande alcance de forma rápida e eficaz, sem o intermédio de grandes meios de comunicação. Com o objetivo de observar a relação entre o governos e cidadãos por meio das redess sociais online – um dos principais meios por onde a sociedade, hoje, tem se comunicado e se mobilizado sobre inúmeras, inclusive, políticas – esse estudo analisou como o Ministério da Educação do Brasil (MEC), órgão responsável pelo planejamento e desenvolvimento de políticas públicas para educação no país, trabalha sua comunicação com o cidadão por meio do Facebook e como utiliza essa ferramenta no processo de implementação e avaliação de suas políticas. O trabalho foi realizado por meio do estudo exploratório e da análise qualitativa dos dados colhidos na página MEC no Facebook entre anos de 2011 e 2014, período do primeiro mandato da presidente Dilma Rousseff. Com a análise, observou-se que o MEC modificou bastante a forma como se comunica por esta rede social, recebendo, inclusive, aparente melhor infra-estrutura para esta tarefa. Sua mudança de postura no Facebook deixa claro o interesse e a busca pela participação dos cidadadãos no desevolvimento de suas políticas públicas. Por outro lado, mostra que essa participação é, de certa forma, limitada pela atitude do MEC de não desenvolver diálogo com o cidadão, mantendo-os sempre a certa distância.