Referenciação anafórica :as anáforas não-correfereciais no livro didático da língua portuguesa

On recent years, it has been observed an increasing interest on referentiation processes, which involves an important field of Text Linguistics and Discourse Analysis studies. The existence of a significant number of international and national publications which focus on this perspective corroborate this finding. Given the textbook importance as a teaching instrument, and the relevance of the referentiation processes to text production and comprehension, we realize that the study of these two topics articulation is taken as a relevant research theme, with consequences to the improvement of Portuguese Language teaching. Taking this into consideration, we intend to analyze the non-coreference anaphors in texts of Portuguese Language textbooks from fifth to eighth grades, adopted in many schools of Pau dos Ferros RN, considering the frequency, genre, kind of anaphor and manifestation form. This study is classified as a documental and qualitative research. We have found out that the indirect anaphor was used in more than a half of the corpus. We have found out, as well, that the literary and press genres do not favor the use of labeling and metadiscursive anaphors. On the other hand, concerning the indirect anaphor, it is clear its abundant use in the literary genre. In what concerns the manifestation forms, we have verified that on labeling and metadiscursive anaphors it is significant the predominance of demonstrative pronouns working as determiners. On the indirect anaphor, we have verified that most of the occurrences do not present a determiner, and for the ones which present it, the majority occurs under the form of definite and indefinite articles. We believe that this work can contribute to the activities which involve questions related to text production and comprehension, since the referentiation processes are intimately related to them

A tirinha cômica em questão: atividades de leitura no livro didático de língua portuguesa

You can see nowadays a more constant questioning about the validity and effectiveness of the practices of teaching reading currently introduced in elementary school. The intelligibilities generated from many voices, and built on the border between many consciences, it can contribute to understand and to some extent, alleviate skewed or outdated understandings about the teaching of reading and its goals in the school environment. By understanding the dynamics of these practices, which always need to be modified because of new social demands, we recognize the validity of working with the prospect of reading in its historical, social and dialogic dimension (Bakhtin, 1981, 2003). The Portuguese language textbook (LDP), in turn, being one of the fundamental bases of reading in school, makes a justified and necessary active production of knowledge about the theoretical and methodological conceptions that underlie the work with reading and on how that work is effectively routed. Our aim in this essay is precisely analyze reading activities in four Portuguese textbooks (Teacher s Manuals) for the 6th grade of elementary school, focusing on the proposed activities from a specific discursive genre, in this case, the comic strip. Through this research, we retrieve and list the goals that guide the development of reading activities in the LDP, and then verify a compliance or not of these objectives in directing the activities. Finally, we describe how the reading practices that involve the strip in the textbook can legitimize or reject the reading as an area of construction and circulation of meanings between socio-historically located subjects. We take account of studies on the nature and constitution of language (BAKHTIN, 1981, 2003, 2010; BAKHTIN/ VOLOSHINOV, 2006; SOUZA, 2002; GERALDI, 1996, 1997, 1999, 2006; ROJO, 2008a, 2008b, among others), as well especific studies about the activities in Portuguese textbooks (MARCUSCHI, 2010; BELMIRO, 2006; MENDONÇA, 2006, among others)

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

Os objetivos do laboratório didático na visão dos alunos do curso de Licenciatura em Física da UNESP-Bauru

Há mais de cinqüenta anos, existe a preocupação em se definir os objetivos para o laboratório didático, revisando currículos e buscando ações mais localizadas e orientadas de acordo com o avanço crescente de conhecimentos das concepções alternativas de vários tópicos da Física por parte dos alunos, levando-se em conta as dificuldades específicas enfrentadas por eles no processo ensino-aprendizagem. Podem-se identificar duas linhas filosóficas que norteiam o processo ensino-aprendizagem com relação aos objetivos do laboratório didático. Uma linha defende que para sedimentar os conceitos expostos em aulas teóricas é necessária a prática em laboratório. A outra linha defende que o alvo da prática em laboratório deveria ser a obtenção e análise de dados, levando-se em conta a teoria aprendida. Atualmente, se percebe um crescimento por parte de profissionais que entendem haver uma necessidade de planejar, definir e hierarquizar objetivos detalhados, além de propiciar atividades que favoreçam de acordo com cada classe dentro da linha filosófica a que se identifica o profissional, não se esquecendo que ainda existem profissionais que não aceitam essa postura. Dentro desta perspectiva, foi aplicado um questionário a trinta alunos do curso de Licenciatura em Física da UNESP-Bauru, que já cursaram as cinco disciplinas práticas básicas do curso. Os alunos pontuaram de acordo com a sua visão dos objetivos reais frente aos objetivos ideais do laboratório didático. Os resultados mostraram que o laboratório didático vem cumprindo seu papel na opinião dos alunos do curso de Licenciatura em Física.

Transferência de alimento aos infantes de Callithrix jacchus em uma situação de escassez de recurso alimentar

The genus Callithrix, like other marmosets, presents a cooperative breeding system, characterized by the contribution of parents and non-breeding individuals of the social group in the care of infants. This care is provided through lactation, transport, supervision of infants and food transfers. In this study, we investigated the care of offspring in Callithrix jacchus through the food transfers in family groups under conditions of abundance and scarcity of food resources. We also attempted to verify the relationship between the participation of individuals in the transport of infants and in the food sharing. We observed four families at the Núcleo de Primatologia of the Universidade Federal do Rio Grande do Norte, in a total of seven infants, six twins and a single infant. Each infant was observed twice a week, from 1st to 20th week of life using the methods focal continuous and focal instantaneous sampling with one minute intervals. The observations were carried by 10 minutes and beginning with the supply of food for each family. Two families were tested under conditions of scarcity of food resources (experimental condition) and two others were subjected to conditions of abundant food, both conditions with restricted access to food supply. The condition of food scarcity did not influence the rate of food sharing with the infants that, in general, was considered low. All shares observed were passive sharings. Only one family showed higher levels of food begging, probably due to the loss of the mother during the period of lactation of her offspring. In this family, the dominant and subadult males were primarily responsible for the food sharing. The experimental condition influenced the distance of infants in relation to food source, so the infants in families that received abundant food remained closer to the source. However, it is believed that the place of food consumption was not influenced by experimental condition. There was no relationship between the participation of individuals in the transport and food sharing with their young. Therefore, it is suggested that, in general, the transfer of food in C. jacchus is characterized by tolerance to the demands of caregivers, represented by the passive sharing. Rates of sharing with infants were low, probably due to intra-group competition for food generated by the experiment.

Criar o próprio jogo didático ou apenas jogar? Efeitos de diferentes estratégias de ensino na motivação e aprendizado de ciências

The use of games as educational tools is common, however the effectiveness of games with educational purposes is still poorly known. In this study we evaluated three different low-cost teaching strategies make and play your own board game, just play an educational science game and make a poster to be exposed in the school regarding: (1) science learning; (2) use of deep learning strategies (DLS); and (3) intrinsic motivation. We tested the hypothesis that, in these three parameters evaluated, scores would be higher in the group that made and play their own game, followed respectively by the group that just played a game and the group that made a poster. The research involved 214 fifth-grade students from six elementary schools in Natal/RN. A group of students made and played their own science board game (N = 68), a second group played a science game (N = 75), and a third group made a poster to be exposed at school (N = 71). Our hypothesis was partly empirically supported, since there was no significant difference in science learning and in the use of DLS between the group that made their own game and the group that just played the game; however, both groups had significantly higher scores in science learning and in use of DLS than the group that made the poster. There was no significant difference in the scores of intrinsic motivation among the three experimental groups. Our results indicate that activities related to non-digital games can provide a favorable context for learning in the school environment. We conclude that the use of games for educational purposes (both making a game and just playing a game) is an efficient and viable alternative to teach science in Brazilian public school

O estágio não-obrigatório na formação profissional dos(as) assistentes sociais: trabalho precarizado ou processo didático-pedagógico?

Coexisten, en el universo académico, prácticas curriculares obligatorias y no obligatorias que pueden ser remuneradas o no. Delante de la constatación de lagunas en la concepción, gestión y operacionalización de las prácticas no obligatorias remuneradas, escogimos este tema como objeto de nuestra investigación, tratando de analizarlo en el contexto de los cambios sociohistóricos contemporaneos y su influencia en la cualidad de la formación profesional del estudiante de la carrera de Servicio Social. Este estudio tiene como ¨locu¨ de investigación la Facultad de Servicio Social del Estado de Rio Grande del Norte (FASSO/UERN). Este estudio se caracteriza por la adopción de una perspectiva de análisis cualitativa, con la expectativa de develarlo mucho más allá de lo que se muestra en su aparecncia. Para esto, realizamos revisión de literatura, análisis de documentos, observación asistemática y entrevistas con estudiantes y profesionales de las entidades que ofrecen prácticas a los estudiantes. Además se incluyó, en los procedimientos metodológicos, la aplicación de encuestas y conversaciones informales. Constatamos la existencia de lagunas en el desarrolllo de las prácticas no obligatorias remuneradas, ocasionadas por la ausencia de supervisión y por la inclusión de pasantes en sectores y/o actividades desvinculadas de su futura profesión. La investigación nos permitió desvelar situaciones en las que la oferta de plazas ocurre en detrimento de la contratación de empleados, lo que configura un distanciamento de este componente curricular del área de formación profesional, desvirtuando su carácter educacional. Cientes de la coexistencia contradictoria entre situaciones ventajosas y problemáticas en las prácticas no obligatorias remuneradas para el proceso de formación profesional de los asistentes sociales, concluimos que esta modalidad de práctica cuando vinculada a la intervención de la facultad y bajo la supervisión de asistentes sociales, independiente de sus implicaciones en los intereses del mercado, potencializa el desarrollo de competencias y habilidades intrínsecas al proceso de formación profesional; pero si distanciada del área de formación y/o sin el debido acompañamiento didáctico-pedagógico establece poca o ninguna relación con la formación de los asistentes sociales. Pero, incluso distanciadas del ejercicio y de la formación académica en el área de servicio social y/o (llenas de aspectos frágiles) llenas de fallas en el proceso de enseñanza y aprendisaje, estas experiencias ejercen profunda influencia en la formación de los asistentes sociales, pudiendo fragilizar el compromiso con el proyecto ético-político, diseminar el aspecto subalterno de la profesión y hacer confuso y conflictivo el proceso de construcción de la identidad profesional. En este sentido, las inversiones de capital para reducir los gastos con mano de obra, las dificultades vividas por las universidades públicas brasileñas para garantizar la cualidad de la enseñanza delante de la insuficiencia de recursos humanos y materiales y la desvalorización de los componentes no obligatorios del proceso de formación profesional de los asistentes sociales, son factores que obstaculizan el reconocimiento y la materialización del potencial didáctico-pedagógico de las prácticas

Caracterização dos enunciados de um aluno não-falante usuário de recurso suplementar de comunicação durante a construção de histórias

A narrativa pode conectar elementos diversos e, assim, promover a construção de sentenças verticais e horizontais, frente à mediação de interlocutor. Esta pesquisa visou analisar a extensão e a organização sintática dos enunciados de narrativas construídas por um aluno não-falante usuário de recurso suplementar de comunicação. Previamente à construção das narrativas, selecionadas de acordo com os centros de interesse, idade, grau de escolaridade e temáticas trabalhadas na escola do aluno, símbolos gráficos do Picture Communication Symbols eram confeccionados e adaptados para que, por meio destes e dos recursos verbais e não-verbais inerentes à atividade discursiva, a história pudesse ser contada, por acesso visual e auditivo, pelo interlocutor e recontada pelo aluno, após a estruturação e organização dos múltiplos signos em sentenças. Todas as interações foram filmadas e complementadas com anotações de um diário de registro contínuo. Após a análise das transcrições das fitas e das anotações do diário, foi possível determinar três estágios de unidades significativas: 1) Caracterização ou natureza dos elementos constituintes dos enunciados das narrativas em: a) objeto; b) símbolo gráfico; c) escrita; d) vocalização; e) gesto representativo; 2) Extensão dos enunciados das narrativas de 1 a 6 elementos, linearmente, e 7 ou mais elementos; 3) Organização sintática dos elementos constituintes das narrativas em sujeito, verbo e objeto isolados, em sentenças verticais, e associados, em sentenças horizontais. Ressaltou-se, assim, a ampliação e aprimoramento da organização e da estrutura sintática dos enunciados das narrativas construídas pelo aluno mediado pelo interlocutor.

Mobile interact: uma ferramenta de auxílio didático proporcionando interação entre professores e alunos através de celulares

Education is one of the oldest activities practiced by man, but today it is still performed often without creating dialogues and discussions among all those involved, and students are passives agents without interactivity with teachers and the content approached. This work presents a tool used for providing interactivity in educational environments using cell phones, in this way, teachers can use technology to assist in process of education and have a better evaluation of students. The tool developed architecture is shown, exposing features of wireless communication technologies used and how is the connection management using Bluetooth technology, which has a limited number of simultaneous connections. The details of multiple Bluetooth connections and how the system should behave by numerous users are displayed, showing a comparison between different methods of managing connections. Finally, the results obtained with the use of the tool are presented, followed by the analysis of them and a conclusion on the work

Ativos intangíveis (modelo RBV) como recurso estratégico e competitivo: um estudo em hotéis de pequeno porte (zona sul, Natal/RN)

The study aims to analyze the perception of managers on intangible assets as strategic and competitive resources in small hotels in Natal/RN, through the theory of the Resource Based View (RBV). This is a qualitative study of exploratory and descriptive, conducted with managers of the means of hosting small the capital of Rio Grande do Norte through semi-structured interviews, which was applied later, the technique content analysis based on the results of the information obtained in the interviews. Thus, research has shown that managers of small hotels visited (A, B, C) are not sufficient and satisfactory knowledge to set as their unique intangible assets of the company and makes use of them, on an occasional basis, without understanding or in essence understand its true value as a resource that can be used strategically for sustainable competitive advantage in the hotel market in Natal/RN. This means that managers do not know how to create new attributes and use them strategically. And they need to expand their partnerships with stakeholders. Given the importance of the subject of the present research, the information achieved by this analysis may contribute to the provision of information to establish a current situation with regard to the attributed to the knowledge and use of resources (intangible assets) importance as a strategic source and competitive for the internal management of the company by managers and thus, enabling a differential and greater economic profit over time in this segment

Um estudo sobre custos de elaboração de material didático e tutoria em EaD online em uma Instituição de Ensino Superior no Brasil

This study has as main objective to verify the proportionality of the costs with elaboration of didactic material and costs with tutelage and instruction incurred in a higher education institution, located in national territory, and that offers a degree course in the education area in the modality of EaD online. The purpose of the measurement of this proportionality of the costs was of answering these they are, among other, the relevant costs incurred by the institution research object. This is a research of exploratory stamp whose methodological procedure adopted for your development, in what it refers the collection, analysis of the data and the investigation means, it is the case study, as well as the documental and bibliographical research. The found results indicate that the costs with elaboration of didactic material and the costs with tutelage and instruction are relevant, however they are not the only ones considered as such. The costs involved with acquisition and operation of specific softwares they also constitute an relevant costs. The structure of the costs can be altered in agreement with the analyzed period and in agreement with the characteristics of synchronism of the offered course. It was also verified that the technology used in this education modality it ends up generating additional costs incurred with professionals of specific knowledge in technology

Recurso de interface captcha: segurança e usabilidade na distinção entre humano e máquina

Com o intuito de impedir que computadores enviem mensagens automáticas se passando por usuários reais, desenvolvedores tem utilizado o recurso de interface CAPTCHA para distinguir o preenchimento de dados e submissões realizadas por humanos e por máquinas. Este trabalho apresenta as principais modalidades de CAPTCHAs e discute as implicações na usabilidade. Para tanto, foram aplicados questionários e realizados testes de usabilidade em três modalidades de CAPTCHA. Verificou-se que, embora os usuários tenham consciência da importância do uso do CAPTCHA como ferramenta de segurança, percebeu-se que tal recurso compromete a usabilidade, gerando insatisfação e em alguns casos, a desistência da realização da tarefa

As representações sociais da Geografia escolar: um olhar sobre a prática didático-pedagógica

To present research had for study object to understand the social representations of the school geography for the students of the Municipal Schools Lions Prata and Dr. Francisco Brasileiro, located in the neighborhood of Catolé, and in Santa Terezinha District, respectively, in the municipal district of Campina Grande/PB. The objective of that study consisted of identifying, to understand and to analyze those apprehensions in the form as they are communicated and executed at the school and in the society. That search is due to the fact that the constant reproduction of the same ones in the current world context in that we are inserted doesn't to the understanding of the being's complexity and of the knowledge in the educational and social extent. Like this, we considered urgent their dialogues in practice didactic-pedagogic of the geography for ressignificar the geographical knowledge produced in the city. Authors as Moscovici; Jodelet; Bourdieu; Tuan; Foucault; Castoriadis; Morin among others contributed in the reflexive mediation of the imaginary symbolic emitted by the interior speeches of the 281 (two hundred and eighty and a) researched students. Those corresponded to 64,0% (sixty four) integral of the enrolled ones in the two schools of the municipal public system of teaching (INEP, 2005). A qualitative-quantitative survey was used and its answers were categorized by using the statistical description of the Statistical Package for the Social Sciences SPSS Program. The freeassociation of words technique was also used in order to verify some information. The results revealed that the social representations of geography are still grounded in fragmented, content-based, positivistic and functional conceptions of man, society and the world. Manifestation of a traditional and organicistic teaching, this unveiling excludes the historical capacity of the students creative construction of knowledge, as well as a competent and demanding educational mediation

Orientação geográfica: uma proposta metodológica para o ensino da geografia na 5ª série

Cartographical representations (maps, charters and plans) are taken as didactic resources in Geography classes in the 5th grade of the municipal public schools in São José de Ribamar through a methodological approach taking into consideration the use of those resources is still worries an important part of the teachers of the Maranhão State public schools who teach in this level. Papers related to the theme, most of the time, are non accessible to the teachers of the maranhense public schools, mainly because the education instilutions, which use those resources, do it in a very incipient way. So this research proposes from the drawings of magnetccoursein the school courtyards, together with maps, charts, plans among others representation used in the classroom environment, motivate the students to a deeper interests in participating in Geography learning process in the 5th grade. Interviews, analyses of socialcultural questionnaires of the families involved in the process; observations of classes, trainings, geocartographical orientations, application of pre and posttests, discussions about the usage of cartographic representations, proposed and effectivated tasks in the classroom, as well as around the school, were the basis of the researched population. As a result of this process, it was produced a was complement didatical material showing, among others, the space in which students, for sure, will contribute in an effective way to a better teaching practice in the chain of maranhense public schools, having in mind that these geographic subjects may be taught in the level we focused our study

Os professores de química e o uso do computador em sala de aula: discussão de um processo de formação continuada

O presente artigo discute estratégias utilizadas em um processo de formação continuada que se destina a promover a inserção da informática nas aulas de Química, organizado com base na racionalidade prática e na reflexão crítica sobre o trabalho docente. Esse processo envolveu professores de escolas estaduais localizadas na região de Jaú (SP) e utilizou a educação a distância como recurso para mediar os períodos entre os encontros presenciais. As estratégias selecionadas para discussão neste artigo, dentre as utilizadas no processo de formação, são: a elaboração de material didático e o desenvolvimento de aulas nas Salas Ambiente de Informática das escolas. Tais propostas se revelaram importantes por considerarem o professor como autor dos recursos didáticos para trabalho em sala de aula, e o contexto escolar como subsídio à própria ação de formação.