A (n��o) assun����o da responsabilidade enunciativa em livros didáticos de l��ngua portuguesa dos 4�� e 5�� anos

Portuguese textbook has been the focus of many investigations, nevertheless, the theme still has much to be discussed, reflected and broadened. This conviction mobilized us to perform this research, seeking to answer three questions: (1) how does the author of the textbook induce the student to give his opinion in comprehension questions of text in Portuguese textbook of 4th and 5thgrade? Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the assumption of enunciative responsability? And (3) Which enunciative links are used by the author of the textbook in comprehension questions of text concerning to the non assumption of enunciative responsability? In this direction, we define as objective to id entify, describe, analyze and interpret how the (non) assumption of enunciative responsibility materializes itself in Portuguese textbooks. The theme is echoed in the guidelines of the Par��metros Curriculares Nacionais PCN (1998; 2001), who assume that all education committed to citizenship need to create conditions in order the student can develop his discursive competence" (BRAZIL, 1998, p. 23). This assertion of PCN (1998; 2001) is closely related to our research object, and therefore, it has corroborated to the accomplishment of this study. So, we analyze the comprehension questions of the texts that are elaborated by the authors of Portuguese textbooks of the 4th and 5th grade, used at public schools in the city of Natal-RN in 2010. As a theoretical basis, we have considered the postulates of Textual Analysis of Discourses ATD and Enunciative Linguistics. Our research was mainly based on the studies of Adam (2011), N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004) Rabatel (2004; 2005; 2008; 2009), Guentch��va (1994; 1996). Our data analysis revealed that the authors of Portuguese textbooks explore the reading comprehension, inducing students to answer questions that may be categorized like: (1) induction to the assumption of enunciative responsibility, (2) induction for non assumption the enunciative responsibility, (3) orientation for the study of vocabulary and grammar and (4) orientation of extra themes. The results from the comparison of the books of 4th and 5th grade of the two analyzed collections, we observed through the links of (non) responsability N��lke (1994; 2001; 2006; 2009; 2013), N��lke, Fl��ttum e Nor��n (2004), which in 79% of the questions, the authors induce the decoding of a content objectively inscribed in the text. In this sense, the notion of understanding a text is compromised, since it is limited to copying contents or transcription exercises, failing to consider the interactive use of language, or rather, failing to expand the student's knowledge in the (re)construction of the text of the meanings. This shows that there is a lack in the deal with the text that includes the textual discursive resources in the reading activities in Portuguese textbooks. We recall, in this direction, the works of Marcuschi (2005), Antunes (2003, 2005), and Bunzen Rojo (2008), among others authors who contributed greatly to orient the choice of Portuguese textbooks. Finally, we believe that the study about the enunciative responsibility phenomenon in Portuguese texto oks offers, above all, instruments in order to the interlocutors identify the elements present in the enunciation and the effects that these elements bring to the (re) construction of the meanings in texts that they read and write in the classroom.

A oralidade no ensino de L��ngua Portuguesa em livros didáticos para educa����o de jovens e adultos (EJA): reflex��es e proposi����es

This work appears as a reflection on the oral modality of the language in the teaching of Portuguese Language from textbooks proposed for the elementary school. It has as main aim to analyze the textbooks for the Youth and Adult Education - EJA (6th and 7th grade), the collection "It is time to learn", specifically in regard to educational activities focusing on oral proposals in their constituent units. It is a process of reflection with a view to submitting suggestions arising from the discussions held, given the fact that the writing mode has been identified by some scholars, between these Marcuschi (2005), as the most privileged in the classroom and in most manuals that guide the teaching of Portuguese Language. In this work, we start from a broader vision from the principles of dialogic pedagogy by Paulo Freire perspectives towards pedagogical practices that favor the development of linguistic and discursive student skills. In this sense, we emphasize the formation of a critical subject, who can argue and defend points of view, using oral or written language, in various social situations. In this view, this paper set up aims to identify, describe and interpret the activities proposed to the oral modality of Portuguese Language, from interactional theoretical bases, based on authors as Marcuschi (2005, 2010), F��vero, Andrade and Aquino (1999) Schneuwly and Dolz (2004), Antunes (2009), among others. In addition, the objective was to suggest other educational activities, as a way of expanding the existing ones, in order that addressed more efficiently, to aspects of orality been proposed and aspects of formal oral genres. Methodologically, it is a qualitative research, in which, from the teaching materials used in the classroom, there was a reflection on the orality and the oral teaching of the Portuguese language and has been proposed an expansion of activities one oral mode. In this reflection, analysis of the results revealed that the books investigated, used in Portuguese classes in EJA, include in their proposals orality as an object and teaching axis. However, we appoint the need to expand the teaching proposals with the existing activities in order to give greater emphasis to important aspects of orality already prioritized, and also to address to the formal public genres. In seeking to make suggestions and educational proposals that integrate with existing, we postulated the most effective development for oral skills for the EJA student, in Freire's perspective, as also we thought in a way to provide subsidies which could guide teachers of the Portuguese Language area at the fundamental level of education.

O col��gio Pedro II e os livros didáticos

O presente trabalho investiga a an��lise dos crit��rios de sele����o e escolha do livro did��tico de Hist��ria pelos professores da rede p��blica de educa����o do Col��gio Pedro II da cidade do Rio de Janeiro, no per��odo entre 2010-2012, per��odo dos processos de escolha do livro did��tico, promovidos pelo Programa Nacional do Livro Did��tico ��� PNLD e o Programa Nacional do Livro do Ensino M��dio. Atrav��s da an��lise dos crit��rios de sele����o do livro did��tico de hist��ria, dos professores da rede p��blica de educa����o do Col��gio Pedro II da cidade do Rio de Janeiro, propomos compreender os processos educativos formais e n��o formais que envolvem o fazer docente, nesse caso a pr��pria elabora����o do curr��culo, e as influ��ncias do livro did��tico diretamente nos contextos educacionais, com base nas pesquisas que visam habilitar o historiador-docente a ter capacidade de auxiliar o ensino dos discentes de forma a contribuir significativamente para um ensino pautado em m��todos e pesquisas que possibilitem o pr��prio historiador-docente a desenvolver seu trabalho n��o somente atrav��s de pesquisas, mas tamb��m pr��ticas, alcan��ando a pr��xis de um curr��culo pautado em pesquisas historiogr��ficas.

QUAL AM��RICA LATINA? OS LIVROS DID��TICOS E SUAS REFER��NCIAS TE��RICAS PARA A CONSTRU����O DA REGI��O

Procuramos analisar em nosso trabalho o conte��do referente �� Am��rica Latina em tr��s livros didáticos, al��m de suas refer��ncias e bases te��ricas. Verificamos que, exatamente por se buscarem elementos unificadores para toda a regi��o, est��o ausentes discuss��es como: as origens do termo ���Am��rica Latina���, a proposta inicial de sua forma����o e a pertin��ncia dessa regi��o para o conjunto de pa��ses que a integram, tendo em vista a diversidade ��� aspectos f��sico-geogr��ficos, n��veis de desenvolvimento socioecon��mico, nacionalidades e identidades ��tnicas ��� que eles apresentam. Dessa forma, o presente trabalho constatou a necessidade de uma reformula����o do conte��do, menos simplificadora e mais questionadora da ���realidade latino-americana���. Assim, ao contr��rio de continuar a busca por elementos que justifiquem a exist��ncia de uma regi��o chamada Am��rica Latina, esperamos que se busquem outros crit��rios para uma regionaliza����o menos generalizante, inclusive questionando se Am��rica Latina seria um recorte adequado para o ensino de geografia.

A forma����o de professores e o livro did��tico : avaliação e controle dos saberes escolares

Este trabalho pretende enfocar o contexto hist��rico-cultural que justifica o destaque que o livro did��tico recebe hoje nas institui����es escolares do Brasil. Com esse objetivo apresentamos, inicialmente, um breve panorama dos processos de forma����o de professores que marcaram e marcam a hist��ria educacional deste pa��s, pois �� nossa convic����o de que a crescente produ����o de livro did��tico no Brasil associa-se com a forma����o de educadores no ��mbito da forma����o inicial e continuada. Na segunda parte, apresentamos um panorama hist��rico, expondo uma experi��ncia estatal de avaliação de livros didáticos produzidos no pa��s, mobilizados pelo objetivo de demonstrar em que medida esse processo avaliativo contribui para o aprimoramento da qualidade de ensino oferecido ��s camadas populares.

Pol��tica p��blica e avaliação no Brasil: uma interpreta����o da avaliação do livro did��tico de geografia para o ensino fundamental

Conselho Nacional de Desenvolvimento Cient��fico e Tecnol��gico (CNPq)

An��lise combinat��ria no ensino m��dio apoiada na metodologia de ensino-aprendizagem-avaliação de matem��tica atrav��s da resolu����o de problemas

P��s-gradua����o em Educa����o Matem��tica - IGCE

Estudos CTS e transgenia: an��lise de materiais didáticos do ensino m��dio

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

Estudos CTS e transgenia: an��lise de materiais didáticos do ensino m��dio

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior (CAPES)

A sele����o e a produ����o de materiais didáticos no processo do ensino do portugu��s aos alunos chineses

Disserta����o apresentada �� Faculdade de Ci��ncias Sociais e Humanas da Universidade Nova de Lisboa, para cumprimento dos requisitos necess��rios �� obten����o do grau de Mestre em Ensino do Portugu��s como L��ngua segunda e Estrangeira

Educa����o alimentar e nutricional no livro did��tico : an��lise dos livros do 8�� ano do ensino fundamental das escolas p��blicas de sobral-CE

A Educa����o Nutricional �� conceituada como um processo educativo no qual, atrav��s da uni��o de conhecimentos e experi��ncias do educador e do educando, vislumbra-se tornar os sujeitos aut��nomos e seguros para realizarem suas escolhas alimentares de forma que garanta uma alimenta����o saud��vel e prazerosa, propiciando, o atendimento de suas necessidades fisiol��gicas, psicol��gicas e sociais. Embora a pr��tica pedag��gica do professor envolva diversas dimens��es, como sua pesquisa constante para o aprimoramento de seu trabalho, um livro did��tico com textos adequados, ilustra����es pertinentes e informa����es atualizadas auxiliam no planejamento de ensino. Nesta disserta����o apresenta-se um estudo explorat��rio que tem por objetivo analisar os conte��dos de Educa����o Alimentar e Nutricional em livros didáticos de Ci��ncias do 8�� ano adotados em escolas p��blicas brasileiras. Os manuais pesquisados s��o referentes ao tri��nio 2011-2013. A an��lise dos livros didáticos realizou-se de acordo com as seguintes categorias: nutrientes, higiene de alimentos, conserva����o de alimentos e sa��de. A car��ncia de material encontrado nos livros didáticos ou sua inadequa����o em rela����o ��s refer��ncias especializadas sugere que os docentes tenham capacita����o na ��rea de Educa����o Nutricional, para assim, passarem a escolher materiais de base que se aperfei��oem ��s suas necessidades e procedimentos de trabalho em sala de aula.

Mudan��as no uso da fotografia em livros de hist��ria e geografia para o ensino fundamental

Disserta����o apresentada ao Programa de P��s-gradua����o em Comunica����o - Mestrado da Universidade Municipal de S��o Caetano do Sul.

Reflex��es e contribui����es para o ensino de gravita����o cl��ssica no n��vel m��dio

The subject of Classic Gravitation is part of the actual curriculum for High School in Brazil, and it is taught in the first year of that education level. This master thesis presents a research regarding the subject Classic Gravitation in High School. This research was based in two complementary guidelines of research and action. The first guideline was the analysis of 21 didactic books of physics which are the more frequently used in High School, in the city of Natal/RN. The second guideline, worked after being verified the most common deficiencies presents in the didactic books, was the elaboration, followed by a practical application, of a course suggesting how to approach that subject in the classroom. The Par��metros Curriculares Nacionais para o Ensino M��dio (National Curricular Parameters for High School PCNEM) defend that Classic Gravitation is very important in the student s formation and that its study helps the comprehension of many nature s phenomena. Because of this vision of that subject by the PCNEM, the 21 analyzed books were separated in two groups: the first one, containing 10 books, was edited before the spreading of PCNEM, and the second, with 11 books, after that spreading. Whatever the group to which the didactic books belonged, the great majority of them let that subject in a second plan; two of them even suggesting, in the teacher s orientations, that the subject Gravitation can be suppressed in case of insufficient time . These analyses points that the PCNEM had produced no changes in the conception of the authors that wrote books regarding that subject. To analyze the didactic books, we elaborated a script which was used as an analysis tool, in which we put in evidence the relative importance of the historic and philosophic contextualization of the subject, the quotidian experience of the students and the interdisciplinary approach, among other aspects. It became evident that the didactic books give very little emphasis to historic aspects of the knowledge construction, to the relations with the day-by-day questions and to the interdisciplinary character of the subject Gravitation. It calls attention the non concordance among the authors opinions regarding the necessary previous knowledge or prerequisites the students should fulfill in order to begin to study Gravitation. The course we elaborated was given to a group of teachers as well as to students. In those courses we treated theoretical and practical aspects and emphasized historical questions and the ones which are related to people s daily life. The course for teachers was realized as an extra-mural activity of the UFRN and was given by the author of this thesis at the Escola Estadual Francisco Ivo Cavalcanti (a state public school in Natal/RN). There were 23 teachers present, from several public schools and several fields of knowledge. The thesis supervisor and the master degree s colleagues of the author acted as collaborators , reporting the participants opinions and speeches. The course to the students, on the other hand, had the participation of 300 regular students who belonged to 6 different 1st year classes of the High School Escola Marista de Natal (RN), in which the author acts as a physics teacher. The student s course was realized as part of the regular curriculum activities, in which three classes stood under the responsibility of the author and other three classes in charge of another Marista s teacher, who participated as a collaborator . The teacher s course as well as the students one were given in two stages, with five hours each. The first stage was divided in two moments, the first one focused on the survey of the spontaneous conceptions about gravitation, in which we worked basically with experiments of free throwing and pendulum, and the second one focused in theoretical presentations and quarrels about universe s models. In the second stage of the course we improved the study of Kepler s laws and the Newton s Universal Gravitation law, and we used as motivating tools some practices involving the construction of the solar system in scale. As instruments for evaluating both courses we used questionnaires and reported the speeches with participants opinions, beyond usual written evaluations in the course for the students. The teachers who participated in the course showed very good wills in realizing interdisciplinary practices; nevertheless, according their own speeches, they frequently came across the difficulty of how to do . From the experience we had in both courses, we conclude that the approach we propose hear to the teaching of the subject Classic Gravitation , supported on the tripod theory, practice and historical and philosophical aspects, is viable and effective. One hopes that this research may contribute in the formation of a opinion, among the teachers, concerning how to approach the subject of Classic Gravitation, and may offer suggestions in order those who want to apply that approach may develop classroom practices aiming to improve the teaching of that subject, which has a singular importance in the formation of High School students

O ensino por problemas nos livros de qu��mica: uma an��lise do conte��do estrutura at��mica

La ense��anza de problemas se ha investigado en la did��ctica de las ciencias naturales como un medio importante para desarrollar el aprendizaje de los conocimientos cient��ficos y la formaci��n de competencias b��sicas. Dada la importancia de los libros de texto para la ense��anza de la ciencia, con el fin de verificar el enfoque de la ense��anza con problemas en los libros de qu��mica, se procedi�� a una investigaci��n realizada en las obras aprobadas en PNLD 2012, basado en el m��todo de An��lisis de Contenido. Se analiz�� el contenido de la estructura at��mica, como marco te��rico la perspectiva de la ense��anza probl��mica, basada en el materialismo hist��rico y dial��ctico. Metodol��gicamente la investigaci��n presenta un car��cter cualitativo. Los resultados del an��lisis de contenido corroboraron la cuestiones de estudio iniciales relacionadas con la explicaci��n centr��ndose en los problemas, lo que permiti�� inferir la elaboraci��n de una Unidad Didactica basada en los m��todos probl��micos para la ense��anza de los modelos at��micos por la exposici��n probl��mica, la conversaci��n heur��stica y la busca parcial, como forma de aproximar los estudiantes a la naturaleza de las ciencias naturales y contribuir al desarrollo de actitudes positivas en el aprendizaje de la qu��mica

Citologia: uma proposta formativa na EaD - UFRN a partir de concep����es alternativas

Learning difficulties can have a direct influence on the teaching-learning process of students by reducing their school performance. One factor that may contribute to this negative influence on learning refers to the presence of alternative conceptions, which may have different origins in the educational process. It is of paramount importance, for teachers, for example, to identify the concepts and the difficulties of their students in order for that knowledge can be able to contribute significantly to improve the teaching and learning process. From the following considerations, the present study (still in progress) aims to investigate aspects related to the concepts and difficulties of graduating students in relation to the contents of Biology. The participants of the research were undergraduate students in Biological Sciences from UFRN, studying by Distance Learning (Educa����o a Dist��ncia). To develop the survey, questionnaires were developed to identify the contents in Biology that these students have more difficulties as well as an interview to raise misconceptions regarding the content of cytology. Another tool developed was a textbook evaluation form, which was applied in conjunction with a questionnaire in workshops (short courses) in order to identify possible errors and mistakes that could jeopardize the process of teaching and learning, such as the importance that these learners assign to textbooks in the educational process. From the data collected, a booklet on the content of cytology was developed as a product. It is expected that it can be applied in classrooms in order to improve the teaching and learning in references to Biology, to minimize, for example, alternative conceptions than can occur related to the theme