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La presencia de las tecnolog??as digitales en la sociedad contempor??nea adquiere cada d??a mayor relevancia en la cotidianidad del individuo, abarcando paulatinamente m??s esferas de la sociedad. Pero ese proceso no es igual en todos los pa??ses del mundo, aquellos que est??n en v??as de desarrollo presentan m??s dificultad para que todos sus ciudadanos puedan tener acceso a tecnolog??as digitales, como es el caso de Honduras, en donde las desigualdades de acceso son muy marcadas. Pero a pesar de eso, la tecnolog??a se va enseriendo, y en el caso de Santa B??rbara van llegando hasta los centros educativos a trav??s de diferentes medios, despertando el inter??s en los profesores a implementarlas en sus pr??cticas pedag??gicas, y muchas veces sin contar con las mejores condiciones para hacerlo, enfrentando una serie de factores que dificultan su implementaci??n, pero que a pesar de eso se evidencian ejemplos de pr??cticas pedag??gicas con tecnolog??as digitales desarrolladas por los profesores de Santa B??rbara. A partir de estos surgieron los objetivos que orient?? esta investigaci??n: Comprender los factores que condicionan la incorporaci??n de las tecnolog??as digitales en las pr??cticas pedag??gicas de los profesores de Santa B??rbara; describir los factores que posibilitan y/o dificultan la incorporaci??n de las tecnolog??as digitales en las pr??cticas pedag??gicas; mapear los tipos de pr??cticas pedag??gicas con tecnolog??as digitales desarrolladas por profesores de Santa B??rbara; e identificar los movimientos que posibilitan la aproximaci??n de los profesores a las tecnolog??as digitales en educaci??n. Para el desarrollo de la investigaci??n se opto por un abordaje cualitativo, implementada a trav??s de un Estudio de Caso que se desarroll?? en los cuatro colegios p??blicos de Santa B??rbara; dentro del proceso se utiliz?? encuesta, entrevista y observaci??n para construir las informaciones, las cuales fueron analizadas mediante el an??lisis textual discursiva. Los resultados de la investigaci??n indicaron que no existen movimientos a lo interior de los colegios sobre las tecnolog??as digitales aplicadas en educaci??n, que factores como la formaci??n del profesor, acceso a tecnolog??as digitales, pol??ticas p??blicas e institucionales, pueden constituir factores que dificultan y facilitan al mismo tiempo la implementaci??n de las tecnolog??as digitales en las…

Advisors/Committee Members: Bonilla, Maria Helena Silveira, Bruno, Adriana Rocha, Cordeiro, Salete de F??tima Noro.

▼ O presente relat�rio decorre no �mbito da unidade curricular Pr�tica Educativa e tem como finalidade a obten��o do grau de Mestre em Educa��o Pr�- Escolar e Ensino do 1� Ciclo do Ensino B�sico. O mesmo ir� apresentar, analisar e refletir criticamente sobre a import�ncia dos jogos no 1� Ciclo do Ensino B�sico, com base num referencial te�rico que sustenta todo o trabalho desenvolvido. A pr�tica pedag�gica realizada decorreu entre o m�s de outubro de 2016 e junho de 2017, onde tivemos a oportunidade de explorar atividades l�dicas, nas diversas �reas curriculares, criando um ambiente rico em aprendizagem, com um grupo de 25 crian�as, com idades compreendidas entre os 6 e os 8 anos. Para compreender as perspetivas dos/as professores/as do 2� ano sobre esta tem�tica, foram realizadas entrevistas, com o intuito de recolher os testemunhos sobre a utiliza��o do l�dico na pr�tica letiva di�ria dos/as docentes e a valoriza��o da sua import�ncia. Deste modo, averigu�mos que estes consideram importante a utiliza��o dessa pr�tica e que, os jogos proporcionam experi�ncias significativas. No entanto, a utiliza��o do l�dico n�o � muito frequente e � visto, muitas vezes, como um meio de entretenimento e sem qualquer fun��o pedag�gica. Atrav�s das interven��es que tivemos oportunidade de colocar em pr�tica e dos testemunhos das crian�as, tom�mos ainda mais consci�ncia do potencial do l�dico como recurso. Compreendemos que este m�todo favorece aprendizagens din�micas e estimulantes, levando � apreens�o e consolida��o de conte�dos, bem como um ambiente em sala de aula muito mais interativo e prazeroso, permitindo assim, a partilha de momentos integradores, motiva��o e cria��o de la�os entre pares. Advisors/Committee Members: Vale, Vera Maria Silv�rio do, 1961-.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

This thesis was developed in the line of research Formation, Government and Practices in Education, in the Stricto Sensu Doctorate Course, the Graduate Program in Education, the School of Humanity, of the Pontifical Catholic University of Rio Grande do Sul. The central problem of this research has proposed a study centered on pedagogical practices developed in teaching and classroom learning processes, having as principal interrogator-teachers of the Degree Course of Pedagogy, a Federal Public Institution of the Northeast of the countryside. Do these formers develop their pedagogical practices in order to favor the production of knowledge from the problem between theory and practice in the classroom. In this way, the objective of this research was to understand the organization of pedagogical practices in a Degree Course of Pedagogy in the direction of the articulation between theory and practice in the classroom. The theoretical justification was based on the following topics: The trajectory of the course of pedagogy in Brazil, the pedagogical trends in Brazil and the pedagogical practices. The qualitative approach of research was developed by using the principles of a case study (L?DKE; ANDR?, 1986). The data was collected by three instruments: a very structured interview, documents elaborated and published by the Institution chosen for this study, and the roaming journals (BARBIER, 2007) that recorded experiences in the empirical field during data collection. To analyze and interpret the data of the interviews and the documents of IES was used the qualitative analysis of Textual Analysis Discursive of Moraes and Galiazzi (2011). The main findings point to understanding the organization of pedagogical practices that is set up urgently in the construction of an interdisciplinary curriculum for teacher?s formation, which provides a relationship between theory and practice, aiming to form a teacher consisting of characteristics such as: reflective, critical and researcher, from the recognition and appreciation of their socio-cultural realities and the academics of the Degree Course of Pedagogy. The data points to rethink the distance from the University and the grade school, as well as reviewing the demands and labor conditions of teacher?s trainers. And we also need to rethink the Degree Course of Pedagogy beyond…

Advisors/Committee Members: Fernandes, Cleoni Maria Barboza.

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This Master?s dissertation analyzed the role of digital learning objects in the process of acquisition and promotion of reading of students of the 3rd year of Elementary School. In order to proceed with the investigation, documentary research and interviews with teachers were used as a data collection tool. The methodological approach is qualitative, with the application of the Case Study. The interviews and document examination converge to meet the objectives proposed in the research: to investigate the criteria adopted for the selection of learning objects and to analyze how teachers organize pedagogical practices according to the stages of literacy. As results, the pedagogical practices of digital literacy proposed by teachers, which related to learning objects support teaching and learning, were listed. In this way, from the identification of the practices it was possible to understand how these resources were selected by the teachers (criteria) and what practices are associated with them. In response to the research, the training of teachers does not depend on specific courses in the technology area, since the researched school has specialized teams in Information Technology, suitable for the preparation of equipment and for the instruction of teachers. After learning about the procedures for dealing with learning support, this information can be multiplied to other teachers. With the information available to all, the pupils' level of digital literacy is high and allows them to even help teachers, and this factor contributes to the student's involvement and can suggest solutions to simplify the use of Devices. On the different ways of learning and teaching, teachers agree on the gap between the period in which they have learned to teach and the current technological scenario. There have been changes that need to be monitored and for the innovations to work, one needs to get used to the digital resources.

Esta disserta??o de Mestrado analisou o papel dos objetos de aprendizagem digitais no processo de aquisi??o e fomento de leitura de alunos do 3? ano do Ensino fundamental. Para proceder com a investiga??o, foram utilizados como instrumento de coleta de dados a pesquisa documental e entrevistas com professores. A abordagem metodol?gica ? de cunho qualitativo, com a aplica??o do Estudo de Caso. As entrevistas e exame de documentos convergem para o atendimento aos objetivos propostos na pesquisa: investigar quais os crit?rios adotados para a sele??o dos objetos de aprendizagem e analisar como os professores organizam as pr?ticas pedag?gicas em fun??o das etapas de letramento. Como resultados…

Advisors/Committee Members: Vit?ria, Maria In?s C?rte.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

This research aims to understand how the Digital Technologies are used as supportive elements in the teaching and learning processes of the students of 6th year of Elementary Education in a school that is characterized by encouraging the use of technological resources in the classroom. This research was intended to investigate which technological resources are being selected and how they are used pedagogically by the teachers investigated. For the development of this study the qualitative approach was adopted, through a Case Study from the perspective of L?dke and Andr? (2014) and Yin (2001). Semi-structured interviews and documentary research were used as instruments for data collection. For the analysis and data interpretation was used the technique of Content Analysis, proposed by Bardin (2009). The research subjects were 6th grade teachers of Elementary Education of a school belonging to the federal public network, located in Porto Alegre, Rio Grande do Sul. The study showed that among the technological resources most used in class are the computer, the Internet, video, digital image, datashow, smartphone and wiki, followed by audio, blog, games, notebook and digital platforms. Among the least used features are educational software, discussion forum and tablet. The research evidenced, among other aspects, that these resources are used in several situations in class, among them are: in the development of research projects; conducting research on the Internet or on search platforms; in the development of activities that involve the use of applications for editing text, image, audio, video or creation of presentations; for recording activities, recording and displaying videos; to share information, to display information from the computer or similar artifact, in lectures to work on content of images, films, among others. It is believed that with the mapping carried out through this investigation it will be possible to assist teachers who work in school with similar contexts to integrating Digital Technologies in their pedagogical practices, besides contributing to the studies of the area.

A presente pesquisa tem por objetivo compreender de que forma as Tecnologias Digitais s?o utilizadas como elementos apoiadores nos processos de ensino e de aprendizagem dos estudantes do 6? ano do Ensino Fundamental de uma escola que se caracteriza por incentivar o uso de recursos tecnol?gicos em sala de aula. Buscou-se investigar quais os recursos tecnol?gicos est?o sendo selecionados e como eles s?o utilizados pedagogicamente pelos professores…

Advisors/Committee Members: Vit?ria, Maria In?s C?rte.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

This dissertation aim to meet the students of the CTBM ? Col?gios Tiradentes da Brigada Militar (Tiradentes Colleges of the Military Brigade), in the State of Rio Grande do Sul, in the context that they are inserted, identifying socioeconomic and cultural features, tracing their school trajectory and pointing out the factors that influenced the choice of young people for the CTBM of their region, with the main theme: ?The entrance of young students at Col?gios Tiradentes da Brigada Militar: a dream of young people or just a way to get an ending??. This was developed in two phases. In the first phase, quantitative, after completing the stages of evaluation and approval of the Project by the Scientific Commission of the School of Humanities and the Comit? de ?tica em Pesquisa - CEP ? (Research Ethics Committee) of the Pontif?cia Universidade Cat?lica do Rio Grande do Sul - PUCRS, in order to obtain an overview of the schools, an online questionnaire was applied, which was answered, voluntarily, by five hundred and ninety-six (596) students of the seven colleges. In the second qualitative phase, the data were obtained through semi-structure interviews conducted individually with twenty-one (21) students, randomly selected, with three (03) per school, representing each school year (1st., 2nd. and 3rd.). Seven (7) interviews were selected, one per school, for data?s analysis. The qualitative data were analyzed using the An?lise Textual Discursiva - ATD (Discursive Textual Analysis) method, proposed by Moraes and Galiazzi (2013), and complemented with the quantitative data, which were tabulated with Google Docs?help. Based on the data that emerged from the field, in the studies formulated by several authors, among them: Estrela (1992), Maffesoli (1996, 1998), Falc?o (2000), Krawczuyk (2011), Dayrell (2013), Dayrell, Carrano and Maia (2014), Abramovay (2012, 2015), Souza (2016), in the analysis of documents and field records, it was possible to verify that the young students of the CTBM reflect a youthful diversity, it is separated by the diversity that constitutes it (ABRAMOVAY, CASTRO, 2006). They are young people that accompany their parents?concern about the future and their formation in the present, but they desire selfrealization and respect for their decisions. Therefore, they are young, like so many other young people, who experience cultures and contexts, to constitute, as citizens, an integral human formation. Being in the CTBM and living with their rites is a dream of only…

Advisors/Committee Members: Lacerda, Miriam Pires Corr?a de.

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Este trabalho trata do ensino de globaliza????o no Ensino M??dio por meio da Geografia Escolar. Seu principal objetivo ?? contribuir para a abordagem deste conte??do em sala de aula, considerando o papel da Geografia na forma????o do cidad??o, a inser????o dos jovens no processo de globaliza????o, suas viv??ncias. A contextualiza????o ?? fundamental no ensino de qualquer conte??do de Geografia, pois proporciona a compreens??o das rela????es que ocorrem em todas as escalas. O espa??o vivido ?? algo a se considerar sempre, principalmente na abordagem de um tema que envolve, direta e indiretamente, todas as pessoas e pa??ses. O trabalho apresenta procedimentos te??rico-metodol??gicos no ensino de Geografia, em especial no ensino de globaliza????o e a influ??ncia deste processo na vida dos jovens. A partir da an??lise sobre o ensino de globaliza????o em Geografia no Ensino M??dio, fica evidente a necessidade de se repensar as pr??ticas pedag??gicas, considerando que o estudo deste conte??do continua distante da realidade dos alunos, al??m de problemas que j?? deveriam ter sido superados, como a rela????o entre a dificuldade de aprendizagem do aluno com o seu lugar de viv??ncia. Assim, este trabalho apresenta sugest??es de estrat??gias de ensino com a utiliza????o de diferentes linguagens na media????o pedag??gica, no ??mbito do ensino de Geografia no Ensino M??dio.

ABSTRACT This work deals with the teaching of globalization in high school through the School Geography. Its main objective is to contribute to the content of this approach in the classroom, considering the role of geography in shaping the citizen, the inclusion of youth in the globalization process, their experiences. The contextualization is essential in teaching any content of geography, it provides an understanding of the relationships that occur on all scales. The living space is always something to consider, especially on a topic approach that involves, directly and indirectly, all people and countries. The paper presents theoretical and methodological procedures in Geography teaching, especially in teaching globalization and the influence of this process on the lives of young people. From the analysis of globalization on education in Geography in high school, it is evident the need to rethink teaching practices, whereas the study of this content remains distant from the…

Advisors/Committee Members: Maia, Diego Corr??a, Bomfim, Natanael Reis, Portugal, Jussara Fraga, Maia, Diego Corr??a.

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This research proposes an analysis about the possibilities and difficulties in the implementation of teaching practices concerning social inclusion in the Technical Agroindustry Course, which is linked to the PROEJA mode (National Program of Integration between Professional and Basic Education in Youth and Adult Education Mode - Professional Technical Education / High School) from the perspective of teachers. Empirical qualitative research involved the application of questionnaires to teachers which work with the course cited previously. The documentary analysis had as theoretical support the legal basis of EJA (Youth and Adult Education Mode), Professional and Basic Education, as well as PROEJA decrees and the MEC, SEMTEC, PROEJA Base Document. As bibliography, Paulo Freire, Jos? de Souza Martins, among others, composed the theoretical framework, in order to construct the discussions around the Pedagogical Practices and Social Inclusion. Inspired by the Decree No. 5840 of 13 July 2006, which promoted changes when it comes to the PROEJA expansion and concerning the need to produce new documents that could constitute academic research in material production fields for developing teaching materials, we aim to contextualize the PROEJA construction process through specific laws and theorists, identifying and analyzing the teachers? perspective when it comes to pedagogical practices adopted in the teaching-learning process and investigating whether these practices maintain a relationship with the PROEJA guidelines, inside a social inclusion perspective.

Este trabalho de pesquisa tem como objetivo geral analisar as possibilidades e dificuldades na implementa??o de pr?ticas pedag?gicas com perspectivas de inclus?o social no curso T?cnico em Agroind?stria, Integrado ao Ensino M?dio, modalidade PROEJA, a partir da percep??o dos docentes. A pesquisa emp?rica, de car?ter qualitativo, envolveu a aplica??o de question?rios aos professores do curso T?cnico em Agroind?stria, Integrado ao Ensino M?dio, modalidade PROEJA. A an?lise documental teve como suporte te?rico a base legal da EJA, Educa??o Profissional e Educa??o B?sica, assim como os decretos do PROEJA e o Documento Base do MEC, SEMTEC, PROEJA ? Programa Nacional de Integra??o da Educa??o Profissional com a Educa??o B?sica na Modalidade de Educa??o de Jovens e Adultos ? Educa??o Profissional T?cnica de N?vel M?dio / Ensino M?dio. O referencial te?rico teve como base as obras de Paulo Freire e Jos? de Souza Martins, dentre outros autores que nos ofereceram fundamentos acerca de discuss?es em torno das Pr?ticas Pedag?gicas e da Inclus?o Social. Inspiradas no Decreto N? 5.840,…

Advisors/Committee Members: Cupolillo, Amparo Villa, Cupolillo, Amparo Villa, Am?ncio, Cristiane Oliveira da Gra?a, Costa, Adriana Alves Fernandes.

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CNPq

Ap??s a restaura????o do Santo Of??cio em Portugal as a????es desta institui????o foram intensificadas no Al??m Mar. Enquanto v??rios Comiss??rios e Familiares eram nomeados para o Brasil, as den??ncias acerca das pr??ticas cresciam de maneira vertiginosa. Apesar de ter como principal alvo os Crist??os-novos, a Inquisi????o n??o se furtava de combater ouros tipos de delito. Sendo assim, essa disserta????o pretendeu observar um tanto da a????o deste tribunal da f?? contra africanos e afrodescendentes acusados de feiti??aria na Bahia e em Pernambuco entre finais do s??culo XVII e XVIII. Este per??odo n??o foi escolhido ao acaso. Tendo como principal marca o decl??nio da cren??a na feiti??aria, tentamos entender como as a????es de ???feiticeiros negros ??? eram entendidas dentro deste cen??rio. Afinal de contas, por quais raz??es essas pr??ticas eram entendidas como feiti??aria? At?? que ponto elas poderiam ser enquadradas no conceito portugu??s de magia? Como estas personagens, seus clientes e denunciantes entendiam essas a????es m??gicas? Como o Santo Of??cio entendia elas? Estas perguntas fizeram parte da constru????o desta disserta????o. Para isso, foi fundamental o emprego de documenta????o pertencente ao Arquivo Nacional da Torre do Tombo e o emprego constante de processos movidos contra essa popula????o e os famigerados Cadernos do Promotor.

Advisors/Committee Members: Souza, George Evergton Sales, Reginaldo, Lucilene, Sampaio, Gabriela dos Reis.

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Submitted by Natalie Mendes ([email protected]) on 2015-07-23T00:25:16Z No. of bitstreams: 1 DISSERTA??O LILIAN - REVISADO ap?s revis?o oficial Digital ok.pdf: 2916089 bytes, checksum: 4162cf836466f411aa5b1dcaba2863db (MD5)

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La presente pesquisa aprehende, a partir de las narraciones de los profesores y profesoras, las implicaciones de los Ciclos de Formaci?n Humana en la construcci?n y reconstrucci?n de las pr?cticas de ense?anza en el cotidiano de la escuela de la Red Municipal de Itabuna, entre los a?os 2002 a 2012. Tambi?n fueran analizados los significados asignados por profesoras y profesores a sus pr?cticas pedag?gicas y buscando entender c?mo la influencia de estos ciclos en relaci?n con la organizaci?n del trabajo educativo en la Escuela Grapi?na, nombre dado a la propuesta de estos ciclos. Por lo tanto, mi m?todo de investigaci?n elegido fue la pesquisa (auto) biogr?fica, con ?nfasis en las narrativas de las trayectorias de formaci?n y actuaci?n profesional de los docentes que trabajan en estos ciclos en la Escuela Grapi?na. Utilic? como dispositivos de colecci?n de datos las entrevistas narrativas y como procedimiento para comprender el an?lisis interpretativo-comprensivo, amparado por cuatro temas, a saber: Trayectorias de formaci?n y entrada en la carrera; Trabajo docente en los Ciclos de Formaci?n Humana - inserci?n en la escuela en Ciclos; Propuesta Pol?tico-Pedag?gica y el cotidiano y las pr?cticas pedag?gicas en Escuela Grapi?na. Para contribuir a este entendimiento, realic? un an?lisis de la Propuesta Pol?tico- Pedag?gico de la Escuela Grapi?na intercalando con las narrativas de los participantes en este estudio, que revel? debilidades relacionadas, principalmente, la concepci?n del formato operacional de las pr?cticas pedag?gicas coherentes con estos ciclos. Las narrativas de los profesores y profesoras, corpus de an?lisis de la investigaci?n, evidenciaron subjetividades docentes en el/ del /sobre cotidiano de la escuela, que revelaron, por un lado, las preocupaciones y desacuerdos sobre los fundamentos epistemol?gicos de los Ciclos, confundidos con la estructura deficiente que ocurre en el trabajo docente, por otro, que las pr?cticas pedag?gicas constituyen en la experiencia docente, mediando las relaciones educativas en el contexto escolar. Por otra parte, fue evidenciado que las pr?cticas pedag?gicas en Ciclos de Formaci?n Humana en la Escuela Grapi?na constituir?n y realizar?n en funci?n de la concepci?n de educaci?n de cada profesor e de cada profesora, cuanto al que conciben sobre educaci?n, postulando a quien sirve o a que se propone.

A presente pesquisa objetivou apreender, a partir das narrativas de professores e professoras, as implica??es dos Ciclos de Forma??o Humana na constru??o e ressignifica??o das pr?ticas pedag?gicas no…

Advisors/Committee Members: Iriart, Mirela Figueiredo Santos.

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Submitted by Nadir Basilio ([email protected]) on 2016-05-05T19:41:00Z No. of bitstreams: 1 Juliana Benda.pdf: 967681 bytes, checksum: 186f88efcdde83c5cedd99a0a4a5a8c9 (MD5)

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The subject of this research is the affection in the pedagogical practice of high school teachers from the perspective of students. Aimed at analyzing, under the perspective of the student, if the affection in the pedagogical practice of high school teachers facilitates the learning process. The specific objectives are listed as follows: check which aspects related to affection are listed by students and consider whether, in their view, teachers use their experiences in the classroom. We seek to answer the following questions: How does the affection in the pedagogical practice of high school teachers facilitate in the students' learning process? Are the subjects that students like more or less related to the teacher's stance? Do high school teachers establish a closer relationship with teenage students to understand their needs and prioritize their life experiences to articulate the curriculum content? Reflecting on the informal conversations we had with teenage students, in which they pointed out their lack of interest in studies, since most have difficulty in reading, writing and interpreting texts in addition to the traditional teaching methodology used by many teachers as pointed out in this thesis' presentation, we start from the assumption that many high school teachers apply the school content totally disconnected from the student's reality, and do not establish a closer relationship with the students, thus hindering the learning process. The research universe was a state public school located in the north of S??o Paulo city. The subjects were six students who attend high school, two of the first year, two the second year and two of the third year. We use a qualitative approach methodology, whose data collection instrument was the semi-structured interview and analysis of the legislation governing the secondary education, such as: the National Education Plan, the National Curriculum Parameters for Secondary Education, the National Curriculum Guidelines for Secondary Education, the Law of National Education Guidelines and Bases and the Secondary Education Curriculum. The interview data was reviewed according to the content analysis proposed by Bardin. As a theoretical framework we use the following authors: Teixeira (1968), Castro (2009), Fernandes (2009), Nascimento (2007) to support the secondary education category; Paulo Freire (2000, 2003, 2004), and Vygotsky (1998, 1999) to support the affection category. Through interviews with the students, we listed three categories: positive and negative attitude of teachers on students, banking education and motivation on the part of teachers and students. On the first category, we find that the…

Advisors/Committee Members: Vercelli, Ligia de Carvalho Ab??es, Vercelli, Ligia de Carvalho Ab??es, Castanho, Marisa Irene Siqueira, Stangherlim, Roberta, Severino, Francisca Eleodoro Santos.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

This thesis, linked to the Graduate Program in Education of the School of Humanities of the Pontifical Catholic University of Rio Grande do Sul, included in the research line FOPPE (Training, Policies and Practices in Education), investigated how the leisure habits of teachers contribute to the creation of creative educational challenges, from the study of teachers who have created educational RPGs. It was investigated how the teacher who creates RPG games associates the contents of his discipline with his pedagogical practices linked to the challenges he proposes to his students. It was also sought to understand how the pedagogical practices created by these teachers are influenced by their being (a) a player. In order to understand the implications of leisure habits in teaching, it was necessary to verify how the formation of these teachers was constituted so that they could create such practices considering the structure of an RPG. Of the theoretical reference used, the following authors stand out: Bloom, L?vy, Carrano, Morin, Santaella, Amaral, Bergmann and Prensky. As a research methodology, a qualitative, case-study approach was adopted. As a method of data analysis, the Discursive Textual Analysis was adopted, the data collection instruments being a questionnaire and an interview. The subjects of this research were primary and secondary school teachers who created or adapted RPG games to be able to work the contents of their disciplines. As contributions of this thesis we propose a guide for the organization of pedagogical practices using RPG, elements for reflection on the possibility / necessity to revise the teaching protagonism, using as an articulating / transversal element its leisure habits, seeking to contribute to the discussions related to the formation of teachers . And, expand the scope of use of games, especially RPG type, as a pedagogical resource in the stages and training that go beyond the initial years. We understand that the playful and interdisciplinary aspect of this modality of play is strengthened in cyberculture.

Esta tese, vinculada ao Programa de P?s-Gradua??o em Educa??o, da Escola de Humanidades da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, inserida na linha de pesquisa FOPPE (Forma??o, Pol?ticas e Pr?ticas em Educa??o), investigou como os h?bitos de lazer dos docentes…

Advisors/Committee Members: Giraffa, L?cia Maria Martins.

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Made available in DSpace on 2016-04-04T18:33:07Z (GMT). No. of bitstreams: 1 Lidia Silva Vaz e Vaz.pdf: 340097 bytes, checksum: 37fdb33f3798df4154c0e346d62947f4 (MD5) Previous issue date: 2012-02-07

This present research discusses the pedagogic practices used by a certain teacher from the 2nd year in the process of the development of the written language in a particular school in Hortolandia, a city pertaining to the large Campinas in the State of Sao Paulo. Using the autoscopic procedure, consisting in shooting the teacher s presentation and then showing her the recorded video scenes so that she could comment about her practices, this paper analyzed a relationship between alphabetizing and the lettering in those pedagogic practices. The data collected were organized in seven clusters of meaning, exploring the meaning and the senses produced by the teacher in relation to the classroom setting. They were: Interaction among the students, Interaction among the teacher and the students, Affection, Resources and Didactic Strategies, The use of a text in the classroom, The teacher s concerns in relation to the students and Remembrances of the teacher. Results point that in order to the teachers work in a perspective of articulation between alphabetizing and lettering they must valorize the interactions in the schoolrooms. These interactions take place between the teacher and the students and among the students themselves, and the mediation is supposed to take a fundamental aspect of learning. The question of affectivity, out of the mediation, is revealed as an important component in the articulation between alphabetizing and lettering. In this context, the importance of interventions, motivation, the usage of commendation, encouragement of affective motivations, which cooperate in promoting learning and the development of the being, must be considered. Adding to that, the articulation between alphabetizing and lettering is revealed to the teacher in the selection and usage of resources and didactic strategy used by her for turning the context of the class more dynamic and the learning of the language more livid in an alphabetizing environment. From these resources, there is a prominence for the use of the text. This, as a starting point in the work with the language, brings greater meaning to the learning. So the teacher chooses to use texts that make part of the student s context. She still works with the text so that the student understand the process of deciphering, and so valorizing both the specific aspects of the alphabetizing and the lettering, which are fundamental for learning a written language and not just one or another. Data also reveal that the remembrances of the teacher in her process of alphabetizing as student herself and even experiences lived along her way have strong influences in her/his pedagogic practice nowadays. These are experiences that give meaning to their pedagogic making.

A presente pesquisa discute as pr?ticas pedag?gicas utilizadas por uma professora do 2? ano no processo de…

Advisors/Committee Members: Tassoni, Elvira Cristina Martins, Prado, Guilherme do Val Toledo, Rocha, Maria Silvia Pinto de Moura Librandi da.

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Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq

This research is inserted in the line of Formation, Practical Politics and in Education of the Program of After-Graduation in Education of the School of Humanities of the Pontifical Catholic University of Rio Grande do Sul (PPGEdu / PUCRS). It has been the objective to investigate which practical pedagogical are used and considered the potencializadoras and / or the limiter ones in contexts of alphabetization in 1st year of Basic Teaching in two public schools of the Region Metropolitan of Porto Alegre. It is treated to analyze practical pedagogical literacy teachers in the Public Education. The two chosen public schools have not only been presented positive in the Index of Development of Basic Education (IDEB), as well as relevance of demands in the city. In addition to the analysis of the legal framework, the theoretical framework is based on Em?lia Ferreiro and Ana Teberosky, (1985) Magda Soares (2017), Paulo Freire (1979), Piaget (1972), Vygotsky (1991), Fernando Becker and Luciana Piccoli and Patr?cia Camini (2012).The methodology followed the principles of the qualitative research, adopting the instruments for the collection of data the simple comment, the documentary research and interviews. The participants had been the literacy teachers of the two institutions of education. The analysis of the data if given to the light of the principles of Literal Analysis Discursiva (Moraes and Galiazzi, 2011). The research also approached the legal proposals in the work with the reading and the writing; what the professors adopt the practical pedagogical and the respective epistemologies that underlie to these practical. Another focus of inquiry consisted of presenting a "picture" disclosing the points of evident convergence and divergence in these institutions of public education. The results, we identify that both scenes possess practical - with focus in the planning, the activities and the interventions - that they potentiate and they limit the literacy of the children. Therefore, we indicate the necessity and urgency of valorization and investments in the continuous training of teachers, in order to meet the needs of their continuous qualification.

Esta pesquisa insere-se na linha de Forma??o, Pol?ticas e Pr?ticas em Educa??o do Programa de P?s-Gradua??o em Educa??o da Escola de Humanidades da Pontif?cia Universidade Cat?lica do Rio Grande do Sul (PPGEdu/PUCRS). Tem por objetivo…

Advisors/Committee Members: Vit?ria, Maria In?s C?rte.

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Made available in DSpace on 2020-04-29T17:22:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) isabela_pardinho_reis.pdf: 1219933 bytes, checksum: 0d9849f1942464c3218de7458303f873 (MD5) Previous issue date: 2019

Este estudo parte da inquieta??o, d?vidas e desafios enfrentados na minha vida profissional enquanto professora. A partir disso, observa-se que pr?ticas pedag?gicas com exibi??o de filmes n?o ocorrem com muita frequ?ncia e, devido aos desafios encontrados para que essas pr?ticas aconte?am de fato, buscamos investigar as pesquisas sobre pr?ticas pedag?gicas com o uso de filmes nas disserta??es e teses dos programas de p?s-gradua??o (stricto sensu) das universidades brasileiras no per?odo de 2014 a 2018, em especial na regi?o sudeste. O ano de 2014 foi escolhido como ponto de partida da pesquisa porque foi o ano que houve a promulga??o da Lei 13.006/ 2014. Nesse sentido, a problem?tica central dessa investiga??o parte da seguinte quest?o: como as pesquisas com cinema e educa??o t?m enfatizado as pr?ticas pedag?gicas com uso de filmes na educa??o b?sica? Para a realiza??o deste estudo, optou-se pela metodologia de pesquisa bibliogr?fica do tipo ?Estado do Conhecimento?, com abordagem qualitativa, de natureza quanti-qualitativa. Como referenciais te?ricos, foram adotados principalmente os estudos de Azevedo (2014), Bergala (2008), Duarte (2002), Freire (1967, 1979, 1981, 1989 e 1993), Fresquet (2007, 2009, 2010, 2013 e 2016), Silva (2017) e Teixeira (2017) no campo dos estudos sobre cinema e educa??o. L?dke e Andr? (2013) e Bardin (1977) nas veredas da pesquisa qualitativa e an?lise de dados. A busca na Biblioteca Brasileira de Teses e Disserta??es (BDTD) resultou em um total de 109 produ??es sobre pr?ticas com o uso de filmes na educa??o. Desse total, 28 trabalhos foram selecionados e constitu?ram foco desta pesquisa por se enquadrarem no objeto de estudo. Na pesquisa realizada no Cat?logo de Teses e Disserta??es da CAPES, com os descritores ?cinema and educa??o and pr?ticas and pedag?gicas? foram encontrados 50 resultados nesse mesmo per?odo, 2014 a 2018. Deste quantitativo, foram selecionadas 16 pesquisas. Ao final, um total de 44 produ??es constitui este trabalho, sendo 35 disserta??es de mestrado e 09 teses de doutorado. Desse modo, foi realizado um mapeamento e an?lise de conte?do das produ??es com o tema pr?ticas pedag?gicas com o uso de filmes na educa??o…

Advisors/Committee Members: Costa, Maria do Perp?tuo Socorro de Lima, Silva, Josaniel Vieira da, Paula, Simone Grace de, Lima, Jos?lia Barroso Queiroz, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Costa, Maria do Perp?tuo Socorro de Lima.

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O acesso de pessoas com defici??ncia ??s Institui????es de Educa????o Superior (IES) est?? garantido em documentos legais, por??m, a sua perman??ncia tamb??m precisa ser efetivada. Para tanto ?? necess??rio o desenvolvimento de pr??ticas pedag??gicas inclusivas por parte dos docentes que atuam junto a essas pessoas. Realizada mediante uma pesquisa qualitativa, atrav??s de um estudo de caso, esta investiga????o objetivou identificar e analisar as pr??ticas pedag??gicas desenvolvidas pelos docentes da UFRB diante de estudantes com defici??ncia matriculados em cursos de gradua????o. Para atingir o objetivo proposto, definiu-se a UFRB como locus da pesquisa de campo e os docentes que atuam com estudantes com defici??ncia como participantes da investiga????o. Nesse sentido, para o processo de coleta de dados foram utilizadas a aplica????o de question??rio e realiza????o de entrevistas com os referidos participantes. O embasamento te??rico que subsidiou a an??lise dos dados levantados fundamentou-se nos normativos legais brasileiros e institucionais, e em autores diversos, tais como: Vygotsky (1991, 2001, 2010); Pimentel (2006, 2012, 2013); Pimenta e Anastasiou (2008, 2010); Cunha (2006, 2007, 2009, 2010); Moreira (2003, 2005); Blanco (2004), dentre outros. Os resultados demonstraram que a UFRB tem desenvolvido a????es visando ?? garantia dos direitos dos estudantes com defici??ncia, atrav??s da aprova????o de normativos institucionais, cria????o de setores de apoio ao estudante com defici??ncia e de consulta, fiscaliza????o e delibera????o acerca das pol??ticas desenvolvidas, entre outras. No entanto estas a????es n??o tem tido a visibilidade necess??ria pela maioria dos docentes, assim como pelos discentes com defici??ncia. Em rela????o ??s pr??ticas pedag??gicas dos docentes, se percebeu que os mesmos, em sua maioria, t??m desenvolvido pr??ticas pedag??gicas diferenciadas para atendimento ??s necessidades dos estudantes…

Advisors/Committee Members: Pimentel, Susana Couto, Mussi, Amali de Angelis, Teixeira, Cristina Maria D'??vila, Santos, Jaciete Barbosa dos.

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Programa de Apoio ?? Capacita????o de T??cnicos e Professores da Universidade do Estado da Bahia (PAC/UNEB)

Debru??o-me, nesta pesquisa, sobre poss??veis trilhas para repensar curr??culos e pr??ticas pedag??gicas de modo a articular a valoriza????o e a tematiza????o contextualizada das culturas populares no ??mbito da educa????o formal. O objeto de estudo se apresenta a mim desde minha experi??ncia docente e minhas interroga????es se fazem mais significativas quando levo em conta a relev??ncia da dimens??o cultural em toda din??mica social contempor??nea e a sua considera????o no ??mbito da educa????o escolar numa perspectiva liberal conservadora que despreza as culturas populares, hierarquiza saberes e perpetua curr??culos abstratos e monoculturais. Desenvolvi o estudo tendo por alicerce a compreens??o de que as culturas populares exigem uma racionalidade complexa, alargada, plural, livre de dogmas e que se proponha a ir al??m de binarismos e essencialismos em suas an??lises. Foram base deste estudo de caso colaborativo desenvolvido na Escola Municipal Senhor do Bonfim/Buri, na cidade de Alagoinhas-BA, o di??logo com o cotidiano, a dialogia e a aproxima????o entre pesquisa e pr??tica pedag??gica. Utilizei como t??cnicas de colheita de ???dados??? a an??lise documental, as entrevistas, a observa????o, as conversas informais na conviv??ncia com as pessoas, a produ????o de um v??deo document??rio amador com as crian??as da escola e descrevi, analisei e discuti os dados com base no paradigma indici??rio e na an??lise bakhtiniana da linguagem. Pude notar que a escola pesquisada perpetua as fragmenta????es e distanciamentos entre saberes e entre escola e vida. Por??m, h?? transgress??es que se colocam no cotidiano quando a escola encontra na comunidade, que a construiu com as pr??prias m??os, o uso como espa??o de conviv??ncia social. As transgress??es aparecem, tamb??m, nos momentos em que h?? espa??o-tempo para a frui????o do corpo e para dan??ar, tocar e cantar o samba de roda. Assim, outros modos de ensinar e aprender se colocam no espa??o-tempo da escola e emerge a possibilidade de entrever caminhos para ampliar experi??ncias e saberes, bem como de descanonizar suas formas fixas e imobilizantes. Uma experi??ncia provocativa foi desenvolvida no caminhar da pesquisa e ela se fez formativa para docente, pesquisadora e estudantes, mostrando…

Advisors/Committee Members: Abib, Pedro Rodolpho Jungers, Abib, Pedro Rodolpho Jungers, Santos, Romilson Augusto dos, Bordas, Miguel Angel Garc??a, Pais, Jos?? Ant??nio Machado da Silva, Silva, Dulciene Anjos de Andrade e.

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RESUMO Este trabalho trata do ensino de globaliza????o no Ensino M??dio por meio da Geografia Escolar. Seu principal objetivo ?? contribuir para a abordagem deste conte??do em sala de aula, considerando o papel da Geografia na forma????o do cidad??o, a inser????o dos jovens no processo de globaliza????o, suas viv??ncias. A contextualiza????o ?? fundamental no ensino de qualquer conte??do de Geografia, pois proporciona a compreens??o das rela????es que ocorrem em todas as escalas. O espa??o vivido ?? algo a se considerar, principalmente na abordagem de um tema que envolve, direta e indiretamente, pessoas e pa??ses. O trabalho apresenta procedimentos te??rico-metodol??gicos no ensino de Geografia, em especial no ensino de globaliza????o e a influ??ncia deste processo na vida dos jovens. A partir da an??lise sobre o ensino de globaliza????o em Geografia no Ensino M??dio, fica evidente a necessidade de se repensar as pr??ticas pedag??gicas, considerando que o estudo deste conte??do continua distante da realidade dos alunos, al??m de problemas que j?? deveriam ter sido superados, como a rela????o entre a dificuldade de aprendizagem do aluno com o seu lugar de viv??ncia. Assim, este trabalho apresenta sugest??es de estrat??gias de ensino com a utiliza????o de diferentes linguagens na media????o pedag??gica, no ??mbito do ensino de Geografia no Ensino M??dio. Palavras-chave: Globaliza????o; Contextualiza????o; Cidadania; Espa??o; Geografia Escolar; Escala; Pr??ticas pedag??gicas;

ABSTRACT This work deals with the teaching of globalization in high school through the School Geography. Its main objective is to contribute to the content of this approach in the classroom, considering the role of geography in shaping the citizen, the inclusion of youth in the globalization process, their experiences. The contextualization is essential in teaching any content of geography, it provides an understanding of the relationships that occur on all scales. The living space is always something to consider, especially on a topic approach that involves, directly and indirectly, all people and countries. The paper presents theoretical and methodological procedures in Geography teaching, especially in teaching globalization and the influence of this process on the lives of young people. From the analysis of globalization on education in Geography in high school, it is evident the need to rethink teaching…

Advisors/Committee Members: Maia, Diego Corr??a, Maia, Diego Corr??a, Bomfim, Natanael Reis, Portugal, Jussara Fraga.

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Submitted by Celso Magalhaes ([email protected]) on 2017-05-08T11:36:27Z No. of bitstreams: 1 2014 - Lucia Helena Maria de Almeida.pdf: 1165465 bytes, checksum: 94d4423046dc22feb941095d641bc509 (MD5)

Made available in DSpace on 2017-05-08T11:36:27Z (GMT). No. of bitstreams: 1 2014 - Lucia Helena Maria de Almeida.pdf: 1165465 bytes, checksum: 94d4423046dc22feb941095d641bc509 (MD5) Previous issue date: 2014-01-30

Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq

Funda??o de Amparo ? Pesquisa do Estado do Rio de Janeiro - FAPERJ

On the occasion of the climate disaster occourred in January 2011 in the mountainous region of Rio de Janeiro, many farmers in the municipalities of Teresopolis and Nova Friburgo, have been directly or indirectly affected, depending, than, on donations of basic food kits for their survive, since the model of regional production is based on monoculture vegetables. ?Koinonia Ecumenical Presence and Service?, an organization of ecumenical service which operated in the region in a project of humanitarian assistance to affected rural households, formulated the ?Quintais Agroecol?gicos: Um Caminho para a Seguran?a Alimentar na Regi?o Serrana do Estado do Rio de Janeiro? ["Agroecological Backyards : A Path to Food Security in the mountainous region of the State of Rio de Janeiro"] designed to contribute to an improvement of food safety to affected farmers in Teresopolis and Nova Friburgo families by spreading agroecological practices that would contribute for a health and quality of life improvement for the families. The concepts of agroecological practices were shared in workshops with theoretical and practical content as well as technical visits to Fazendinha Agroecol?gica 47 km and an agroforestry system implemented on a near farm. This dissertation aimed to nurture the trial of two agroecological practices of soil fertilization on production units led by organic and conventional farmers with potential to spread the acquired concepts. Experiments were implemented in six production units located in the municipality of Teresopolis. In order to discuss the results, two units led by families of traditional farmers were elected. The experiment consisted on four treatments (control , type fermented Bokashi compost, green manure, green manure plus compost Bokashi) arranged in four randomized groups. Green manure was made from a mixture of millet and Crotalaria juncea. After that, following crops of families economic interest (arugula and lettuce) were implemented. We found that Green manure is more efficient, however, the Bokashi fermented compound results point to the need for more studies of its use, and other benefits to the soil-plant system, especially concerning to the dosages

Por ocasi?o da cat?strofe clim?tica ocorrida em janeiro de 2011 na regi?o serrana fluminense, um n?mero expressivo de agricultores familiares dos munic?pios de Teres?polis e Nova Friburgo, direta ou indiretamente afetados, dependeu de doa??es de cestas…

Advisors/Committee Members: Almeida, L?cia Helena Maria de, Castro, Cristina Maria de, Ribeiro, Raul de Lucena Duarte.

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Submitted by Celso Magalhaes ([email protected]) on 2017-05-31T16:59:35Z No. of bitstreams: 1 2016 - Aly Ndiaye.pdf: 1166543 bytes, checksum: 8e86bf74901ff2812a7bdda1cd58dae1 (MD5)

Made available in DSpace on 2017-05-31T16:59:35Z (GMT). No. of bitstreams: 1 2016 - Aly Ndiaye.pdf: 1166543 bytes, checksum: 8e86bf74901ff2812a7bdda1cd58dae1 (MD5) Previous issue date: 2016-06-24

This study aims to evaluate the impact of social technology PAIS, as regards the improvement in the supply of covered families, as well as the evolution of their income and the adoption of agroecological practices that came with the arrival of the program. This study was conducted in the states of RJ and MS, although the project is in all states of Brazil and the Federal District, totaling ten thousand units. The research aimed to evaluate the impact of a low-cost social technology with bases agroecological production, systematized in order to organize the integration vegetable animal production in small spaces, using as much as possible locally available materials. In an agricultural setting where pesticide use has intensified and caused the wear of soil and contamination of farmers and consumers, social technology PAIS is to provide small farmers an alternative to the production of healthy food, but at the same time an opportunity to generate income on a growing demand for these products. The methodology of this study used interviews script (step 1) when it sought from the technicians trained by the program with direct management of family production systems, understand the local dynamics in implementing the proposal, identifying the nuances related to the objectives of research and identify relevant production systems, then (step 2), further analysis of successful experiences and failure in the implementation and execution of technology PAIS, seeking improvement in food quality and income of families at social risk through visits to the production units in order to conduct interviews with producers in order to have more information for the study. Finally, in a further step (step 3), visits were made to the sectors of Sebrae participating in the PAIS management in selected states for the consolidation of information. The study revealed that most farmers benefited from the program improved their food with diversified products, completely eliminated the use of synthetic inputs, and in some cases, have obtained organic label. With the conquest of new markets, the sale of surplus production caused the increase in income for most families benefited from the program

O presente trabalho visa avaliar o impacto da tecnologia social PAIS, no que se refere a melhoria na alimenta??o das fam?lias contempladas, assim como a evolu??o da sua renda e a ado??o de pr?ticas agroecol?gicas que vieram junto com a chegada do programa. Esse estudo foi realizado nos estados do RJ e MS, embora o projeto se encontra em todos os estados do Brasil e no distrito Federal, totalizando dez mil unidades. A pesquisa teve como objetivo avaliar os impactos de uma…

Advisors/Committee Members: Assis , Renato Linhares, Guerra, Jos? Guilherme Marinho, Espindola, Jos? Antonio Azevedo, Faver, Leonardo Criuffo.

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Submitted by Sandra Pereira ([email protected]) on 2020-05-26T21:46:12Z No. of bitstreams: 1 2012 - Claudio Silva Braga.pdf: 3086503 bytes, checksum: 15e07fb59a036dec0e3c69fe1b2ad7b4 (MD5)

Made available in DSpace on 2020-05-26T21:46:12Z (GMT). No. of bitstreams: 1 2012 - Claudio Silva Braga.pdf: 3086503 bytes, checksum: 15e07fb59a036dec0e3c69fe1b2ad7b4 (MD5) Previous issue date: 2012-03-23

The present research has as a purpose to develop an investigation about the existence and scope of educational practices about the inclusion of african-brazilian culture in three federal technical schools in the state of Rio de Janeiro: Campus Nilo Pe?anha ? Pinheiral/IFRJ, Col?gio T?cnico/UFRRJ and Campus Nil?polis/IFRJ. The study is based on the guidelines of the Law 11.645/08, which carries the mandatory teaching of African history and African- Brazilian culture, trying to understand the school routine and checking the key notions engendered in legal terms, beyond the vision of teachers and students on the subject. So, the axes in the constitution of the corpus are: knowledge of the relationship between education and culture, cultural values of African matrix, possible applications and contextualization of the Law on a day-to-day, aspects of teacher training and adjustment of curriculum proposals.

A presente pesquisa tem por objetivo desenvolver uma investiga??o acerca da exist?ncia e abrang?ncia de pr?ticas educativas sobre a inser??o da cultura afro-brasileira em tr?s escolas t?cnicas federais no Estado do Rio de Janeiro: IFRJ/Campus Nilo Pe?anha Pinheiral, Col?gio T?cnico/UFRRJ e Campus Nil?polis/IFRJ. O estudo tem como base as orienta??es da Lei 11.645/08, que traz a obrigatoriedade do ensino de hist?ria da ?frica e cultura afro-brasileira, buscando compreender o cotidiano escolar e verificando as principais no??es engendradas nos termos legais, al?m da vis?o dos professores e estudantes sobre o assunto. Portanto, os eixos na constitui??o do corpus versam sobre os seguintes aspectos: conhecimento das rela??es entre educa??o e culturas, valores culturais da matriz africana, poss?veis aplica??es e contextualiza??o da Lei no dia-a-dia, aspectos da forma??o docente e adequa??es de propostas curriculares.

Advisors/Committee Members: Santos, Gabriel de Araujo, Martins, Angela Maria Souza, Ciambarella, Alessandra.

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Submitted by Airam Prado ([email protected]) on 2017-06-26T20:06:18Z No. of bitstreams: 1 PRADO_2014.pdf: 2305740 bytes, checksum: 817d35473dbbe3ddc46f32d03a27dab3 (MD5)

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Made available in DSpace on 2017-06-29T13:09:54Z (GMT). No. of bitstreams: 1 PRADO_2014.pdf: 2305740 bytes, checksum: 817d35473dbbe3ddc46f32d03a27dab3 (MD5)

CAPES

As imagens da pr??tica pedag??gica em materiais curriculares educativos sobre modelagem matem??tica foi o objeto de pesquisa desta disserta????o. Foi utilizado o m??todo qualitativo e os dados foram produzidos por meio da an??lise documental. Para orientar a pesquisa, utilizamos o quadro te??rico de Basil Bernstein, a partir do qual foi constru??do o conceito de imagem da pr??tica pedag??gica e considerou-se esta imagem a partir de duas dimens??es: a dimens??o interacional (rela????es entre sujeitos) e a dimens??o estrutural (rela????es entre discursos e espa??os). Os resultados apontaram que a imagem da dimens??o interacional da pr??tica pedag??gica, no material curricular educativo sobre modelagem matem??tica, sugere que o controle sobre a rela????o entre sujeitos, por vezes, est?? centrada no professor, enquanto outras vezes o controle ?? compartilhado com os estudantes. Dada esta caracter??stica, consideramos a imagem da dimens??o interacional em materiais curriculares educativos sobre modelagem matem??tica como uma imagem de deslocamentos. Tal imagem foi caracterizada pela intensa varia????o entre um enquadramento muito forte, no qual as pr??ticas pedag??gicas se aproximam da zona de conforto e valores mais fracos de enquadramentos, nos quais a pr??tica pedag??gica pode ser descrita por uma aproxima????o da zona de risco. Em termos da dimens??o estrutural, a imagem da pr??tica pedag??gica apresentada nos materiais pode ser descrita como flexibilizadora, a qual pode ser entendida como aquela que cria, condiciona e organiza as possibilidades para o esbatimento do grau de isolamento nas rela????es discursivas (rela????es entre discursos) assim como nas rela????es espaciais (rela????es entre espa??os). Tais imagens foram constitu??das pelos textos dos materiais curriculares educativos sobre modelagem matem??tica. Teoricamente e concorrendo ao lado oposto, ??s imagens de deslocamentos e ??s imagens flexibilizadoras, foi poss??vel, a partir da an??lise realizada neste estudo, sugerir outras duas imagens da pr??tica pedag??gica em materiais curriculares educativos. Em dire????o contr??ria ??s imagens flexibilizadoras, esta outra imagem ?? constitu??da quando o texto cria e condiciona as possibilidades para a conserva????o dos limites/parti????es entre os discursos e espa??os e gera????o/manuten????o das hierarquias e especializa????es entre sujeitos. A esta, denominamos de imagens disciplinalizadoras. E em dire????o contr??ria ??s imagens de deslocamentos, denominamos de…

Advisors/Committee Members: Oliveira, Andreia Maria Pereira, Barbosa, Jonei Cerqueira, Almeida, Rosil??ia Oliveira de, Grando, Regina C??lia.

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Submitted by PPG Educa??o ([email protected]) on 2018-04-23T14:13:15Z No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5)

Approved for entry into archive by Caroline Xavier ([email protected]) on 2018-05-09T18:46:35Z (GMT) No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5)

Made available in DSpace on 2018-05-09T18:50:46Z (GMT). No. of bitstreams: 1 Carolina Chagas Schneider.pdf: 2381544 bytes, checksum: 0060d2ea1ab4c6a3c405ec25a22866b6 (MD5) Previous issue date: 2017-01-23

Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

The present work analyzes the implementation of the National Pact for Literacy at the Right Age by reflecting on what outcomes result from a literacy national public policy in a socially vulnerable community in the outskirts of Porto Alegre (Rio Grande do Sul, Brazil). This work is characterized as a case study research with a qualitative and descriptive approach. The study is focused on a specific school reality in the city of Porto Alegre, aiming to identify in the school context the results of the implementation of the National Pact for Literacy at the Right Age, which included a deep immersion in the context. The data was collected through semistructured interviews, document research and observations registered in the ?teacher?s class notes?. The results of the research were observed in two broad categories the limits and possibilities of the program studied, the main subcategories were within the limits: difficulties of initial adherence of the teachers in the formation of PACTO and lack of continuity of the program. In the possibilities category the main subcategories were: quality of the course and improvement in the quality of teaching. The main theorists who supported the research on literacy are: Mortatti, Soares, Tfouni, Morais, and Ferreiro. The theorists researched on public policies were Gontijo and Akkari. The research also included official documents from the Brazilian Education Ministry and City Education Department of Porto Alegre.

O presente trabalho analisa a implementa??o, no munic?pio de Porto Alegre, do Pacto Nacional pela Alfabetiza??o na Idade Certa, refletindo sobre quais os desdobramentos de uma pol?tica p?blica nacional para alfabetiza??o numa comunidade em situa??o de vulnerabilidade social da periferia urbana. Tal estudo caracteriza-se como uma pesquisa qualitativa, descritiva em formato de estudo de caso, por focalizar uma realidade escolar espec?fica do munic?pio, buscando identificar no contexto escolar, os desdobramentos da implementa??o do Pacto Nacional pela Alfabetiza??o na Idade Certa, o que incluiu uma imers?o profunda no contexto. Os dados foram coletados por meio de entrevistas semiestruturadas, pesquisa documental e observa??es registradas em ?Di?rios de aula?. Os resultados da pesquisa foram observados em duas grandes categorias: os limites e as possibilidades do programa…

Advisors/Committee Members: Vit?ria, Maria In?s Corte.

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Submitted by El?zia Celestino ([email protected]) on 2020-04-07T15:30:51Z No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5)

Approved for entry into archive by PPGECH Ci?ncias e Humanidades ([email protected]) on 2020-04-08T19:18:12Z (GMT) No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5)

Approved for entry into archive by Divis?o de Documenta??o/BC Biblioteca Central ([email protected]) on 2020-04-08T20:13:10Z (GMT) No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5)

Made available in DSpace on 2020-04-08T20:13:10Z (GMT). No. of bitstreams: 3 Disserta??o El?zia Peres Celestino PPGECH.pdf: 1591073 bytes, checksum: 4b6f4701c27637034ef79c92060ee135 (MD5) CartaEncaminhamentoAutodep?sito Dissert El?zia.pdf: 312748 bytes, checksum: ec78fefca56f7693bb7cd9279bff8602 (MD5) Ata de defesa Disserta??o El?zia P C.pdf: 264246 bytes, checksum: bac51631fe7edd94fef91e244141d028 (MD5) Previous issue date: 2020-03-02

FAPEAM - Funda??o de Amparo ? Pesquisa do Amazonas

Based on the Law of Guidelines and Bases of National Education n.? 9.394/1996 and the expansion of higher education, access to university is an undeniable, mainly, for those who lived in the farthest places of our country, but who had the opportunity to be trained professionally in higher education. Thus, the present study casts as the main objective: to understand the perception that teachers have of themselves in the process of teaching and in the development of its pedagogical practices. The research was designed by a qualitative approach, using the narrative interview technique with the objective of giving voice and time to five teachers, formed by the Pedagogy course of the IEAA/UFAM, who work with the initial grades of Elementary School in public schools in the city of Humait?. The interpretation of the data followed the Content Analysis. The theoretical-methodological contribution was based in studies by N?voa (1999, 2013); Marcelo Garc?a (1999, 2009); Souza (2006, 2007); Huberman (2013); Cunha (2012, 2013, 2014); Bardin (2014); Silva (2015, 2019) and other contributions that underpinned the thematic. In…

Advisors/Committee Members: Silva, Vera L?cia Reis da, Batista, Eliane Regina Martins, Velanga, Carmen Tereza.

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Submitted by Jorge Silva ([email protected]) on 2018-03-15T18:25:30Z No. of bitstreams: 1 2016 - Anilda Carmen da Silva Jardim.pdf: 1682779 bytes, checksum: 39b0de5bbcb52e4df12f01ca2cca6bea (MD5)

Made available in DSpace on 2018-03-15T18:25:30Z (GMT). No. of bitstreams: 1 2016 - Anilda Carmen da Silva Jardim.pdf: 1682779 bytes, checksum: 39b0de5bbcb52e4df12f01ca2cca6bea (MD5) Previous issue date: 2016-10-24

The Youth and Adult Education (EJA) is a form of Basic Education which has been undergoing significant changes in order to meet the new demands of society especially with regard to the pedagogical practices developed in the school environment. This factor increasingly requires the teachers to acquire new knowledge to consider the context of life of the students, their knowledge and experiences. In addition to this, there is to consider that most of the proposed curriculum of our schools as regards the organization and selection of content even if based on a formalistic approach to the curriculum which is based on the fragmentation of knowledge ignoring the uniqueness the exchange experiences and social and cultural experiences of learners. From this context, this research aims to investigate the perception of teachers and students on the value of prior knowledge of the students of the Youth and Adult Education Program (PROEJA) in teaching practices at the Food Technical Course at the Federal Institute of Education Science and technology of Amap? Macap? IFAP- Campus.. The researchers were 57 students of 4th, 5th and 7th semester and 14 teachers of the Technical Course in Food in PROEJA carried ou at IFAP. We used as data collection instruments the application of questionnaires documentary analysis of the Pedagogical Course Project (PPP), as well as the Institutional Development Plan (IDP) lesson plans and teaching plans in order to observe the prioritized knowledge in the common core curriculum and core technical and identify the knowledge valued in pedagogical practice PROEJA teacher. At the end of this investigation, we came to the understanding that the prior knowledge of students of the Technical Course of Food are considered by some teachers in the classroom but not given due importance. The valued knowledge are: knowledge curriculum; the disciplinary knowledge and the knowledge of teachers, that is, the teacher of scientific knowledge overlaps the daily knowledge of students.

A Educa??o de Jovens e Adultos (EJA) ? uma modalidade da Educa??o B?sica, que vem passando por mudan?as significativas, visando atender ?s novas exig?ncias da sociedade, principalmente com rela??o ?s pr?ticas pedag?gicas desenvolvidas no ambiente escolar, esse fator requer cada vez mais dos professores a aquisi??o de novos saberes que considerem o contexto de vida dos educandos, seus saberes e experi?ncias. Al?m disso, h? de considerar que a maioria das propostas curriculares de nossas escolas, no que se refere ? organiza??o e sele??o de conte?do, ainda se assenta numa abordagem formalista do curr?culo, que se…

Advisors/Committee Members: Santos, Ramofly Bicalho dos, Santos, Ramofly Bicalho dos, Abbon?zio, Aline Cristina de Oliveira, Sales, M?rcio.

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Submitted by Nadir Basilio ([email protected]) on 2018-03-06T18:53:57Z No. of bitstreams: 1 Ricardo Stefanelli.pdf: 3095071 bytes, checksum: 77cc9875e2c119c6eb0f2289503a6d7d (MD5)

Made available in DSpace on 2018-03-06T18:53:57Z (GMT). No. of bitstreams: 1 Ricardo Stefanelli.pdf: 3095071 bytes, checksum: 77cc9875e2c119c6eb0f2289503a6d7d (MD5) Previous issue date: 2017-12-19

The objective of this research is to analyze the theoretical and methodological foundations that support pedagogical practices present in the teaching and learning with basic school developed audiovisual, highlighting your condition of active and collaborative method in which explicit theoretically the connectivity and dodiscencia category, as manifested in the theorizing of freiriana base. Methodologically, documentary analysis was performed of the legal provisions on the teaching of the curriculum components of the field of Arts, Communication and Technologies present in the guidelines and Bases for national education (LDBEN 9394/96) and in your subsequent amendment by law n?? 13,006, 2014; 9795/99 and 12,603, 2012, besides the PCNs and DCNs on the same components; literature review was made about teaching with audiovisual use in education, particularly for parsing the areas of Art-Education and Educommunication relevant just because they're theorizing considered in structuring of curriculum documents; data was collected through in-depth interviews with the following subjects: three students who attended the course of audiovisual projects in high school; three teachers from Brasilia that also utilize audiovisual in their lessons and a teacher of Belo Horizonte; besides an epistemological circle with 23 students, between 11 to 18 years of age, three State and one federal public schools. It was sought, in the interviews and epistemological circle, the subjects theoretical understanding of their teaching-learning practices with audiovisual was sought, and later, to analyze the statements through the technique of Categorical Analysis, oriented by the categories-synthesis, connectivity and dodiscence, based on the theorizations of authors affiliated with the Frerian pedagogical tradition, in comparison with the theoretical production resulting from the bibliographical revision on teaching using audiovisual. The main conclusion of the study is that teachers and students understand their pedagogical practices with audiovisual as a result of a collective effort involving connectivity and dodiscence, integrating the teacher's learning-teaching knowledge with the students' teaching-learning knowledge, since both complement each other in activities of teaching with the audiovisual in the classroom, providing a more mainstream education and fostering student autonomy.

El objetivo de esta investigaci??n es analizar los fundamentos te??rico-metodol??gicos que dan soporte a las pr??cticas pedag??gicas presentes en la ense??anza-aprendizaje con audiovisual desarrollado en la escuela b??sica, destacando su condici??n de m??todo activo y colaborativo…

Advisors/Committee Members: Santos, Jos?? Eduardo de Oliveira, Santos, Jos?? Eduardo de Oliveira, Almeida, Jos?? Lu??s Vieira de, Arnoni, Maria Eliza Brefere, Almeida, Cleide Rita Silv??rio de, Mafra, Jason Ferreira.

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Submitted by Nadir Basilio ([email protected]) on 2018-07-18T20:34:14Z No. of bitstreams: 1 Talita Penelope.pdf: 1808826 bytes, checksum: b6e77c83838620b878fd9d63bff97a9e (MD5)

Made available in DSpace on 2018-07-18T20:34:14Z (GMT). No. of bitstreams: 1 Talita Penelope.pdf: 1808826 bytes, checksum: b6e77c83838620b878fd9d63bff97a9e (MD5) Previous issue date: 2017-12-19

This intervention research aims to analyze if the Friends of Nature Project allowed the relationship between day care and community. As specific objectives we highlight the following: Check what the community and the teachers understand by projects; understand how project work is revealed in the practices of teachers and community; to verify how the relationship between day care and the community took place. We seek to answer the following questions: What do the community and the teachers understand by projects? How is project work revealed in the practices of teachers and community? How did the relationship between day care and community take place? This is a qualitative research carried out in a nursery of the municipal network of the city of Santo Andr?? / SP. The data collection procedures are recorded and transcribed meetings and semi-structured interviews with four teachers, a community leader and a mother in order to find elements about the development of the project, based on the records elaborated by the teachers and the contributions brought by the community in the community leader. We also analyzed the following documents: Political-Pedagogical Project (PPP), weekly, documents about the history of day care in the city of Santo Andr??. The theoretical reference is based on the following authors: Bondioli (2004), Barbosa and Horn (2008); Oliveira (year), Freire (2003), Gadotti (2005), Rinaldi (2016), Rom??o (2002) Vasconcellos (2005). As results we verified that the subjects of the research understand that working with projects, strengthen ties between family, community and day care contributing to the learning of all. They perceive that there is still an assistentialist vision on the part of the families of the children and that the project made it possible to think this conception in order to overcome it. In addition, the project allowed an interdisciplinary work with children, family and community leader, leading them to realize that daycare is not limited to caring for the child, but mainly to educate for life in society. Environmental education is an essential issue today, but we find it very difficult to work with small children, since it is necessary to involve educators, families and the community in general, in which change of habits does not always happen quickly and needs to be resumed constantly.

Esta investigaci??n-intervenci??n tiene por objetivo analizar si el Proyecto Amigos de la Naturaleza permiti?? la relaci??n entre guarder??a y comunidad. Como objetivos espec??ficos elencamos los siguientes: Verificar lo que la comunidad y las profesoras entienden por proyectos; comprender c??mo el…

Advisors/Committee Members: Vercelli, Ligia de Carvalho Ab??es, Vercelli, Ligia de Carvalho Ab??es, Nogueira, Eliete Jussara, Severino, Francisca Eleodora Santos, Haas, Celia Maria, Taveira, Adriano Salmar Nogueira e.

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Submitted by Nadir Basilio ([email protected]) on 2018-09-26T20:08:12Z No. of bitstreams: 1 Irlanda Maria Silva Ribeiro.pdf: 1192548 bytes, checksum: e78b458eb1197955bfdc295de2df3008 (MD5)

Made available in DSpace on 2018-09-26T20:08:12Z (GMT). No. of bitstreams: 1 Irlanda Maria Silva Ribeiro.pdf: 1192548 bytes, checksum: e78b458eb1197955bfdc295de2df3008 (MD5) Previous issue date: 2018-03-26

The study approaches the teaching of Afro-Brazilian History and Culture in the schools of the city of Parna??ba-PI. The objective of this study was to find out whether the teaching of Afro-Brazilian history and culture, in the perspective of Law 10.639 / 03, in the context of the pedagogical practices of the teachers of the History discipline of the state public schools of the city of Parna??ba-PI. the education of ethnic-racial relations. For this study we used a theoretical framework that addresses racial themes in Brazil and in school. In the investigation of the studied phenomenon was used the qualitative approach with bibliographical and empirical contribution. The procedures used to collect data were from bibliographic and field research. It was used as an instrument to collect the data, interviews with four teachers of the discipline of History of public high schools, in addition to a bibliographic research. The content analysis technique was used to cut and analyze the interviews. The results of the research revealed that the approach of the teaching of Afro-Brazilian history and culture by teachers, in the perspective of the law, in the context of the education of ethnic-racial relations, happens in a very limited way, with many interferences, fragilities and difficulties. He also demonstrated that the work towards Law 10.639 / 03 does not depend only on the doing and wanting of teachers, but on changes in the school's exclusionary structures, on new practices and pedagogical rituals that speak about the racial issue, including it in the planning, Political Pedagogical Project and school routines, teacher training, material resources, among other things.

El estudio aborda la ense??anza de la Historia y Cultura Afro-Brasile??a en las escuelas de la ciudad de Parna??ba-PI. En el caso de la ense??anza de la historia y la cultura afro-brasile??a, en la perspectiva de la Ley n?? 10.639 / 03, en el contexto de la Ley n?? 10.639 / 03, en el contexto de la Ley n?? 10.639 / 03, educaci??n de las relaciones ??tnico-raciales. Para ese estudio se utiliz?? de referencial te??rico que aborda la tem??tica racial en Brasil y en la escuela. En la investigaci??n del fen??meno estudiado se emple?? el abordaje cualitativo con aporte bibliogr??fico y emp??rico. Los procedimientos utilizados para recopilar datos fueron de la investigaci??n bibliogr??fica y de campo. Se utiliz?? como instrumento para recoger los datos, las entrevistas junto a cuatro docentes de la disciplina de Historia de escuelas p??blicas de ense??anza media, adem??s de haber sido realizada investigaci??n bibliogr??fica. Para el recorte y el an??lisis de las…

Advisors/Committee Members: Silva, Maur??cio Pedro da, Silva, Maur??cio Pedro da, Rom??o, Jos?? Eust??quio, Lima, Maria da Gloria Soares Barbosa, Dias, Elaine Teresinha Dal Mas, Miranda, C??ssio Eduardo Soares.

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Submitted by Nadir Basilio ([email protected]) on 2019-06-12T18:54:44Z No. of bitstreams: 1 Andreia Bugui Asquino.pdf: 1161873 bytes, checksum: cd6cf97fa2684a7f12e7b42a7723ee33 (MD5)

Made available in DSpace on 2019-06-12T18:54:45Z (GMT). No. of bitstreams: 1 Andreia Bugui Asquino.pdf: 1161873 bytes, checksum: cd6cf97fa2684a7f12e7b42a7723ee33 (MD5) Previous issue date: 2019-03-12

This dissertation contains considerations about literacy and your possible dialogues with the play in the early childhood education. Your content is the result of bibliographical research desenvolved by the following problematization: considering the importance of the writing in our society, how the school can by playful pedagogical practice promote the literacy with kids of four to five years old without schooling then prematurety? The research was desenvolved guided by the hypothesis of, in the school, the work with literacy in a playful perspective can be desenvolved along the early childhood education inasmuch as promote, naturally and enjoyably the familiarization with the system of alphabetical writing in the way that the children come to understand and use it with the resourcefulness along the practice of reading and writing, although even though dominate your particularities of working. The research objective demonstrate enabling the access of the children to literate culture by significant situations of reading and writing, especially strongly playful situations, awake the interest of the same in use this knowledge. Because, the process of literacy give not just in the literacy domain, but the reading of world at all, in the way that defend the literacy in this stage of desenvolviment, betwixt three to five years old, is defend the pleasure of the discoverings, the wish to know, the stimulus to curiosity and that the process of literacy explores the alphabetization, even it is a condition sine qua non for this to happen. An important result was the observation that don???t have agreement by the work with the reading and writing in the early childhood educations and too by the playful in this work. For some scholars, that would be one anticipation not properly of what need to do in the Primary School, pushing aside the interations and plays so important in this age range. This research walked on the direction of isn???t applicable in early childhood education of objective the alphabetization of the children. This, however, don???t mean the process of progressive approximation to the reading and writing can???t be initiated in this moment of the children. To this progressive approximation is named here, of literacy. Therefor more if this progressive aproximation it???s envolved in the typical playfulness of this moment of the human life.

Esta disertaci??n contiene consideraciones acerca del letra / alfabetizaci??n y sus posibles di??logos con el jugar en la Educaci??n Infantil. Su contenido es el resultado de la investigaci??n bibliogr??fica desarrollada a partir de la siguiente problematizaci??n: considerando la…

Advisors/Committee Members: Lorieri, Marcos Antonio, Lorieri, Marcos Antonio, Giovanni, Luciana Maria, Vercelli, L??gia de Carvalho Ab??es.

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Submitted by Nadir Basilio ([email protected]) on 2019-06-17T21:51:24Z No. of bitstreams: 1 Michele Pimentel Olim.pdf: 1770966 bytes, checksum: 9748d6413838e7519e3892d3003326e9 (MD5)

Made available in DSpace on 2019-06-17T21:51:24Z (GMT). No. of bitstreams: 1 Michele Pimentel Olim.pdf: 1770966 bytes, checksum: 9748d6413838e7519e3892d3003326e9 (MD5) Previous issue date: 2019-03-26

Proposed as object of study the proposed continuing education undertaken in an early childhood Center of S??o Paulo. Using this object of study emerged some concerns that prompted and guided the development of this research: The continuing education as has been made of possible investigative position basic issues of teaching and educational practice? How to implement a collaborative training in CEI? What contributions the work with the pedagogical meetings can provide continuing training of teachers of a CEI? How to build a proposal of continuous formation of teachers who consider a collaborative perspective and research focused on reflections on the foundations of education and pedagogical practice through the work with classics of education? With the questions presented, delimited as general objective training space as locus of collective reflection on the fundamentals of teaching and your relationship with pedagogical practice. This formation occurs three times a week, in meetings with one hour of duration and during eight months of the school year. Specific objectives of the research are listed below: investigate, theoretically, if the continuing education that has been made provides investigative position of basic issues of teaching and pedagogical practice, build a proposal for collaborative training in CEI, reflect on the contributions of the work with pedagogical continuing training meetings of teachers of the CEI and see how the proposal of continuous formation of teachers in a collaborative perspective and research focused on a reflections in discussion of the relationship between the fundamentals of education and pedagogical practice through the work with classical education. Based on the presented objectives, the research developed had a qualitative approach, being of the research-training type. The following data collection instruments were used: (1) survey questionnaire regarding the training and professional data of the participants; (2) pedagogical groups; (3) individual written records. During the research-training meetings, the data produced through the tert??lias were recorded and then transcribed, for tabulation and analysis according to the categories of analysis, namely: teacher function, child and Maria Montessori concepts and formative experience. The subjects were forty-four teachers, who taught from Nursery I to Mini Group II, encompassing the age group from zero to three years old. he research will be based on the following authors: Lima (2002); Oliveira (2012); Domingues (2014); N??voa (1992); Sch??n (2000), Kuhlmann Jr. (2000); Alarc??o (2001); Tardif (2014) and educational documents whose themes are…

Advisors/Committee Members: Bioto-Cavalcanti, Patricia Aparecida, Bioto-Cavalcanti, Patricia Aparecida, Teixeira, Rosiley Aparecida, Panizzolo, Claudia, Ter??ariol, Adriana Aparecida de Lima, Oliveira, Maria Eliza Nogueira.