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Aprender a ensinar Geografia: a visão de egressos do curso de Pedagogia da UEFS (Univerisdade Estadual de Feira de Santana)
(Universidade Federal de São Carlos, 2006-03-06) Braga, Maria Cleonice Barbosa; Tancredi, Regina Maria Simões Puccinelli
The present study is at the scope of investigation which search to understand how it s been developed the teaching and learning processes of the specific didactics in Pedagogy Training Course for experienced teachers. More effectively, its is directed to the understanding of teaching and learning at the subject Geography on the Pedagogy First Initial Series of Primary School course, at the Universidade Estadual de Feira de Santana (UEFS). Even though many courses have been implanted in the past few years involving this public, its still rare the researches dedicated to the understanding of its contributions to these teachers practices. These scarcity, together with a particular interest in contribute with the deepness of the question, is the reason for me to do this work, guided for the following question: How do the egresses from the degree in Pedagogia Séries Iniciais do Ensino Fundamental at UEFS, describe and analyze the Geography teaching developed at the course, considering the contributions to the development of their practices inside the classrooms? The theoretical references adopted were: to discuss teaching learning and professional teaching knowledge, we considered the contributions from Maurice Tardif, Marcelo Garcia, Pérez Gómez and, to discuss the different approaches in Geography we adopted the works of William Vesentini, Helena Callai, Lana Cavalcanti, Nídia Pontushcka. In order to do the investigation, we selected seven egresses who were teaching the subject Geography at the first initial series of Primary School since they have finished their degree. The main data collection instrument was the individual interview together with a questionnaire, using a qualitative approach as a research reference in their paths as students of the Basic Teaching and in the course of Pedagogy, in UEFS. It was clear the change in the way of to understand and to teach Geography. The first was the one of the book, of the copy, of the "decoreba"; it was the learned Geography, just, to answer the subjects of the proof. The second was developing of another perspective, characterized essentially by his/her relationship with the concrete life, with the reality of a world that is unequal and unjust. Besides, the data revealed some changes in practice of the current participants of the multiple relationships with the knowledge locked in the degree, besides in the discipline Ensino de Geografia. But they had disclosed also that not learning had of contents specific (concepts, facts, methods of education) and nor of a conception of formation based in the theorypractical relation that they allowed them to develop an education of analysis, critical and reconstruction of the proper teaching exercise.
O que dizem os professores das 4as séries do ensino fundamental sobre o ensino de ciências neste nível de escolaridade
(Universidade Federal de São Carlos, 2006-03-06) Guzzi, Igor de Souza; Pierson, Alice Helena Campos; https://lattes.cnpq.br/4959438463921122
More and more, the society has required citizens to act in a world which scientific and technology knowledge is extremely worth. The evolution of these knowledges works as a modern world´s mirror, which, indeed, reflects all the progress that conduced to the development of the actual society, consisted by the amazing velocity the information is spread, and by the incredible science dynamism. In this way, make people get closer from informations about science takes an important and challengeable role. Important since it leads you to a world comprehension and its information; challengeable because of the complexity that involves the teaching and learning task. The science studies has to act as a contributor to the reality comprehension, mainly in understanding the natural events, stimulating questions about the differents ways the interventions can modify them. In that case, the investigation of the questions that covers the learning process of teaching modality since basic grades becomes indispensable, as we think about the developments coming from critical people who are acting directly on the society. The main purpose of the present work was to obtain elements that could bring possibilities of proofs, reflections and discussions around the science teaching in basic grades, especially on the fourth grade, which is the focus of this research. For that, it was necessary an approximation to science teaching history and to the different sources teachers acquire to be able to get the knowledges which state their praticals, involving questions about the science curriculum, materials used within the classes and others aspects that leaded to a bigger approximation to the process of teaching and learning. The investigation started from a theoretical reference based on teacher s knowledges. Therefore, a better comprehension of how teachers relate with the knowledges that are used within their science classes and how those knowledges are acquired were better understood.
Paradoxos do homem: um estudo sobre a condição humana em Pascal
(Universidade Federal de São Carlos, 2006-03-06) Nascimento, Juçara dos Santos; Ferraz Neto, Bento Prado de Almeida; https://lattes.cnpq.br/0084436724293824
Auto-relato de erros em tarefas de leitura: efeitos de um treino de correspondência
(Universidade Federal de São Carlos, 2006-03-06) Domeniconi, Camila; Rose, Julio Cesar Coelho de; https://lattes.cnpq.br/3386857761295187
When children with a history of school failure report on the outcomes of reading responses, most of them tend to report mostly correct responses, even after they make mistakes. This study investigated variables influencing correspondence in these reports and attempted to train correspondence to ensure accurate reports of errors, as well as of correct responses. Experimental sessions presented series of words on a computer screen. The computer dictated the correct word and children selected a green or a red window to report that the response had been correct or wrong. Baseline sessions showed that reports of errors as correct responses increased as a function of error probability. Training sessions then reinforced correspondence, providing points contingent to selections of the green window after a correct response and selections of the red window after an error. Correspondence quickly increased and was maintained in subsequent baseline sessions. Correspondence training was effective to establish accurate reports of errors in these children.