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Estrutura e funcionamento de um riacho costeiro de Floresta Atlântica: avaliação física, química e da composição da ictiofauna
(Universidade Federal de São Carlos, 2009-12-04) Guimarães, Ana Tereza Bittencourt; Peret, Alberto Carvalho; https://lattes.cnpq.br/0995579236780271; https://lattes.cnpq.br/7043053823250811
Estágio supervisionado e aprendizagens da docência
(Universidade Federal de São Carlos, 2009-12-04) Magalhães, Elisa Gomes; Nono, Maévi Anabel; https://lattes.cnpq.br/8634997953885976; https://lattes.cnpq.br/4576173144586634
This study was a qualitative investigation result on the Curricular Supervised Training (CST) and its importance on the constitution of bias in learning and teaching process through the formative course lived by pupils of the sixth term of the Pedagogy Course in Federal University of São Carlos. The questioning that orientated this research was: Which Supervised Curricular Training contributions to teacher initial education in the vision of future general education teachers, pupils of a Pedagogy Course? The general objective sought the description and analysis of aspects regarding the learning and teaching process in elapsing of CST, in a more specific way: the relationships among the experiences of the degree course and the supervised training; the possibilities and the limitations of training in the learning of abilities, attitudes and teacher's knowledge; relevant aspects of teacher initial education highlighted starting from the CST, the expectations, difficulties, dilemmas, challenges and conflicts lived during the CST, their ways of coping and analysis, finally, the impressions and conceptions, noticed in the CST about teacher action in the classroom and his future action as professor in this context . Thus, the theoretical referencial of this research was constituted through readings and reflections accomplished during the study delineation, searching to evidence teacher initial education accomplishing a brief historical survey, and also a short discussion over social changes that we have been living and how they influence teacher education. In that sense, it also brought a discussion about the training, a brief historical contextualization; and its role on teacher education. The data collection was accomplished by means of a characterization of subject’s questionnaire, field diaries, report and an interview with the teacher’s future. In this sense, the data were analyzed in light of taught theory, and reflects CST contributions in the learning of teaching aspects. Finally, it was possible to notice that the training, according to the future teachers, contributed in a relevant way for them to visualize teacher action and his future action in the school context, as well as learning peculiar characteristics of teaching. CST can be structured in a better way and can supply better conditions to make that future teachers notice and understand the function which they have being formed.
Aquisição da Língua Materna : estudo do processo da avaliação das crianças do primeiro ano do ensino fundamental em comunidades de aprendizagem
(Universidade Federal de São Carlos, 2009-12-04) Lopes, Ana Lucia Masson; Reyes, Cláudia Raimundo; https://lattes.cnpq.br/7530511756329413
This dissertation was developed based on the research line Teaching and Learning Processes and aimed to investigate the contribution of the collective-elaboration process of evaluation instruments in Communities of Learning to the first-year elementary school students‟ learning, regarding reading and writing abilities. The utilized Comunicativa Critica methodology, which was developed by the Special Centre of Investigation into Inequality- Surpassing Theories and Practices (CREA) at the University of Barcelona, is based on the Habermas‟ Communicative Action and Freire‟s Concept of Dialogicity. The data were collected during the Curricular Activity of Integration, Teaching, Research and Extension (ACIEPE) Communities of Learning Articulation between school and society in 2008, using evaluative instruments produced in conjunction with teachers and researchers, who had systematic access to the topics of the language to be taught in the first year and to the contents present in official documents on Evaluation, specifically the Provinha Brasil. In the end of the evaluations the reports were turned in and provided the data to be analysed with the participation of the teachers. In respect of the intersubjective analyses, the examined data were related to the first and third evaluations, which allowed their comparison. These intersubjective analyses took place in two different occasions, one collectively and the other with one of the teachers who participated in this process. The results indicated some transforming elements such: the conception of the language and of the describers by the teachers and the importance of a work drawn to the reading and, as obstacles, the limitation of the evaluative instruments regarding their own correction and the partial students‟ involvement. Taking into consideration the whole process of construction and analysis of the data there was a (re)planning of the teacher‟s actions in the classroom. Reflection about the didactic method enabled the students to learn more effectively and promoted pedagogical work reorganization in the Communities of Learning, seeking the improvement of the education quality for all.