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O conhecimento matemático na educação infantil: o movimento de um grupo de professoras em processo de formação continuada
(Universidade Federal de São Carlos, 2012-12-08) Azevedo, Priscila Domingues de; Passos, Cármen Lúcia Brancaglion; https://lattes.cnpq.br/0544842819862603
This research investigated what are the mathematical and methodological knowledge produced, recognized and redefined by teachers of childhood education, when they gather in a study group about mathematics education in childhood; and what are the signs of professional development manifested by the participants of the group in the process of continuing training. The objectives were: to analyse the formative processes of constitution and maintenance of the GEOOM group; to highlight the learning process that started from within the group; and identify the production, recognition and ressignification of the mathematical and methodological knowledge revealed in the oral and written narratives. This is a survey of qualitative nature that, through the analysis of content, followed the process of setting up and maintaining a group in which 39 childhood education teachers of the municipal network of São Carlos/SP met and lived - in moments and spaces of time not always coincident - for five semesters. The empirical materials were built from the reflexive narratives (oral and written) produced by the teachers, the reflective journal from the trainer-researcher and questionnaires (initial and final) answered by the teachers. From the data, the following aspects were identified: the conceptions of child education and mathematical education of teachers participant in the group; methodological approaches resized by the teachers in the process of formation in the group; the mathematical knowledge that are workable from games, children's stories and situations problems; the aspects of collaborative learning that occurred in the group; and the group blog as a means of socialization of the knowledge produced. The theoretical framework was sustained by the studies of Barbosa and Faria, Kishimoto and Grando, Van de Walle and Moura, Imbernón, Hargreaves, Ponte, Day, Fiorentini, among others. The mutual help between the involved and the relationship of trust established in the group wasn t enough for allowing, in a more spontaneous way, the negotiation of meanings and the exchange of mathematical ideas. The university-school partnership in decisionmaking was expected by the teachers as a way to validate their teaching practice.
Aprendizagem relacional, comportamento simbólico e ensino de leitura a pessoas com transtornos do espectro do autismo
(Universidade Federal de São Carlos, 2012-12-08) Gomes, Camila Graciella Santos; Souza, Deisy das Graças de; https://lattes.cnpq.br/4404800720856419; https://lattes.cnpq.br/2060252495001734
The overall aim of this thesis was to investigate relevant variables to relational learning and the emergence of symbolic behavior in people with autism, in the teaching of reading. Were conducted three studies that are independent and yet complementary. Chapter 1 describes a study that evaluated the performance of forty participants with autism and forty with intellectual disabilities in identity matching-to-sample task, in the typical organization (one model and three comparisons) and in the organization with more than one model (three models and three comparisons), in two forms of presentation that needed different response modes: on tabletop and by computer. The general results of the participants indicated better performance in the organization with more than one model, in paper and in computer. Chapter 2 presents a study that aimed to teach basic reading skills to five participants with autism (four speakers and one nonspeaker), from the teaching of arbitrary relations among pictures and printed words, using adapted matching-to-sample task. Participants learned basic reading skills, but not showed combinatorial reading. Chapter 3 presents a study designed to teach combinatorial reading with comprehension for three participants with autism, from the teaching of naming syllables, words, pictures, and the formation of stimulus equivalence classes. Participants learned combinatorial reading with comprehension, with few training sessions and low numbers of errors during the teaching. The set of studies indicate the possibility of symbolic learning by people with autism since appropriate teaching procedures are used.