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Programa motivacional para o desenvolvimento de habilidades leitoras à alunos com baixo rendimento
(Universidade Federal de São Carlos, 2018-02-09) Torezan, Keila Roberta; Almeida, Maria Amélia; https://lattes.cnpq.br/0316944549621648; https://lattes.cnpq.br/6085320218605556
Reading, as a learning tool for new conceptions and inestimable importance in the social context, has been pointed as one of the biggest school challenges., specially with matters in reading comprehensive, because there are many students who read but a few who understand what they read. Problems related to reading can obstruct the students’ development knowledge, in consequence of low school achieving. The teaching of reading abilities is essential for the advancement of the student with reading difficulties and, considering that low-achieving students are not motivated nor engaged in reading activities, motivation matters together with the teaching of reading abilities show up as something promising. Therefore, the main goal of this research was to develop, implement and evaluate a Motivational Reading Comprehension Program in association with the teaching of Reading Abilities for students enrolled in the elementary school that have low school achievement as a consequence of learning difficulties, learning disorders or to belong to the “público-alvo da educação especial” (Special Education Target Audience) and, also, as specific goals, to train graduation students to act as monitors in the Program; monitor the reading level of the participants during the Program; provide the teaching and the development of the reading abilities; elaborate tasks that promote the curiosity and, allow the students‘engagement in reading. This is an experimental research with qualitative and quantitative approach. Eleven students with low school achievement participated of this study, been that two participants have intellectual disability, two have autism, two have high skills and the other five have learning difficulties or disorders. Pre and after tests were done with the following instruments: Teste de Competência de Leitura de Palavras e Pseudopalavras, Compreensão da Leitura de Palavras e Frases and one Roteiro de Avaliação das Capacidades Leitoras and, during the Program application, one Roteiro de Observação and field diary were used. The results of the first part of the Program, related to the motivation matters, pointed for a change in the students’attitude in relation to the reading activities, with the increase of the engagement, auto eficácia beliefs and, an orientation in most part of the time by the intrinsic motivation. The Program also found the importance of the social matters for a bigger engagement in the reading activities as well as its efficacy to the diversity of students. The pre test show that, in spite of the students are able to read, they do not have the essential abilities domain for reading comprehension and, the after test registered a significant increase in the reading abilities domain of the students. We suggest that the Program can be replicated in the school classroom context to verify if it is effective for the school environment.
Competência em informação para pesquisa científica de estudantes de cursos tecnológicos do Instituto Federal de Educação, Ciência e Tecnologia de São Paulo - IFSP
(Universidade Federal de São Carlos, 2018-02-09) Dupin, Aline Aparecida da Silva Quintã; Silva, Márcia Regina da; https://lattes.cnpq.br/5381461208053330; https://lattes.cnpq.br/8047591093601122
Information Literacy is an important requirement for individuals to be able to interact in this environment of continuous changes and accumulation of information to build knowledge. The objective of this work is to investigate how academic research is established regarding the Information Literacy of students of Instituto Federal de Educação, Ciência e Tecnologia de São Paulo (IFSP). To this end, monographs were selected for public access in the home pages of the campuses, which resulted in a sample of 96 completion work. This research is characterized as qualitative-quantitative and has a descriptive and exploratory character. In addition to the literature review and literature review, analyzes were carried out in the monographs and in the Curricular Matrices and Political Pedagogical Projects of the selected courses. Finally, the home pages of the IFSP campus libraries were analyzed in order to identify the informational resources made available by the libraries to their users and to verify if there were any training and guidance in the construction of scientific research. The results obtained after the analysis of the monographies were satisfactory, demonstrating that the students are attentive to the methodological delineations for the construction of an academic work. The analysis of the curricular matrices and the Political Pedagogical Projects showed that there are no specific disciplines for the development of Information Literacy, but there are disciplines that work the necessary skills to develop this competence. With regard to libraries, it was concluded that there are isolated actions for the development of Information Literacy in libraries of the IFSP network. With the results obtained, it is inferred that the students have the necessary tools and knowledge for the development of Information Literacy and that the IFSP has supported and sought to strengthen this competence.
Trajetórias de resistência em escolas municipais com propostas de educação bilíngue inclusiva para surdos
(Universidade Federal de São Carlos, 2018-02-09) Morais, Mariana Peres de; Martins, Vanessa Regina de Oliveira; https://lattes.cnpq.br/4768682330164550; https://lattes.cnpq.br/3312408116905586
Statements concerning bilingual projects for the education of the deaf did not arise suddenly and actively in inclusive schools. There was a shifting of knowledge configuring a new educational paradigm for deaf people. Perhaps influenced by power relations manifested through laws, decrees, social movements, community struggles and researchers that contributed to the implementation of inclusive bilingual school environments. In this study, these emergency processes were investigated through documentary analysis and interviews with school managers. The aim is analyzing the historical trajectory and the knowledge compositions that have activated a new bilingual inclusive educational scenario for deaf individuals, other than the inclusive proposals in consonance with the model supported by the guidelines that support discourses and practices in special education. Proposals and actions have been presented that try to break with this new paradigm towards the maintenance of a school centered in the Portuguese language. For this, is credited with the regulations for the changes of inclusive mainstream schools to the format of inclusive schools-polo bilingual. The archaeogeneal method developed by Michel Foucault, contributed to the historicization of the factors that allowed the emergence of bilingual projects as a field of research. We analyzed the conjunctures of displacements operated from one knowledge to another which implemented bilingual educational projects for the deaf education. In this sense, the relevance of this research was to contribute with the existing discussions about the displacements of knowledge for educational procedures, carried out in municipalities that adopt inclusive bilingual methods, in order to demarcate the history of social movements toward proposals of bilingual polo-schools.