Navegando por Assunto "Aprendizagem"

Agora exibindo 1 - 20 de 94

Acesso aberto (Open Access)
A propriedade distributiva da multiplicação: uma visão diagnóstica do processo
(Universidade Federal do Pará, 2004) DIAS, Josete Leal; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
The objective of this study is to investigate the application of the distributive property of multiplication in the numeric and algebaric contexts, and in the solution of problems carried out by students of Basic Education in a public school in Belém, examining in what measure the application of the distributive property is related to the difficulties found in the mathematics learning. In this investigation, we highlight the diagnostic evolutation and the error as a didactic strategy as well as hermeneutic contribution concerning the ways of assessing the process of acquiring the skills of math. The study inlued fifth and seventh grade students of basic course and the frist uear of high school, out of forty-five sibjects. The collection was carried out in two moments by applying a test presenting three sets of questions in a total of thirteen problem situations. The procedures of the subjects concerning the application of the distributive property were described in a perspective of qualitative analysis. The protocols presented were to look for behavior patterns in the understanding of the subjects on the distributive property, as well as to clarify situations which were entitled didactic obstacles. As a result, it was evident that the students presented some difficulty to work with the application of distributive property when the latest one is found in the context of problem solutions, as well as contents like algebraic sum, study of variables, nonsimilarterms are not in the domain of most of the students.
Acesso aberto (Open Access)
Abordagem para aprendizagem de língua inglesa em cursos intervalares por meio de WhatsApp: primeiros passos
(Universidade Federal do Pará, 2019-05-13) COSTA, Rafael Silva; DINIZ, Marcos Monteiro; http://lattes.cnpq.br/7813719832858592
This study aimed to work with activities for the development of communication skills of students of English Language Undergraduate Courses, in an interval setting. In order to achieve this, the methodological procedure of the Practical Action-Research, which is composed of four research cycles, was used to achieve the main objective of this dissertation: to develop activity guides for the use of instant messaging applications with the purpose of helping students in teacher training undergraduate courses organized in an intensive setting. In Cycle I, four steps were performed to identify the problem within the context, in this case, the interval courses. Virtual questionnaires were used to understand the most present difficulties in the process of learning the English language of course students. Therefore, in Cycle II, an action plan was developed to assist in the development of communication skills through the use of Language Learning Strategies (LLS) developed by Oxford (1990). Within this cycle, the validation process of the activities proposed by a panel of experts occurred, with the purpose of proposing adjustments and evaluating the feasibility of the proposal in the context of the interval courses. After adjustments suggested by the specialists, Cycle III was implemented, where the activities were carried out in which new data collections and analyzes were carried out to adjust the proposal while it was in execution. With this, it was moved to Cycle IV, whose objective was to collect from the participants suggestions for improvements and adaptations of the proposal. Therefore, the first volume of the five guides for the use of LLS in instant messaging applications was developed. It was noticed that there are still difficulties and obstacles to be overcome in the implementation of the proposal, such as: access to the internet of participants living in remote locations, regularity of activities and participants' engagement. However, this project is valid for the context it is aimed at, for being a relevant resource in the English Teacher Education process.
Acesso aberto (Open Access)
Aconselhamento linguageiro no processo de aprendizagem de inglês
(2013-06) SILVA, Walkyria Alydia Grahl Passos Magno e; DANTAS, Larissa; MATOS, Maria Clara Vianna Sá e; MARTINS, Marja Ferreira
Another agent has appeared in the foreign languages teaching and learning context in the recent years: the language learning adviser (LLA). A working definition of this construct is presented in this text. The roles of this agent are shown and compared to the roles played by the teacher. The place where language advising happens in the institutions is presented and the best practices are described. This experiment was developed in a university in Northern Brazil and it involved teachers and students of foreign languages. The data comes from English language advisers and students. Some of the evidences of the impact of this professional on students' autonomization and motivation is described. Finally, a counseling experience conducted through technological resources, when face to face contact was not possible, is shown.
Acesso aberto (Open Access)
Alguns aspectos problemáticos relacionados ao ensino-aprendizagem da álgebra linear
(Universidade Federal do Pará, 2008-02-28) COIMBRA, Jarbas Lima; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033
This study deals with some aspects that I consider as possible difficults to the Linear Álgebra lessons understanding. It treats of a subject of huge importance for many graduation university courses and I consider that any study that intends to improve this teaching is essencial. It contains innumerous considerations about difficults that students can face during the subject learning, like those related to the knowledge brought from the high school, witch can either be used as a help as can cause understanding troubles of general lesson concepts, difficulties with use of geometry, difficulties with expressions known from other classes, logical difficulties, and others difficulties.
Acesso aberto (Open Access)
O ambiente no olhar de alunos em diferentes momentos de escolarização
(Universidade Federal do Pará, 2004) SANTANA, André Ribeiro de; CHAVES, Silvia Nogueira; http://lattes.cnpq.br/9353964127402937
In this research narrative I searched to evidence which the envirinment conceptions of students of different moments of school formation. I objectified to characterize these conceptions between 181 pupils distributed beteween 5ª and 8ª series (Basic Education), 3º year/”Convênio” (Average Education) and learning of 4º semester and “concluintes” of courses of “Pedagogia” (Superior Education), besides investigating possible distinctions of complexity, as the degree of “escolarização” of the citizens. The analysis of the answers to the applied questionnaire evidenced that environment conceptions are configured as social representations, therefore is in the base in such a way of the elaboration of behaviors how much of the communications between the peoples, disclosing values and cultural experiences socially structuralized. In result of the representacional environnment character I identified between the citizens, understandings that had not been differentiated in complexity. Thus, I perceived two predominant agreements, influenced for the pertaining to school media and school práxis: the environnment where alive I am and I go, place where our species interacts between itself and with the excessively components ones; the environment as flowing of life, producer of elements, essentially natural, that assure the life. Two categories emerge of these conceptions: the universal environment, with borders that can surpass the Biosfera, full of peace and harmony, compositions for all the inter-relations between biological, physical and chemical factors; the environment of the man, where they are our cities, houses, schools, streets and squares, substratum of the existence human being, having culture and technology mediating the ambient inter-relations. I evidenced that my citizens if feel privileged for integrating the species capable to preserve, or not, the environment. This “antropocentrismo” if even makes gift in intentions of care and maintenance, therefore it wants to conserve what it assures our existence. One is about excellent data to guide actions that privilege a type of Education in Sciences come back toward the search of the balance of our ambient relations.
Acesso aberto (Open Access)
Análise da interferência de dois procedimentos na aprendizagem operatória
(Universidade Estadual de Campinas, 1995-11-04) SILVA, Francisco Hermes Santos da; SISTO, Fermino Fernandes; http://lattes.cnpq.br/8719624962833123
The objective of this study was to analyze two processes of intervention with a view toward operatory learning. In the first, the technique of cognitive conflict was applied and in the second, cognitive conflict associated with the formation of possibles. Our hypothesis was that the second process would present better results than the first, having seen that Piaget affirmed that the formation of possibles preceeds concrete operations. We worked with 20 children between the ages of 6 and 7 applying 10 sessions in two groups of 10 children. Comparative analyses of the data collected in the two interventions were made by taking into consideration five aspects: 1. a study of the interventions in terms of the acquisition of conservation of mass; 2. a study of the differences between IGC (Intervention Groups with Cognitive Conflict) and IGCP (Mixed Intervention Groups of Cognitive Conflict and Formation of Possibles) in terms of the indices and stability of operatory conduct; 3. a study of the differences between IGC and IGCP in terms of the types of operative arguments presented by the subjects; 4. analysis of the period of transition between non-operativeness and operativeness; and 5. studies of the differences between IGC and IGCP in terms of the operative arguments in function of the number of sessions with intermediary conducts. Our hypothesis was not confirmed from a quantitative point of view. However, while the intervention with conflict associated with the formation of possibles was not quantitatively demonstrated better than cognitive conflict, the technique was demonstrated valid as a pedagogical instrument in the acquisition of operativeness, since it presented satisfactory results with differences in relation to other groups being in terms of velocity of this acquisition and lesser production of operative arguments.
Acesso aberto (Open Access)
Análise de metodologia baseada no sistema personalizado de instrução num curso introdutório de eletromagnetismo
(Universidade Federal do Pará, 2009-02-18) SOUZA, Sandro Aléssio Vidal de; ALVES, Danilo Teixeira; http://lattes.cnpq.br/6642002445572793
Despite being essential for apprenticeship, the stimulus to the student’s active posture (versus the listener’s one), the respect to the individual learning pace, the formative evaluations and the supply of systematic feedback to the student are frequently outside the classrooms in schools and colleges. A strategy to bring such characteristics to the classrooms is through individualized teaching. One of the individualized teaching procedures most documented and applied is Fred S. Keller’s Personalized System of Instruction (PSI). Intensively used in the 70‟s, thousands of articles were published about PSI, giving vast empirical evidence about its results, which, in general, is superior to other forms of teaching. In spite of that, the application of this method began to decline in the 80‟s. Among the reasons for that, it’s possible to highlight the amount of initial efforts that were necessary to build a course based on the PSI, the possible resistance from teachers and educators due to the change in the teacher’s role from knowledge transmitter to advisor and the necessary logistics to provide a systematic feedback to students. It’s also worth to emphasize that, independently from which factors contributed to the decline in the usage of PSI, its efficiency is unquestionable. At the present work, an individualized teaching methodology based on the PSI was analyzed and experimented in an introductory course of electromagnetism for Physics students at the third college semester at the Federal University of Pará (Brazil). This methodology employed some of the characteristics of the PSI, respecting the features of the subject like the presence of long calculations and absence of tutors. There was evidence that, despite the introduced modifications, the application of the methodology may bring many of the positive results obtained with the application of the PSI.
Acesso aberto (Open Access)
Aprender e cuidar: espaços de aprendizagem e cuidado com crianças indígenas
(Universidade Federal do Pará, 2018) CORRÊA, Jéssica do Socorro Leite; CUNHA, Luiz Carlos C.
Acesso aberto (Open Access)
O aprender e o orientar na atenção primária: relato de experiência de um semestre de atividades no PET-Saúde
(2012-03) ARAÚJO, Fernando Costa; FALCON, Elias Bruno Santana; RODRIGUES, Gizele Moreira; FREITAS, Leidian Coelho de; DUTRA, Claudia Daniele Tavares; PIRES, Carla Andréa Avelar
The Educational Program for Health Work (PET-Saúde) promotes the formation of tutorial learning groups in strategic areas for the Unified National Health System. This study aimed to report on an experiment with a semester of activities experienced by students from the Federal University in Pará (UFPA) that were part of a multi-professional team in the PET-Saúde project in Ananindeua. This project promotes activities that value learning and humanized care. Learning activities involving students include talks and complementary training, discussion of scientific articles, and follow-up of activities at the Primary Care Unit. Primary Care is a learning area for students in the health professions, and their participation in the arena is a major gain for the community, which receives valuable health information.
Acesso aberto (Open Access)
O aprendizado de regras matemáticas: uma pesquisa de inspiração wittgensteiniana com crianças da 4ª série no estudo da divisão
(Universidade Federal do Pará, 2011-03-01) SILVA, Paulo Vilhena da; SILVEIRA, Marisa Rosâni Abreu da; http://lattes.cnpq.br/3588315106445865
In this study, we investigated the learning of mathematical rules in the context of the classroom, emphasizing, primarily, the discussions about language. Our main goal was to investigate the linguistic difficulties, faced by students during the learning of mathematical rules, in particular, the concept / division algorithm. To this end, we discuss, among other things, the theme "following rules" proposed by the Austrian philosopher Ludwig Wittgenstein in his Philosophical Investigations. Our work and our analysis were based primarily on this author, who discusses, among other themes, language and their meaning and foundations of mathematics, as well as the reflections of philosopher Gilles-Gaston Granger who analyzes the formal languages. We conducted a field survey that was developed at the “school of pedagogical application” of the Federal University of Pará, in a class of fourth grade. The lessons taught by the classroom teacher was observed and later the students were asked to solve division problems, verbal and nonverbal, followed by a brief interview in which we ask, among other issues, how students solve problems involving the division. In our analysis we highlight some students' difficulties, perceived in observations and in their written records or oral: some students, in its resolution strategies, invent new “mathematical rules". There are still those who "confuse" the contexts in solving verbal mathematical problems as well as the difficulty of understanding the problems that bring implicit information.
Acesso aberto (Open Access)
A aprendizagem baseada em problemas (ABP): uma aplicação na disciplina “Gestão empresarial” do curso de Engenharia Civil
(Universidade Federal do Pará, 2011-10-25) MACAMBIRA, Paulo Marcelo Fecury; NEVES, Renato Martins das; http://lattes.cnpq.br/6538317425557058
The methodology of Problem-based Learning or PBL, unlike conventional methods of teaching is an approach which uses problems to close the gap between theory and practice in the learning process. In addition to encouraging the construction of knowledge, proposes to contribute to the development of some non-technical professional attributes considered important for the practice of engineering in a society in constant and rapid changes. This work, an action research, experienced and sought to analyze the efficiency of the method during its application in the Business Management course, taught to the students at the penultimate and last semester of undergraduate courses in Civil Engineering. Data for analysis were collected through participant teacher / tutor´s observations and through evaluation reports, in which students were asked about PBL, its advantages and disadvantages and their potential to achieve those goals. In the three case studies, although applied to different classes, show through the students´ reports and through a continuous assessment that the learning occurred as well as the knowledge and the development of some skills and attitudes targeted in the discipline, such as: research capacity, entrepreneurship development, methodological innovation and searching for knowledge. In general, students reacted positively to the BPL. This suggests that its applicability is possible in the contexts studied. The methodology also proved to be a useful tool for professional development for teacher regarding to his practice.
Acesso aberto (Open Access)
Aprendizagem de eletromagnetismo via programação e computação simbólica
(2002-06) ALVES, Danilo Teixeira; AMARAL, Jair Vaz do; MEDEIROS NETO, João Felipe de; CHEB-TERRAB, Edgardo Salomon
We describe an experience in using programming in Maple as a student's tool for the learning of introductory electromagnetic theory. We believe that this paper can be of use for those interested in using computers as a pedagogical tool.
Acesso aberto (Open Access)
Aprendizagem em modelagem matemática pelas interações dos elementos de um sistema de atividade na perspectiva da teoria da atividade de Engestrom
(Universidade Federal do Pará, 2015-10-23) BRAGA, Roberta Modesto; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This thesis entitled "Learning Mathematical Modelling the interactions of the elements of an activity system from the perspective of the Engeström activity theory" aimed at understanding effects on learning by interactions evidenced in Mathematical Modeling environment, from the perspective of Engeström activity theory. To accomplish this, I developed in the Mathematical Modeling Experimental Laboratory (LEMM), at the University Campus of Castanhal (UFPA), modeling activities with groups of Math Course students in graduating, graduate or post graduate students to obtain data through observation and interview. Based on the principles of the Engeström activity theory, Mathematical Modeling developed by the students were understood as an activity system that involves the elements (subject, object and community artifacts mediators, rules and division of labor) that relate to a result, that are mediated by interactions for achieving a result. Research has shown that the collective work, the historicity and multivocality of subjects acting in overcoming contradictions to reach expansive transformations have repercussions on learning in Mathematical Modeling, configured as an activity system, the interactions of the elements of the system itself.
Acesso aberto (Open Access)
Aprendizagens compartilhadas de formadores de professores: o caso da licenciatura integrada em educação em ciências, matemática e linguagens
(Universidade Federal do Pará, 2014-05-22) MACHADO JÚNIOR, Arthur Gonçalves; GONÇALVES, Tadeu Oliver; http://lattes.cnpq.br/6789250569319668; https://orcid.org/ 0000-0002-2704-5853
This work reports inquiry on practice of initial formation of teachers of the initial years of the Basic Teaching, developed by a community of teachers and formers of the Faculty of Mathematical Education and Scientific of the Institute of Mathematical and Scientific Education of the Federal University of the Pará. It is, therefore, an investigative journey of qualitative nature, in the modality of case studies, whose purpose is to identify, describe and understand how a community of trainers of teachers, in itself the seed stage, learn to develop professionally in their task of implementing a new course of teacher training Science, Mathematics and Languages for the initial years of elementary school, considering, in particular, the concept of community practice Lave and Wenger (1991), the perspective of social of learning Wenger (2001) and, professional development indicators presented by Imbérnon (2010). Defends the thesis that the mobilisation of knowledge and practices (re)constructed in interactions in the community produces professional knowledge of pedagogical practices and, in that process, participants will develop professionally in their tasks of training teachers for the early years of the elementary school. Over the twenty-six months we were in field, the practice of community, in focus, was accompanied through of registry audio and/or video and transcriptions of the narratives of the formers during the planning meetings, of study and evaluation of the training process, of interviews with trainers, through materials produced by the community and personal field notes, elaborated during the time we've been through "watching" the actions of the community. The captured material was treated and organized two axles, written in narrative episodes, which were mainly analyzed, not exclusively, from a rapprochement between the social theory of learning in communities of practice and the teachers learning communities and depth from the reflections on professional development. The narrative analysis of these materials reveal a practice produced in constant process of the negotiation of the concrete situations of work of the community.
Acesso aberto (Open Access)
Argumentação no ensino e aprendizagem de matemática básica: uma metapesquisa
(Universidade Federal do Pará, 2019-09-26) MELLO, Addelia Elizabeth Neyrão de; NUNES, José Messildo Viana; http://lattes.cnpq.br/5188612973174798; https://orcid.org/0000-0001-9492-4914
The objective of this research was to analyze researches at the level of dissertations and scientific articles published from 2014 to 2018 in Brazil that addressed the practice of argumentation in elementary school. In order to meet the research goal, data were collected from the catalog of theses and dissertations of the Higher Education Personnel Improvement Coordination in order to synthesize ideas, investigate contributions, classify and find similarities and point out possible divergences between researches. The research is qualitative in nature and followed the guidelines for reading, analysis and interpretation of texts and conducted on Academic Master's dissertations produced in Brazil, as a meta-analysis, whose research was raised and selected from the research summaries found. The research results presented according to our identification and classification criteria point to the need for more research on the theme related to the argumentation approach in the teaching and learning of mathematics, either in elementary school or higher education, especially doctoral research.
Acesso aberto (Open Access)
As atitudes em relação à matemática dos professores das séries iniciais
(Universidade Federal do Pará, 2004) TRINDADE, Patrícia de Campos Corrêa; SILVA, Francisco Hermes Santos da; http://lattes.cnpq.br/3912906225739008
A presente pesquisa teve como finalidade verificar a ocorrêncai de atitudes em relação à Matemática de futuros professores dos primeiros anos do Ensino Fundamental que atuarão em escolas no Estado do Pará. O estudo foi realizado em uma universidade pública, no município de Belém. Os sujeitos da pesquisa foram 96 alunos (47 do primeiro semestre e 49 do último semestre). Os instrumentos utizados para a obtenção dos dados relativos aos alunos foram uma escala, do tipo Likert, de atitude em relação à Matemática proposta por Aiken, 1969 revisada por BRITO, 1996; (Anexo I) e um questionário semi-aberto composto de questões sobre o comportamento frente ao aprendizado da Matemática e/ou sobre como enfrentar a responsabilidade de ensinar Matemática nas séries iniciais (Anexo II), cujo objetivo foi obter informações relevantes para o presente estudo. O resultado da análise das atitudes em relação à Matemática constatou que 53 pessoas das 96 têm atitudes mais positivas em relação à Matemática, ou seja, representando 52%, cuja média ficou em 51. Os resultados da análise da escala mostraram um coeficiente de confiabilidade elevado, sendo alfa = 0.9544. A análise do questionário revelou que não há diferença significativa de concepção entre os grupo entre os grupos, 63% dos sujeitos com atitudes positivas e negativas detêm a concepção mecanicista da Matemática e, evidenciou que os sujeitos que apresentam atitudes negativas (futuros professores) não têm um bom desempenho em Matemática.
Acesso aberto (Open Access)
Atividades investigativas, como estratégia para o ensino-aprendizagem em ciências: propostas e aprendizagens
(Universidade Federal do Pará, 2007-03-07) SOUZA, Simony Suely Paes de; NAKAYAMA, Luiza
Leaving of the premise that "teaching it requires to know to learn and to know to construct (together with our pupils) the learnings that we search", I developed a proposal of investigation activities, for the teach-learning in Sciences. I stand out that to give differentiated lessons, nor always it would be or it is easy, therefore it has a content to be fulfilled and to be finished, beyond a very short time carrying through them. Thus, my dissertation is an inquiry of the qualitative type, that if configures as an researchaction, on the activities programmed at moments, with pupils of 7 series of the basic education of two schools of the particular net of education of the city of Belém (called here, School and School B), having as content programmarian the human body. In the school, emphasizing the digestive system, we had the following moments: the great snack; a video on the process of alimentary and mini-gincana digestion (test). Already in school B, with the content on the Locomotive System, the moments: hypothetical construction of the human body, from the contour of a model; the walked one until an Academy of Gynnastics of activities; lessons in square of the school, in set with the professor of Physical Ed.; e finally, the confection of a CD-ROM with all the subjects worked, during the school year. In both the schools, had the moment of the reading of didactic books. We conclude that learnings, from investigation activities, and that they take in account the experiences, the questionings and the contributions of the pupils, they are effective, independent of the subject who will be boarded and the Institution of Education (public or particular). However, we consider that this methodology of work will function if the professor: 1 - it will be made use to continue its studies and 2 - to share with its pupils the flavors and to know them, as well as the teachings and the learnings.
Acesso aberto (Open Access)
Avaliação do uso de tecnologias digitais no apoio ao processo de modelagem matemática
(Universidade Federal do Pará, 2014-10-17) FURTADO, Alfredo Braga; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
In this research we investigate the utilization of Digital Technologies when mathematical modeling is used as a teaching strategy in mathematics, with the purpose to evaluate the learning that occurred in this environment. To achieve this goal, we studied the Mathematical Modeling and identified a modeling perspective to be employed in work; then, we studied the use of Digital Technologies (TD) in Education, focusing on the potential and the restrictions mentioned in the literature. As theoretical basis, we studied the theories of computerization of Tikhomirov, in particular the theory of reorganization of thought and activity theory of Leontiev and Engeström and Collective Thinking of Pierre Lévy. The purpose here was to formulate a methodology for teaching Mathematics with Modeling and Digital Technologies, which took into account the necessary conditions that would ensure effective improvements in learning. Thus, we proposed a methodology that explicitly incorporates a step in the process of modeling of utilization of TD, as well as gives emphasis on formative evaluation during the teaching process, so that the developed modeling projects achieve the expected learning objectives. Conditions for success of Digital Technologies in Education were identified. The proposed methodology has been implemented for a class of discipline "Mathematical Modeling", belonging to the Undergraduate Program in Mathematics and Science Education of Institute of Math and Science Education of Federal University of Pará (PPGECM/UFPA), which allowed us to evaluate its applicability, scope, results, relevance and assumptions that need to be addressed to ensure improved learning in the context of research. The results of qualitative research are identified: respecting the constraints identified, Digital Technologies effectively empower learning. Factors that demonstrate the aforementioned learning improvement have been identified.
Acesso aberto (Open Access)
A avaliação somativa nas sequências didáticas para o oral e a escrita em português
(Universidade Federal do Pará, 2011-09-23) SILVA, Denise Prado da; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
Since 80’s, the somative evaluation has been denounced as one of the main classification, selection and social exclusion mechanisms. The criticism has provoked some proposals of transformation and reformation of the practices of evaluation that have been leading to a theoretical predominance of assessment and to the abandonment of the researches about somative evaluation. But this type of evaluation is more used for the teachers of all school levels. The application of somative evaluation is necessary to the educational institution legitimate and certificate the obtained result on the end of a period. Recently, it was released the proposals of Schneuwly and Dolz (2004) of a work in classroom with the mother language through the Didactic Sequence for the teaching of several genres. Although the somative evaluation has been included as one of components of Didactic Sequence (the final production), it seems that it is not mentioned much about the practices that type of evaluation presupposes and about its inclusion in a formative procedure. This research has as aim, therefore, to identify difficulties and possible solutions about the somative evaluation in Didactic Sequences to oral and writing in the teaching/learning Portuguese Language. After characterize the somative evaluation and the instruments that this evaluation mobilizes in the teaching/learning of Portuguese language, we propose the analysis of a corpus of the seventeen academical documents with the purpose of verify as the somative evaluation was realized in different Didactic Sequence related in these documents. It was analyzed the occurrence or not of the somative evaluation in the final product, the objects of the learning considered in this type of evaluation. After this, we show the importance of the articulation between somative evaluation and formative assessment presupposed in Didactic Sequence.
Acesso aberto (Open Access)
Breve análise sobre concepção de desenvolvimento e aprendizagem: implicações a aplicação contrastantes na alfabetização e no letramento
(Universidade Federal do Pará, 2007) PINHEIRO, Georges Alberto Silva