Navegando por Assunto "Mediação pedagógica"

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Acesso aberto (Open Access)
Pensando com a educação crítica para crítica da educação ambiental na reserva extrativista Ipaú-Anilzinho
(Universidade Federal do Pará, 2017-05-03) POMPEU, Eliel do Carmo; SILVA, Marilena Loureiro da; http://lattes.cnpq.br/7261982145077537
This study had as object the Environmental Education (E.A) from Anilzinho and Joana Peres EMEIF. This formulation sought to answer the following questions: What is an evident context about the socio-educational reality of Anilzinho EMEIF and Joana Peres EMEF for an Environmental Education by critical bias? What Environmental Educational propositions have been thought for EMEIF context from Anilzinho and EMEIF from Joana Peres as E.A practices? How does E.A present itself at EMEIF from Anilzinho and at EMEF from Joana Peres, having as context traditional communities and the institutionalization of RESEX? It was sought to make an analysis about the present E.A in the perception of educator subjects and in the context of EMEIF from Anilzinho and EMEF from Joana Peres as an instrument of pedagogical mediation and environmental sociability. The methodology was produced by bibliographical review and semi-structured interview, using as reference method historical-dialectical materialism and, as a technique of interpretation, content analysis. The study came up to some conclusions: The schools’ subjects and contexts have little institutionalization knowledge of the National Policy of Environmental Education and although the E.A came to be part of the social conscience of the school educator subjects, these have not promoted theory-practicing, pedagogical organization, discusses among schools and RESEX, between traditional and scientific knowledge, school articulation, policy and community, as well as, formation, understanding on RESEX, E.A and other resources to produce advances over Socio-environmental schools reality from Anilzinho and Joana Peres.
Acesso aberto (Open Access)
O professor como mediador no processo de produção escrita de alunos do 6º ano: estratégias para produção de textos
(Universidade Federal do Pará, 2016-12-19) ALVES, Gleicy Garcia; ABDON, Iaci de Nazaré Silva; http://lattes.cnpq.br/2212976917586395
This is a work aimed at the teacher in his role of mediator of the process of writing and rewriting texts, with the aim of identifying, Through a research-participant, the teacher's mediation in the process of writing and rewriting texts. They are collaborators of the research; 17 students of a school of the municipal public network of the city of Breves that carried out in classroom an activity written under the discursive genre Literary Memories whose texts served the analysis, as well as the Portuguese Language teacher responsible for the class, who was requested to report on how the student conducts mediation with the student in the process of writing and rewriting. For the analysis of the corpus, thus constituted, we considered the three types of corrections pointed out by Serafini (SERAFINI, 2004 apud GASPAROTTO/ MENEGASSI, 2013) and a fourth added by Ruiz (1998); Besides them, are references of this work, among others, the studies of Antunes (2008), Bakhtin/Volochinov (2004), Lopes Rossi (2008), Gasparotto e Menegassi (2013), PCNs (1998). The analysis of the results reveals the need for the teacher to reflect on his intervention practice, under the perspective of dialogic mediation, in order to perceive the importance of his role as mediator in the teaching/learning process and the relevance of the rewriting for the development of textual-discursive competence. From these results, it is proposed a Teaching and Writing Project, under the bias of the interactionist perspective of language, directed to the teacher with the aim of contributing to its practice, highlighting mediation and rewriting in the textual production process.