CEPAE - Centro de Ensino e Pesquisa Aplicada à Educação

URI Permanente desta comunidade

http://200.137.215.59//handle/ri/646

O Centro de Ensino e Pesquisa Aplicada à Educação (CEPAE) vincula-se diretamente à Pró-Reitoria de Graduação e mantém em funcionamento regular o Colégio de Aplicação atendendo à Educação Básica: Fundamental e Média e à integralização dos cursos de Licenciatura e áreas afins por meio de Projeto de Estágio e Prática de Ensino, em conformidade com a legislação em vigor. Além de Especialização em: Especialização em Linguística Aplicada; Metodologia do Ensino Fundamental; e, Mestrado em Ensino na Educação Básica. O CEPAE também atuação na Educação à Distância com os cursos de: Metodologia do Ensino Fundamental - EMEF; Educação Integral Integrada - EII; e, Projeto Novos Talentos.

Navegar

Agora exibindo 1 - 20 de 165

O envolvimento da energia nas transformações da matéria segundo os pressupostos de David Ausubel
(Maria de Fátima Cruvinel, 2002) Parente, Leila Maria Leal; Moreira, Marilene Barcelos
This is a pedagogical study which was developed as a result of difficulties experienced in the learning of concepts during chemistry classes in high school. Topics such as energy and the transformation of matter were selected and organized hierarchilly according to the theoretical principles of David Ausubel.
O papel da escola na formação de conceitos
(Maria de Fátima Cruvinel, 2002) Santos, Ataíde Felício dos
This paper aims to demonstrating the importance of the formation concepts by students and the role of school as a privileged place in the process as well as to explain that the above mentioned process depends on the systematic and intentional performance of the teacher – organizer and mediator of the teaching-learning process – and on the student, as an active subject of the meaningful knowledge.
E onde fica adão nesta história?! do desafio de ensinar história diante do fundamentalismo religioso
(Maria de Fátima Cruvinel, 2002) Silva, Ademir Luiz da
In this article I try to debate on the form of religious fundamentalism prevailing in our society, which tries to undermine, or at least to censor the teaching of history, while the historical science questions some principles of its tradition.
Escola, geografia e questões socioambientais
(Maria de Fátima Cruvinel, 2002) Silva, Eunice Isaias da
In the present stage of social development, a new way of life has been created based upon an exaggerated consumption, which means “possession is power”. New necessities were created to satisfy these consumption demands. So, the environmental degradation increases day by day and the relationship among people is becoming worse and worse. The school can be equipped to create new and improved forms of participation to change this reality.
Contação de histórias, leitura e produção de textos: um estudo da unidade temática – educação ambiental
(Maria de Fátima Cruvinel, 2002) Rodrigues, Edvânia Braz Teixeira
This text aims at reflecting on environmental education and related activities published in juvenile literature which can contribute to the education of citizens committed to the preservation of nature. The objective is to design formal and informal pedagogical tasks to be developed in the classroom, and to stimulate the habit of reading and writing not only as functional, instrumental and pedagogical activities, but as a pleasurable activity. Therefore, there will be a selection of some juvenile literature books written by Brazilian authors that explicitly or implicitly present concepts concerning environmental education.
Off the coast of me: representaciones sobre el inmigrante caribeño en Estados Unidos
(2003) Rabelo, Danilo
A (diz!) ordem própria da língua
(2004) Murce Filho, Newton Freire
NECASA: uma visão integral da adolescência
(Universidade Federal de Goiás, 2004-06) Silva, Cirlene Maria da; Pinheiro, Veralucia
O conceito variável de literatura
(Maria de Fátima Cruvinel, 2005-06) Aguiar, Ofir Bergemann de
This article proposes a discussion on the historical relativism of the concept of literature in order to serve as argument to support the favorable judgement about including literary texts in foreign language learning. The following factors will be considered: there is no essence of literature; literary texts have nothing in common except the use of language; the status of literary text is determined by ethic, social and ideological reasons; the definition of literature depends on the way one reads a text rather than the nature of the text; reading is one of the communicative abilities to be developed in foreign language teaching.
O processo de revisão dialogada entre professor e alunos de língua inglesa: apenas avaliando textos escritos?
(Maria de Fátima Cruvinel, 2005-06) Figueiredo, Francisco José Quaresma de
This paper presents a study in which I investigate the text correction strategy for written English known as conference. My aim was to better understand this kind of dialogical correction, as well as to investigate students’ and teacher’s perception of their participation in this kind of correction activity. This study is supported by theories about error correction and by sociocultural theory, which assume that learning is facilitated through interaction. The results show that, through the interaction that takes place in conference activities, the students have the chance to clarify some vague aspects of their texts, which are pointed out during the conference, as well as to perceive that they themselves are able to correct some of their mistakes. The teacher also has the chance to evaluate what the students know and what they still have to learn.
A exclusão do significado
(Maria de Fátima Cruvinel, 2005-06) Freire, Silvana Matias
What causes curiosity, fascination and, sometimes, uneasiness involving nonsense vocal manifestations? In this article I deal with one of these manifestations: the glossolalia. I intend to approach the first writing registers about glossolalia and to discuss this language phenomenon based on some principles of linguistics.
A poesia e o ensino de línguas
(Maria de Fátima Cruvinel, 2005-06) Murce Filho, Newton Freire
This text aims at discussing the role of poetry in the process of teaching languages. It is argued that it is necessary to learn how to appreciate what poetry does to language as well as to the body by means of the production of something new.
Poeta, poema, poesia, contadores de causos e de histórias nas paragens de Goiás
(Universidade Federal de Goiás, 2005-06) Rodrigues, Edvânia Braz Teixeira
Análise dos processos de interpretação textual em língua estrangeira
(Maria de Fátima Cruvinel, 2005-06) Carvalho, Iris Oliveira de
The processing of the read text is beyond the simple recognition of the words. To understand a text, the use of interpretation mechanisms based in the knowledge of the code and subject are necessary. Necessary as well are the cultural, ideological and social reconstruction values established by the author during the text construction. The reading in foreign language uses the same interpretation mechanisms, however it demands the sociocultural knowledge of the target language. Thus, from the reading in foreign language we analyze in this article the processes through which the readers negotiate the meaning of the meaning of the text making its interpretation.
Memória e tessitura da narrativa: uma experiência escolar de leitura
(Maria de Fátima Cruvinel, 2006) Oliveira, Ilse Leone Borgs Chaves de; Delgado, Andréa Ferreira
The reading of Menino de engenho, by José Lins do Rego, is composed of a set of interdisciplinary pedagogical experiences which relates reading practices to the studies of historical contents. Through activities that stimulate the comprehension of a literary text making, it´s aimed to investigate the connections between the memory mechanisms to literary creation, considering the specifi cities of this discursive gender. This work was developed in the seventh grade in Centro de Ensino e Pesquisa Aplicada à Educação of Universidade Federal de Goiás (Cepae/UFG). It interweaved the slavery approach to the reading of the book Doidinho, by the same author, which was done the previous year. Starting from the concept of “permanence” in social relations originated in the slavery society, a rural sociological text was adapted and activities were elaborated to assist the students to be aware of the multiple work relations in Santa Rosa sugar mill, analysed while practices made out of dependence and by exchanging favors. In order to delineate the estrategies of memory discursive production, a didactic transposition of the literary critic was done, which focused José Lins do Rego´s book. The following axes were elected to investigate this memory writing: the narrative that combines memory and fi ction in the plot, the childhood construction and the temporal play in the interweaving of the narrative. The proposed activities constitute pedagogic strategies of literary discourse analyses, promoting multiple reading experiences which encompass an individual reading subjectivity as well as a collective discussion of text meanings till the writing production that customizes exercises for the literary work comprehension.
Literatura na escola: prática de interpretação?
(Maria de Fátima Cruvinel, 2006) Cruvinel, Maria de Fátima
This work aims at refl ecting upon the school mediated relation of the reader-student with the literary text, from observing a school experience. Taking into account some incompatibility between the literary and pedagogic discourses, the intention here is to evaluate if young students reach the interpretation, even if the reading practice is determined and controlled by an evaluation and selection mechanism as the selective process of the university entrance examination. Further on the intercrossing of literary and pedagogic discourses, a third one is inserted in the weft, the Historical discourse, once the read novel Pão cozido debaixo de brasa is built based on a true event.
Escola como espaço de prevenção às situações de risco: relato de experiência
(Maria de Fátima Cruvinel, 2006) Teixeira, Célia Maria Ferreira da Silva; Carrijo, Alessandra da Silva; Moura, Ivone Gomes de Santana; Silva, Celma Regina Gonçalves da; Costa, Lívia Faria e Silva; Esper, Mouna Antoine; Rosa, Lúcio Frederico de Oliveira
This experience account is the result of a number of meeting held at Cepae to refl ect upon the participation of the family in the school from the perspective of a biosocial prevention to risky situation such as drug abuse and suicide which interfere in the full development of children and adolescent activities. To accomplish this interacted action between parents, teacher and public servants of the UFG. The methodology focused primarily in the groupal dimension having as a basis the Moreniano Psicodram.
O professor de matemática e a produção de saberes sobre a gestão curricular
(2006-04) Gonçalves Junior, Marcos Antonio; Buriasco, Regina Luzia Corio de
This article sees the teacher as an actor in a community of practice (LLINARES, 2000), where he/she carries out several tasks to achieve curricular objectives – curricular management practices (PONTE e SERRAZINA, 2004). It introduces what Tardiff (2000) calls “teachers knowledge”, relating it to “knowledge in action” in teaching practice (PONTE, 1995). From this standpoint, it analyzes some moments of practice of an 8th grade Elementary School teacher, specially during the presentation of an algorithm task ( information collected during a Master Degree research, from which this text originated), providing some reflection on the potentialities of the teacher as the producer of Math teaching knowledge.
Educação física escolar e inclusão: desafios para uma prática concreta
(Maria de Fátima Cruvinel, 2006-12) Silva, Régis Henrique dos Reis; Sousa, Sônia Bertoni; Vidal, Maria Helena Candelori
This paper aims at discussing the School Physical Education’s role in face of Inclusion paradigm. To reach our aim, we had to refer to the following questions: what are the principles which orientate Special Education (SE); in relation to Inclusive Education, what are the facts and thoughts which orientate its development; what are the orientations of Brazilian Educational Politics related to Special Education, in the scenery of integration and inclusion; what have shown the Brazilian statistical dates concerning to the inclusion of People with Educational Special Needs in private or public schools; and what are the traveled ways by Physical Education in face of People with Educational Special Needs?
Estudos sobre educação matemática em Goiás: um olhar sobre os programas de pós-graduação stricto sensu
(Maria de Fátima Cruvinel, 2006-12) Cedro, Wellington Lima; Couto, Aldney Barbosa; Hizim, Luciano Abrão
In this research we made a state-of-the-art of Mathematical Education in Goiás, during the 1990 and the 2004. The objective of this work was to trace the way covered until today and presenting possible routes and challenges for the community of mathematical educators of Goiás, in direction the consolidation of this fi eld of knowledge. The conclusions of this research, really point that the great challenge of the local community of Mathematical Educators is presented in the form of it to consist, as a group of operating citizens in relation to the scientifi c production, therefore the glimpsed panorama points with respect to a precariousness and insuffi ciency of works related to the Mathematical Education.

Navegar

Navegando CEPAE - Centro de Ensino e Pesquisa Aplicada à Educação por Data de Publicação

Resultados por página

Opções de Ordenação