CEPAE - Centro de Ensino e Pesquisa Aplicada à Educação
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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.
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Item Ações avaliativas oficiais: para que avaliar?(Maria de Fátima Cruvinel, 2011-06-30) Carvalho, Maria Alice de SousaThe aim of this study is to discuss the assessment proposed by the Ministry of Education in Decree 6094 (BRASIL, 2007), in particular, the programs Basic Education Index and the Brazil Test. Assessment is studied, taking into consideration the context of the educational policies drawn up since the 1990s, in which the role of the State was reformulated, in order to guarantee the provision of a set of educational actions based on three axes: assessment, management and financing. This analysis would hope to contribute to the discussion on the role of assessment in official national programs.Item Aprendizagem colaborativa: análise de uma atividade de inglês em grupo(Maria de Fátima Cruvinel, 2009-07-31) Duarte, Magali SaddiThis paper aims at reporting a collaborative process observed in an English class activity, in a Sociocultural perspective. The researcher addresses the following research questions: how pre-intermediate adolescents from a language center in a Brazilian school of S system with different levels of proficiency react to the proposal of collaborative work and what are the consequences observed considering the students’ interactions.Item Cómo integrar el arte y la literatura a las clases de español(Maria de Fátima Cruvinel, 2009) Silva, Mirela Adriele da; Sellanes, Rosana Beatriz Garrasini; Carvalho, Iris Oliveira deUsing Art and Literature in Spanish classes can be a way to learn about the culture and the history of the target language. Besides, it can facilitate the process of learning and the integration of basic contents that are found in didactic books. In this paper, we suggest some ways of using Art and Literature in SFL (Spanish as Foreign Language) classes. By this, we aimed at helping in-service and pre-service teachers to use authentic samples of language and culture in their classes, by utilizing materials that can be found in Internet.Item Educação inclusiva: do paradigma da igualdade para o paradigma da diversidade(Maria de Fátima Cruvinel, 2011-06-30) Reis, Marlene Barbosa de Freitas; Bezerra, Claudia Santos Gonçalves BarretoThis article presents reflections on the theme of inclusive education in the educational context, and the challenges for teacher formation in dealing with diversity in the classroom. The study begins with a brief presentation of important terms on the conception of inclusive education, in order to situate the reader in this “new” educational paradigm, which sees the educational context as an opportune space for debate, different learning styles and rhythms. It incorporates the conceptions of inclusive education which prioritizes recognition of the other, dialogue between different social and cultural groups, fosters the building of a common project, in which differences are dialectically included. It then analyzes policies which underline pedagogical practices and the formation of teachers for inclusive practices. Finally, the article points to perspectives for bringing about inclusive education through the valorization of education professionals and respect for human diversity. In this context it discusses current projects for teacher formation presented in short courses, which do not provide in-depth knowledge for the teacher to visualize the broader context of content on greater diversity which constitutes the educational process from an inclusive perspective.Item Educação inclusiva: identificação e apoio ao talento feminino(Maria de Fátima Cruvinel, 2010-12-31) Santos, Wanderley Alves dosThis article discusses the importance of special education for gifted and talented women. It stresses the importance of educational and cultural politics for this segment of the population.Item Estudos sobre planejamento e designde módulo instrucional para o ensino de ciências para surdos(Maria de Fátima Cruvinel, 2011-06-30) Benite, Anna Maria Canavarro; Cardoso, Filipe de SouzaThis study discusses the planning and design of an instructional module for Science education, and in particular the teaching of the properties of hydrocarbons to deaf students. Firstly, it presents a discussion on education for the deaf based on linguistic issues which involve the teaching of the Portuguese and sign languages. It describes the strategy for creating the module based on social interaction, using participant observations made in a 3rd year high school class at the Goiânia Association for the Deaf. The module design is based on different ways to represent scientific knowledge. From the results it can be inferred that the strategy was developed as tool for mediating action and as a device for explanation and prediction.Item Formação de professores na perspectiva da inclusão escolar da pessoa com deficiência: um estudo bibliográfico(Maria de Fátima Cruvinel, 2011-06-30) Nunes, Natália MacedoThe theme of this study is vocational formation from the perspective of including the disabled in the school environment. This study was qualitatively characterized by the struggle of this group, taking into account subjectivity, values and beliefs. A literature search was undertaken in which dialectical materialism was used as a paradigm to come up with answers to the research problem. The study set out to analyze the skills needed by professionals working with inclusion, present the principles which underlie vocational formation, highlight factors which influence how inclusion is thought out, investigate the relationship between inclusion and PE, and finally, describe the challenges which inclusion presents for the school. It was found that there has been little investment or interest on the part of public authorities in the welfare of this group. In other words, without political and financial commitment to the educational system little can be changed. The lack of information at the initial formation phase of professionals was also a major factor for this research, as was awareness of the importance of ongoing formation and professional training. Consequently, the authors intend to undertake further study on inclusive education as they believe that the process of awareness of social and educational inclusion will be brought about through the united efforts of society participants.Item Formação de professores: um exemplo de uso da otimização na preparação de novos professores(Maria de Fátima Cruvinel, 2010-12-31) Lopes, Marcos ViníciusIn order to reaffirm the importance of an in-depth study of pure mathematics in the formation of new mathematics teachers, we have proposed to focus on a specific area, optimization, in order to provide training for new mathematics teachers at UFG. In this paper we study the convergence of primal and dual central paths associated to entropy and exponential functions, respectively, and we investigated the asymptotic behavior of these paths in linear programming. We also studied the convergence of primal and dual central paths associated to the Kullback-Leibler divergence and its conjugate. As an application of the study of central and dual paths, we have shown the convergence of the primal weighted dual proximal sequences to Kullback-Leibler distance for Problems of Linear Programming (PPL), in what is called the Proximal Point Method. Using more accessible and palatable language, we have undergraduate mathematics students in mind when describing one of the dimensions of the study of optimization for the formation of new mathematics teachers.Item A formação inicial do professor de Matemática: algumas de suas reflexões durante o estágio supervisionado(Maria de Fátima Cruvinel, 2010-06-30) Civardi, Jaqueline Araújo; Xavier, Rafael GomesThe teaching practice module of initial formation of mathematics teachers in the Institute of Mathematics and Statistics, at the Federal University of Goias, provides an opportunity for student-teachers to experience and understand the reality of the field in a critical and analytical manner. The aim of this article is to present the reflections of a student-teacher on the above-mentioned course during their introduction to the field at the Center for Teaching and Applied Research in Education. It also discusses some of their pedagogical actions and behaviors that were (re) signified based on readings undertaken during their initial formation course and discussions held in the course of their teaching practice.Item Inclusão de alunos com deficiência nas aulas de Educação Física dos Colégios de Aplicação: a perspectiva de seus professores(Maria de Fátima Cruvinel, 2011-06-30) Bertoni, Sônia; Santiago, Thiago Vaz; Silva, Régis Henrique dos ReisThis article sets out to analyze the experience of the disabled in PE classes at Colégios de Aplicaçãoin Federal Institutes of Higher Education from the perspective of PE teachers, in the context of national policies for Special Education. Semi-structured questionnaires, of which 22 were effectively answered, were sent to 83 PE teachers at the above-mentioned institutes. It was seen that the services offered to the disabled fall far short of what national policies on Special Education demand, as these people are not given the minimum conditions for remaining on in these schools, and more specifically in PE classes.Item A língua Brasileira de Sinais como inclusão social dos surdos no sistema educacional(Maria de Fátima Cruvinel, 2011-06-30) Barbosa, Leonarlley Rodrigo SilvaThis article reflects on theoretical discussions about the importance of the Brazilian Sign Language (Libras) in educational centers as a means of social inclusion of the deaf. It described the process of how deaf students learned sign language in the educational system with the first teachers in the field. It also analyzes its methodologies and impact on the schools, links up with current research and explains the importance of sign language in the educational social context of the deaf. It sets out to discuss and analyze the importance and recognition of Libras in the school as the natural language of the deaf community, and of respecting the deaf and their different way of seeing and analyzing the world. It discusses how important it is for the school to provide Libras classes to students and the school community as a means of communicating in an inclusive way between the deaf and hearers in the school community, and not reducing inclusion to the mere presence of interpreters. From this analysis, it was concluded that to bring about inclusion between the deaf and the hearer, it is necessary to know Libras and to have deaf professionals in the school environment, so that deaf students acquire greater fluency in sign language, have contact with their culture and get to know each other through others and extend the teaching of Libras as guaranteed by Decree 10.436, April 24, 2002.Item Monômio, binômio, trinômio, polinômio – definições e significados(Maria de Fátima Cruvinel, 2009-07-31) Varizo, Zaíra da Cunha Melo; Carvalho, Silmara Epifânia de CastroIn this paper we will approach the following topics: the importance of the study of definitions in the learning of algebra, the importance of the support of Philosophy in the study of definitions of concepts, the value of establishing taxonomy for the optimization of learning algebra expressions as well as for given meaning for studying them. Our hypothesis is that one of the obstacles in the learning of algebraic expressions is the logical structure presented in the mathematics didactical books. We therefore, propose to analyze the definitions of the concepts of monomial, binomial, trinomial and polynomial which are found in four mathematics course books of seventh grade of primary school published in 1955, 1991, 1995 and 1999, in the light of the principles of Philosophy and Logic. Our analyses is founded in Duarte (1967) and Teles (2002), considers the articulation between terms and their definitions taking into account the logical structure of definitions of the concepts in focus. To finalize we make some inferences about the obstacles of learning that represents the lack of application of logical principles in the definition of the concepts which are the object of our study.Item O mundo do trabalho e a Educação Física: a formação em questão(Maria de Fátima Cruvinel, 2010-06-30) Onofre, Tiago; Lobo, Pítias AlvesThe field of work in Physical Education is currently divided into two worlds: school and non-school. This division reflects not only the need for different types of formation demanded by the two different fields, but also the changes that the work/worker in the field suffers during the present phase of changes in their forms of organization. As a result, there has also been a division in the classification of the workers: those with a Licentiate (for schools) and non-school Physical Education graduates. Although they both have distinctive curricula and training, they follow the same paradigm in teacher formation centered on the acquisition of skills. Thus, the text set out to examine the issue of formation in the context of this fragmented scenario of the field by identifying in recent research what is the central concern of researchers when dealing with the theme of physical education teacher formation. It tried to report on how the productive restructuring process has influenced the classification of the world of work in the field. So as a result of our analysis, we propose to salvage the idea of a broad education for a single world of work, having the work itself as an educational principle of formation in Physical Education in order to overcome possible tensions between the workplace and Physical Education in the process of training and intervention of its teachers.Item O que a chacina em Realengo tem a nos dizer: uma análise sobre os discursos da violência escolar no Brasil(Maria de Fátima Cruvinel, 2010-12-31) Alves, Amone InaciaThe aim of this text is to analyze the process of how violence is produced, using texts from the mass media, on the episode which occurred on April 7, 2011, at the Tasso da Silveira Municipal School, in Rio de Janeiro. It starts from the assumption that the media set out to identify the violent situation experienced by the young people who died or saw many of their colleagues being killed, based on the causes, whose explanations are rooted in the emotional imbalance of the “killer”, in the psychological problems which he faced throughout his school career. We believe that underlying the discourse there is an ideological production which glosses over social relations, neutralizes class differences and legitimizes situations of power which the school has failed to confront.Item Teoria, prática, estágio supervisionado e formação docente(Maria de Fátima Cruvinel, 2010-06-30) Mesquita, Deise Nanci de CastroThis article analyzes the formation of licentiate students while undertaking their teaching practice. As a basis for the discussion the following issue is raised: how can theoretical knowledge serve as a reference for the concept of student-teacher’s learningteaching and, thereby, influence the pedagogical practices adopted in the classroom?Item A utilização de diários dialogados na formação universitária de professores de Inglês: um convite à reflexão(Maria de Fátima Cruvinel, 2010-06-30) Sabota, BarbraThis article highlights certain considerations on the use of diaries as a means towards fostering reflection among student-teachers in a Letters Course at a public university in the state of Goiás. The text is based on the theoretical assumptions that through reflection studentteachers can rethink their actions and thus, their performance in the classroom. It can be concluded that student-teachers benefit from this tool to share their opinions as well as their expectations and uncertainties about teaching English with their supervisors. Although some students at first did not consider the diary the best means, all participants ended up recognizing its relevance as a reflection-inducing device.Item A visão do bioma Cerrado no ensino fundamental do município de Goiânia e sua relação com os livros didáticos utilizados como instrumento de ensino(Maria de Fátima Cruvinel, 2010-06-30) Guimarães, Lorena Dall’Ara; Laranjeiras, Daniel Orsi; Santos, Marcela Peixoto dos; Costa, Taís BorgesThe aim of this study was to evaluate primary school students’ information levels on the Cerrado biome and also to see if there are differences between the perceptions of public and private school students on this issue. The approaches of the textbooks adopted by these schools as a teaching tool were also evaluated and related to the students’ perceptions. There was no difference between public and private schools in the number of correct answers per questionnaire. Among private schools, the most frequently cited category of the biome was the description of the Cerrado as having small trees with twisted trunks, while for public schools it was an appreciation of the biome. An analysis of the textbooks found that the most frequently addressed topics are: soil, vegetation and geographic location. Conservation and biodiversity are treated superficially. Most of the books restrict the Cerrado to central Brazil and the definition of the climate of the biome is sometimes confusing. In the textbooks the difference between Cerrado and Savanna is ambiguous and the theme of fire in the Cerrado is rarely addressed.