Navegando por Assunto "aprendizagem"
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Item Semeando modos de ensino e aprendizagem De moda - experiências de estágio Como questão(Universidade Federal de Goiás, 2012-03-19) FLORI, Rogério Justino; TOURINHO, Irene; http://lattes.cnpq.br/0199098726098947This research analyzes how a group of students from two Fashion Design courses construct different ways of seeing fashion while dislocating and displacing between distinct learning spaces. Daily practices, classroom experiences and in-service student training activities are the learning spaces which concentrate the focus of this investigation. The data was gathered through periods of monitoring and observation in places where they developed in-service student training, field notes, interviews, conversation groups and photographic records. The research discusses student s expectations in relation to their professional training and anxieties that accompany their experiences in this period. It also discusses the negotiations and concessions they face in order to carry out their goals and studies while transiting across daily tasks, classrooms and in-service training activities. The axis of analysis of this research concentrate on the relations between technical and artistic learning, contradictions about the student role as in service trainee, coping with managers, colleagues and staff characterizing the experiences lived by the collaborators. The discussion about selected looks that the students wished to have created enhances the investigation understanding about ways of thinking the professional practice of fashion designers and their future desires.Item Crenças sobre o processo de ensino-aprendizagem de língua inglesa para surdos: um estudo com uma aluna surda e dois professores de uma escola da rede pública em Goiás(Universidade Federal de Goiás, 2011-12-01) LIMA, Samara Gonçalves; FERREIRA, Maria Cristina Faria Dalacorte; http://lattes.cnpq.br/9262323548559269This study originated from the urge to observe, analyze and discuss the educational experiences at the inclusive school in Brazil, more specifically the beliefs of the participants about the English language learning and teaching processes to the deaf learners. After preliminary observations in this context, I decided to focus on the perceptions of a former deaf High School student whose participation in the English class interaction was considered above average by her two former teachers and theses teachers beliefs about the processes of learning and teaching the English Language to deaf students. Thus, a retrospective of the classes in which the student participant in this research was made by the two teachers in order to describe her performance. A second step was to meet the participant, who, at the moment, is doing the Pedagogy course at a university in Goiás. During these meetings, video recorded interviews mediated by a sign language interpreter were made. Moreover, the three participants, i.e. the two teachers and the deaf student also answered a questionnaire. Based on these data, a survey on the beliefs of one of the teachers and the deaf student, participants in this study, was made. In relation to the theoretical references followed by this study, reviews were made about the following three major themes: inclusive education from a socioanthropogical perspective; Vygotsky s social intreactionist theory and its relation to learning; as well as the theory on learners and teachers beliefs based on authors such as Barcelos (1999, 2004), Almeida-Filho (1993), Richards and Lockart, (1994). The qualitative research was the methodology adopted to collect and analyze the data. Instruments like interviews, questionnaires and field notes were used in order to triangulate the data and interpret the results. Finally, the data analyses reveal that teaching English to deaf students demands the adoption of new perspectives and attitudes towards the process by practitioners.Item Produção colaborativa de textos escritos em língua inglesa: um estudo de caso(Universidade Federal de Goiás, 2012-06-06) WOBETO, Ricardo; FIGUEIREDO, Francisco José Quaresma de; http://lattes.cnpq.br/1701940743664871This thesis aims to investigate and understand the collaborative production of written texts in English during the conduct of activities in pairs of students in the classroom. For this study three activities were selected: comic, family vacations (jigsaw) and textual reconstruction (dictogloss). The survey was conducted with a group of eight students from intermediate level of proficiency studying in a private language school in the city of Anápolis, Goias, in the second semester of 2011. The sociocultural theory, in the light of studies developed by Vygotsky and his collaborators, was used as the main theoretical support for the development of this study. As for methodology, the present work is configured as a case study. The principles of qualitative research were used to analyze the data collected after the implementation of collaborative activities between students. For a better understanding of collaborative dialogues constructed by the participants to carry out the proposed activities, the quantitative approach was also used in data analysis to determine and compare the types of strategies mediations, negotiations and corrective feedback by the participants and their occurrence in each collaborative activity. After each activity, participants shared, through semi-structured interviews, their views and perceptions about the collaborative process of textual construction in pair of students, detailing about the strategies used by them to overcome the difficulties encountered along their interactions. The collaborative dialogues, produced by participants, were audio-recorded and later transcribed and analyzed. The results of this study demonstrate that collaborative activities are profitable in the process of learning a foreign language, because, through dialogue and interaction in collaborative tasks, knowledge can be co-constructed in the target language. Furthermore, we observed that collaborative activities provide participants with a more active role in the search, development and construction of linguistic knowledge necessary for the construction of written texts in English. We also observed that the comic activity offered greater opportunity for students to use different types of mediating strategies to achieve its main goal: the construction of written dialogues between the characters of the comic activity.