http://memoria.ifrn.edu.br/handle/1044/1158 Sun, 23 Aug 2026 11:53:05 GMT 2026-08-23T11:53:05Z http://memoria.ifrn.edu.br/handle/1044/3283 Projeto Professor Diretor de Turma: Recontextualizações de Políticas na Escola This study is a discussion of the recontextualization process of the policy known as “Projeto Professor Diretor de Turma” (Teachers as Class-Directors Project - TCDP) in the educational context, from its inception through its actualization in practice. Our premise theorizes that policies of the sort are subject to recontextualization processes that arise from particular demands and processes of articulation and resistance, which in turn take place amidst power struggles; policy enactment is therefore understood as no menial task. It is our guiding assumption that the teachers participating in this research often recontextualize the above policies with a view to enabling a curriculum which facilitates teaching and learning. In order to examine this trajectory, we have elected the policy known as the “Teachers as ClassDirectors Project”, currently undergoing implementation in secondary-education classrooms at public schools in the State of Ceará, having begun in 2008. We hypothesize that policies may be recontextualized by those actively responsible for their execution in order to decenter instruments of power, thus renouncing notions of policy implementation in educational contexts. Theoretical footing on the theory of the Continuous Policy Cycle was procured in the works of Ball (1993), Bowe; Ball (1992), Ball; Maguire and Mainardes (2006). Curriculum studies were discussed from the perspectives of Lopes (2011), Lopes; Macedo (2006), Ball (2016) and Silva (2017). Finally, in order to bring our theoretical chapter to closure, though tentatively, we cast reflections on the notion of performativity in educational contexts according to the discussions put forward by Ball (2005; 2010) and Silva (2017). This was a qualitative study whose principal collection instruments were interviews comprising a semi-structured questionnaire answered by teachers involved in TCDP’s as Class-Directors. Official project documentation was analyzed herein as well. From their very first versions, the recontextualizations put forth by the Project have been affected by the state government’s policy assessment practices. In the educational context itself, the school managers make attempts at policy implementation while the Class-Director Teachers, who are placed in actual charge of the Project and invariably come under pressure from management, try and recontextualize said policy when fulfilling their duties within the confines of the school context but also considering the contexts from which their students stem. These recontextualizations are made at each Class-Director Teacher’s discretion, in line with what they deem to be adequate and according to their interests, seeing as they do not believe to have a sufficient class load at their disposal to perform their duties. . Some of the perceived recontextualizations near perspectives of personal relationships, thus translating the policy into a medium for the resolution of students’ personal problems. These are verifiable from the moment the Class-Director Teachers tackle the execution of the policy. They feel compelled to help their students owing to the emergence of affective elements in their relationship. Such efforts are invariably justified by attempts to motivate students and help them succeed in life. Wed, 13 Mar 2019 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3283 2019-03-13T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3282 O ensino de inglês em turmas numerosas: uma proposta de ensino da pronúncia em cursos técnicos de nível médio no Instituto Federal do Rio Grande do Norte Although we have gone through decades of progress in Brazilian education, with numerous educational reforms and the arrival of several approaches developed for education to the country, the teaching of foreign languages in the national public school seems to have remained oblivious to these advances. And in the case of English language, specifically, in more than 200 years of history of formal teaching of that language in regular school, develop-ing teaching-learning English that enables the student to interact orally in the language, has been something unattainable in practical terms, as official documents confirm. In this way, in order to enable the teaching of English in the regular classroom, in a perspective in which the student is able to use it in effective communication, we carry out this study focusing on the teaching of the English language with an emphasis on intelligible pronunciation, in a large class of the regular public school. Through the research of pedagogical intervention, bringing the discussion to the scope of Professional and Technological Education (EPT), according to the principles of the proposal for the teaching of English language at Instituto Federal do Rio Grande do Norte, we developed a proposal for the teaching of pronunciation in English language, in a regular class of the Technical Course in Computer Science, characterized as a large class. With this objective, the information about the class was collected through a questionnaire, and from the information, together with the guidelines that guide the English Language teaching at IFRN, some instruments were created, action plan and teaching plan, which associated with an oral gender chosen for the intervention - the job interview – it was possible to accomplish the research. The intervention was carried out in a class with 44 students, during 10 meetings, total 30 hours / classes. The results showed that the intervention implemented according to the teaching proposal, based on the developed instruments and the oral genre, allowed significant advances in the learning of English-speaking students, making them able to interact in the target language, intelligibly within the gender, thus constituting a valuable medium for the improvement of English learning in the large classes of public regular school. Mon, 23 Apr 2018 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3282 2018-04-23T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/3276 M-learning: o uso do aplicativo duolingo para o ensino de gramática e vocabulário em língua inglesa em curso técnico de nível médio This research aims to apply and analyze a proposal of grammar and vocabulary teaching of English using the Duolingo mobile application for the technical course of integrated secondary education in person. The specific objectives are to describe the potentialities of using the application to promote teaching and learning of English grammar and vocabulary and to analyze the applicability of the complementary teaching proposal to the English course program of the technical course in the environment through m- learning. Our research is driven by the conception of studies on m-learning (GEDDES, 2004; TRAXLER, 2009; SACCOL, 2011; FERREIRA, 2012; SANTOS COSTA, 2013), digital literacy (KLEIMAN 2005; BAESSO 2006; FISHER 2007; In this paper, we present the results of the literature on the use of technologies in education (WARSCHAUER, 2000; MARKET, 2002; KENSKI 2007; LEVY, 2017, 1999, 1998; MAYRINK, 2017). In order to reach our goal, we developed four moments to account for our pedagogical intervention: in the first one, a questionnaire containing four questions was applied to the 31 students participating in the study to analyze the needs of the class in relation to teaching-learning in English. In the second, an initial evaluative diagnostic test was divided into three parts, consisting of 35 questions (objective, association of columns and discursives involving vocabulary) in order to understand the students' knowledge about the contents of the discipline program. In the third, 12 classes were taught in the period from November 1 to 22, 2017, totaling 7 meetings, 3 lessons per week, using the Duolingo application as a pedagogical technological teaching tool for grammar and vocabulary in the language English. In the fourth, a final evaluative diagnostic test was applied, which was intended to compare the results with the initial test and to identify if the application has the potential to promote the skills tested. Finally, we conclude that the pedagogical intervention allowed significant advances in the learning of grammar and vocabulary of the students, through the use of the Duolingo application, opening a possibility of teaching-learning, which may provide a better use of English language classes in federal school. Tue, 24 Jul 2018 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/3276 2018-07-24T00:00:00Z http://memoria.ifrn.edu.br/handle/1044/2034 O livro didático e o enfoque CTS: possibilidades para o estudo dos gases no ensino médio The STS (Science-Technology-Society) studies represent a vast and complex branch of knowledge, with many thematic foci and that aggregates many researchers. The STS movement emerged in the United States, in college education, between the 1960s and 1970s. In Latin America, the origin of the STS discussions is found in the reflection of Science and Technology as a responsibility of public policies. The Latin American Thought About Science-TechnologySociety emerges at the end of the 1960s as criticism of the situation of science and technology and of some aspects of state politics (VACCAREZZA, 1998). As the years went by, this focus has been gaining projection. With the objective to understand the role of the Chemistry textbook in the possibility of adoption of the STS approach to the concept of Study of Gases, the present work proposes the analysis, through a state of knowledge, of how the literature specialized in teaching treats the concepts related to the Study of Gases. In this perspective, it was performed a bibliographical research, from a systematic study with eleven periodicals chosen according to Qualis CAPES about the concept Study of Gases. With the data obtained from this systematic study, it was observed that, from the 20 articles found, 11 approached the concept. In their vast majority, the periodicals treated the concept in a manner directed to laboratory practices, with gaps being pointed out about the approach of this concepts in the periodicals analyzed. It was also performed an analysis of textbooks, with the goal to identify if those works presented STS approach in the concept Study of Gases. This analysis was performed in 6 high-school Chemistry textbooks that were approved by the National Textbook Program (PNLD), that were implemented in the schools in the academic year of 2018. The categories of analysis were reasoned with the assumptions of Bardin's Content Analysis (2011); furthermore, it was used, based in these criteria and fundamentals, Minayo (2002), Gil (2002), Marconi (2010), Ricardson et al. (2011). In this analysis, it was highlighted aspects a priori of philosophical, sociological, historical, political, economic and humanistic nature that characterize, according to Rosenthal (1989), the aspects related to Science in its broadest dimension for the contents of the STS curriculum. From this analysis, and considering that the work presented the STS approach, it was specified, through subcategories, which strands were characterized: the European, the North American or from the reflection of the Latin American Thought About Science-Technology-Society. It was also performed interview with five Chemistry teachers of the public school system, State and Federal, for identification of the teachers' thoughts about the STS interactions in the high-school Chemistry textbooks. In the content analysis of the interviews, it was noticed that the teachers identified the importance of the concept for the formation of students, its role in situations that occur in their daily lives. It was identified in the speech of many teachers the concern with approaching the concept as preparation for ENEM. Only one of the five teachers identified the importance and aspects of the STS interactions in the textbooks. Tue, 26 Feb 2019 00:00:00 GMT http://memoria.ifrn.edu.br/handle/1044/2034 2019-02-26T00:00:00Z