CALEM DALEM

Patrícia Lupion Torres e Rita de Cássia Veiga Marriott demonstram as possibilidades e os limites do uso dos mapas conceituais, que, como uma técnica que são, organizam ideias, conceitos e conhecimentos, facilitando, assim, a assimilação, a retenção e a recuperação da informação. Esta técnica tem o potencial de ativar o uso do conhecimento prévio, estimular o desenvolvimento linguístico, identificar concepções equivocadas. Ela promove uma aprendizagem ativa, significativa, colaborativa, interativa, investigativa, crítica e reflexiva.

Orientadora: Patrícia Lupion Torres Co-orientadora: Marta Morais da Costa Dissertaçăo (mestrado) - Pontifícia Universidade Católica do Paraná. Centro de Teologia e Cięncias Humanas. Programa de Pós-Graduaçăo em Educaçăo. Defesa: Curitiba, 2004 Inclui bibliografia

O Programa Agrinho, com o objetivo de atender a Agenda 21 de desenvolver programas de Educação Ambiental, vem desde 1995 preparando e capacitando educadores e docentes para as questões ambientalistas em seus programas de formação continuada. Em 2012, seu programa de educação a distancia (EAD) foi consolidado e 196 turmas foram credenciadas nesta modalidade de ensino. Neste trabalho compartilhamos a experiência de um dos nossos cursos em EAD, que tem por objetivo uma pedagogia integradora e participativa, que propicia a formação de sujeitos críticos, reflexivos e atentos às questões ambientais através de uma metodologia que incentiva a interatividade e a construção de mapas conceituais.

The act of doing research, reviewing recent literature, checking data, and articulating results and meanings are important but not enough when working with scientific publications in graduate schools. A vital part of the work is authoring an informative text that can be clear enough as to communicate findings of the study and, at the same time, reinforce chosen arguments. This chapter focuses on an experiment at a renowned Brazilian graduate school of education, which uses concept mapping and collective assessment of such maps as fundamental pre-writing stages to guide the authorship of well-thought, well-knit scientific/argumentative texts. Results indicate that the experiment was successful in making students negotiate meanings, clarify ideas and purposes, and write in an academically acceptable style. All this was conducted from a methodological standpoint that makes meaningful knowledge, collective construction, and the reflective, critical work of the author (from the first draft to the final collectively written version given), the foundations to perform a better job at communicating the processes and results of the investigative work.

The act of doing research, reviewing recent literature, checking data, and articulating results and meanings are important but not enough when working with scientific publications in graduate schools. A vital part of the work is authoring an informative text that can be clear enough as to communicate findings of the study and, at the same time, reinforce chosen arguments. This chapter focuses on an experiment at a renowned Brazilian graduate school of education, which uses concept mapping and collective assessment of such maps as fundamental pre-writing stages to guide the authorship of well-thought, well-knit scientific/argumentative texts. Results indicate that the experiment was successful in making students negotiate meanings, clarify ideas and purposes, and write in an academically acceptable style. All this was conducted from a methodological standpoint that makes meaningful knowledge, collective construction, and the reflective, critical work of the author (from the first draft to the final collectively written version given), the foundations to perform a better job at communicating the processes and results of the investigative work.

The act of doing research, reviewing recent literature, checking data, and articulating results and meanings are important but not enough when working with scientific publications in graduate schools. A vital part of the work is authoring an informative text that can be clear enough as to communicate findings of the study and, at the same time, reinforce chosen arguments. This chapter focuses on an experiment at a renowned Brazilian graduate school of education, which uses concept mapping and collective assessment of such maps as fundamental pre-writing stages to guide the authorship of well-thought, well-knit scientific/argumentative texts. Results indicate that the experiment was successful in making students negotiate meanings, clarify ideas and purposes, and write in an academically acceptable style. All this was conducted from a methodological standpoint that makes meaningful knowledge, collective construction, and the reflective, critical work of the author (from the first draft to the final collectively written version given), the foundations to perform a better job at communicating the processes and results of the investigative work.

Com o objetivo de promover o sentido de complexidade e reintegração (ou abolição) disciplinar, neste estudo de caso pesquisamos como as formas de intercâmbio disciplinar, como a multidisciplinaridade, a pluridisciplinaridade, a interdisciplinaridade, a transdisciplinariedade e a metadisciplinaridade (ZABALA, 2002) estão sendo estimuladas pelas Semanas Acadêmicas propostas pela Escola de Arquitetura e Design da PUCPR (Pontifícia Universidade Católica do Paraná) e como este intercâmbio disciplinar está sendo apreendido e vivenciado pelos alunos. Participantes voluntários, alunos de todos os períodos dos cursos de Design Digital, Design Gráfico, Design de Produto, Design de Moda e Arquitetura e Urbanismo responderam a um questionário de avaliação online após os eventos a respeito da sua percepção quanto à efetivação do intercâmbio disciplinar promovido pelas Semanas Acadêmicas de seus cursos, Curso de Design (Charneira) e de Curso de Arquitetura e Design (Sincronicidade). foram analisadas quali-quantitativamente perguntas sobre a interação de sua Semana Acadêmica com as outras áreas de estudo, a contribuição deste evento no desenvolvimento holístico e global dos participantes, a articulação dos saberes acadêmicos e não acadêmicos, bem como quais atividades, dentre oficinas, palestras e mesas-redondas, mais proporcionaram a transdisciplinariedade na Escola e minimizaram a fragmentação dos saberes. Os resultados revelam que a forma de intercâmbio mais reconhecida é a Interdisciplinaridade, mas apontam, ainda que de forma inconsciente e não sistematizada, uma leve tendência Blucher Design Proceedings Novembro de 2014, Número 4, Volume 1 www.proceedings.blucher.com.br/evento/11ped à promoção da transdisciplinaridade, indicando que as Semanas Acadêmicas têm o potencial de promover o rompimento dos paradigmas tradicionais de ensino.

Patrícia Lupion Torres e Rita de Cássia Veiga Marriott demonstram as possibilidades e os limites do uso dos mapas conceituais, que, como uma técnica que são, organizam ideias, conceitos e conhecimentos, facilitando, assim, a assimilação, a retenção e a recuperação da informação. Esta técnica tem o potencial de ativar o uso do conhecimento prévio, estimular o desenvolvimento linguístico, identificar concepções equivocadas. Ela promove uma aprendizagem ativa, significativa, colaborativa, interativa, investigativa, crítica e reflexiva.

Orientadora: Patrícia Lupion Torres Co-orientadora: Marta Morais da Costa Dissertaçăo (mestrado) - Pontifícia Universidade Católica do Paraná. Centro de Teologia e Cięncias Humanas. Programa de Pós-Graduaçăo em Educaçăo. Defesa: Curitiba, 2004 Inclui bibliografia

This article presents qualitative research of a case study type, carried out with a group of 27 educators who were strengthening their knowledge of online education to a greater depth. Online education requires pedagogical mediation and the skills and competencies to work with technological resources which promote interaction, collaboration, and co-learning. From this perspective, the following research question was posed: what is the knowledge needed for educators to work in online education in order to promote knowledge production? The data collected was analysed according to Bardin (2011) and the assistance of Atlas Ti software. Based on the research findings it was possible to identify three main knowledge areas for mediating teaching and learning processes designed to produce knowledge, essential for teaching online.

This chapter presents the experience of production and use of learning objects (LOs) for English-language learning at the Pontificia Universidade Catolica do Parana (PUCPR), Brazil. PUCPR made its first steps towards online education in 1995 when it started developing its virtual learning environment. Along this trajectory, the need was felt to look for technological resources for the development of digital didactic material. This led to the creation of the Web-based Student Support System (SAAW) by the Center for Educational Technologies. In this research, we developed a case study as the basis for this small data-collection study to elucidate and analyze perceptions and information supplied by the study population. This study was carried out by students studying for a Master's in Education and taking the "Theory and Practice in Distance Education" module. The English-language LO was considered to be satisfactory and to facilitate the teaching learning process.

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI-The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI's 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of lifelong education.

The need for continuous learning and professional-improvement has never been so strong. Driven by the process of economic development and its social and cultural consequences, pedagogy has been trying to encourage the teaching community to react to the demands and changes of the market, its products and processes. From this world perspective of constant changes due to the globalisation and technological evolution, comes one of the greatest challenges to education: the access to continuous learning, made easier to all segments of society, by the development of a new and creative model which answers to the needs of this society where knowledge ages in an accelerated manner and the production and circulation of information grows by the minute. On-line education becomes a possible alternative to address this issue as it makes use of a technology (the Internet) that allows the reaching of resources that were, up to now, unimaginable. With the objective of overcoming the learning/teaching...

The Minha Casa Minha Vida institutional housing program aims to build millions of residences in Brazilian cities. This situation decreases the building quality as the Federal Government, who founds the program, demands very low costs, so it is even more complicate to achieve quality enhancement. To solve this situation, many regulations have been instituted and, in 2013, ABNT published NBR 15575, a regulation regarding housing building performance, including aspects such as thermal, acoustic and maintenance performance. This paper aims to study thermal analysis section and the possibility to use BIM to achieve accurate data about thermal performance.

Concept mapping is a powerful tool for teaching and learning. Since its creation, it has been transforming education as a way of ‘learning to learn’ and for assisting to convert information into knowledge. This paper presents the findings of a research project conducted using concept maps to teach and learn English as a foreign language in a large university in Curitiba, in southern Brazil. The research was developed with a group of 13, Level 2, High School English language students, during their academic term (lessons of 1h40m, once a week, for 16 weeks). Action Research was undertaken and 15 activities using concept maps were created during the term, of which 8 are described in this paper. Students provided feedback during the course and answered a questionnaire at the end of the term. Students’ responses to the questionnaire were analysed qualitatively according to Bardin (2011) and with the use of Atlas Ti software for qualitative analysis. Concept maps were perceived as facilit...

RESUMO: O presente trabalho faz parte do projeto Ações de Didatização de Gêneros em prol do Letramento Acadêmico (2019-2022), uma pesquisa de natureza colaborativa entre quatro universidades públicas do estado do Paraná. Nosso estudo objetiva descrever ações de Letramentos Acadêmico-científicos nos cursos de graduação da Universidade Tecnológica Federal do Paraná por meio de um mapeamento das ementas dos cursos de bacharelado, licenciatura e tecnologia no Câmpus Curitiba. Para as análises, recorremos ao método misto sequencial exploratório (TASHAKKORI; CRESWELL, 2007), com procedimentos de análises interpretativas, dedutivas e indutivas, considerando particularidades contextuais dos respectivos cursos. Em uma primeira etapa, construímos um inventário com palavras-chave com base nas concepções de letramentos profissional, acadêmico e científico. Na sequência, realizamos a análise das ementas à luz das teorias e dos modelos de Letramentos Acadêmicos (LEA; STREET, 1998; FIAD, 2011) denominados habilidades de estudo, socialização acadêmica e letramentos acadêmicos. Os resultados apontam que poucas são as disciplinas que propõem o ensino de gêneros de texto e, dentre as apresentadas, estas limitam-se ao ensino com foco nas habilidades de estudo e na socialização acadêmica.

Ideally, readers build meaningful and coherent mental representations of the texts they read (KINTSCH; VAN DIJK, 1978; VAN DIJK; KINTSCH, 1983; GAGNÉ et al., 1993); and they are able to express such mental representations in summaries and recall protocols. Furthermore, strategic readers approach a text while keeping in mind the situation in which they are reading, i.e., reading purposes and text type, and while monitoring their comprehension (