Lino de Macedo

Nutrition education in public elementary schools of São Paulo, Brazil: the Reducing Risks of Illness and Death in Adulthood project

OBJETIVO: O objetivo deste estudo e analisar o desenvolvimento, implementacao e impacto de um programa de educacao nutricional sobre conhecimentos e atitudes relativos a habitos alimentares saudaveis. METODOS: Trata-se de estudo randomizado controlado, que envolveu estudantes e professores de oito escolas publicas. Tres dessas escolas foram submetidas a uma intervencao educativa, educacao nutricional, e as demais foram controle. Avaliaram-se os efeitos da educacao nutricional sobre conhecimentos e atitudes. RESULTADOS: Observou-se uma melhora na escolha alimentar dos estudantes e reducao no consumo de alimentos com alta densidade energetica. Tambem se observou melhora nos conhecimentos e atitudes de professores em relacao a prevencao da obesidade. CONCLUSAO: Mesmo com uma atitude positiva em relacao ao desenvolvimento desta proposta, houve falta de apoio por parte das escolas estudadas. Futuros estudos e um maior envolvimento dos setores de Educacao e Saude poderiam superar essas barreiras, melhorando os resultados de programas nas escolas voltados para a prevencao da obesidade.

Avaliação do desempenho de crianças e intervenção em um jogo de senha

The research had a two-fold objective. Firstly to analyse how children solved and comprehended problems related to a Master Mind game, in a constructivist perspective (Piaget). Secondly, to present different forms of intervention as a consequence of collected observations within the context of the research and the criteria proposed to analyse the answers. In order to put data together, 60 children between 7 and 12 years of age filled in forms, challenging them to register their decisions about the proposed problems. Based upon their answers, it was possible to submit three performance levels. Results show that 55% (N=33) were classified at level 1, 20% (N=12) at level 2 and 25% (N=25) at level 3. The resources used by the children to solve the game’s challenge propitiated the proposition of intervention suggestions to be made by professionals who deal with children and are interested in using games in the school context.

Modos de resolução de labirintos por alunos da escola fundamental

Planning means to anticipate by pre-correcting mistakes and making use of inferences. This statement was analyzed in this study in which 60 labyrinths (20A, 20B and 20C) were solved by 20 elementary school students aged between 7 and 11 years old. From the total amount, 31 were solved with one single line. The remaining ones were closer studied and it was possible to identify three indicators of planning procedures: procedure (1) beginning from the end; procedure (2) use part of the former line; (3) stopping a wrong line before the end. Procedure (1) appeared on 7 labyrinths, (2) on 9 and (3) on 5 of them. The discussion, based on studies held by Piaget, brings up the possibility to underline three different levels of resolution. In the conclusion, possible forms of intervention are presented, aiming to suggest that, in educational contexts, labyrinths may be used to develop the anticipation skill on children who play.

Desenvolvimento da função mediadora do professor em oficinas de jogos

O primeiro objetivo deste artigo e descrever uma metodologia de formacao docente fundamentada no conceito de Experiencia de Aprendizagem Mediada descrito por Feuerstein, Klein e Tannenbaum. Seus principios metodologicos foram adaptados ao modelo de oficinas de jogos, visando favorecer processos de aprendizagem ou formacao do professor. O segundo objetivo e apresentar um estudo de caso, o da professora Juliana, em que estes aspectos sao analisados com respeito aos indicadores de seus progressos como mediadora. Os dados foram extraidos de observacoes gravadas em video efetuadas durante seu processo formativo e permitiram identificar estrategias e procedimentos que podem ser considerados como indicadores da funcao mediadora, de acordo com criterios de mediacao definidos pelos autores citados (intencionalidade-reciprocidade, transcendencia e significado). O estudo pode contribuir em projetos de formacao docente voltados ao desenvolvimento e avaliacao de competencias em metodos ativos de ensino.In this study we aim at describing a method of teacher education based on Mediated Learning Experience concept, as exposed by Feuerstein, Klein e Tannenbaum. We adapted the methodological principles to games workshops model with the purpose of promoting learning processes or teacher’s education. We also propose to present a case study of a 1st. grade teacher in which those aspects are analyzed by relation to some indicators of her or his progress as a mediator. The data were extracted from video record observations that took place during the teacher education process. Data allowed identifying strategies and procedures which can be considered as indicators of the mediation function, according to criteria defi ned by the mentioned authors. We believe this study can contribute to teacher education projects oriented to the development and assessment of competencies in active teaching methods.

Self-regulation and problem situation in the game: strategies to teach multiplication

The concept of multiplication in mathematics is not always learned by the student due to the use of conventional pedagogical practices. From this observation, we started from the thesis that active situations, promoting self-regulation through the solution of problems present in the games, it can be an effective proposal in constructing concepts. In this perspective our objective was to analyze the contributions of the Game of the Rest for the understanding of the concept of multiplication. It is a qualitative and applied research that was carried out in a classroom with 30 students of the fourth year of Elementary School, in which the Game of the Rest was used as a resource. It was possible to conclude that the game, through the cognitive and affective context that it promotes, was a scenario of students’ engagement with the action. The processes of self-regulation and problem situation promoted in the interventions involved the students in conducts of effort and confrontation resulting in appropriation of theO conceito de multiplicacao na matematica nem sempre e apreendido pelo aluno devido a utilizacao de praticas pedagogicas convencionais. A partir desta constatacao, partimos da tese de que situacoes ativas, promotoras de autorregulacao por meio da resolucao de problemas presentes nos jogos, podem ser uma proposta efetiva na construcao de conceitos. Nessa pespectiva nosso objetivo foi analisar as contribuicoes do Jogo do Resto para a compreensao do conceito de multiplicacao. Trata-se de uma pesquisa qualitativa e aplicada que foi realizada em uma sala de aula com 30 alunos do quarto ano do Ensino Fundamental, na qual se utilizou como recurso o Jogo do Resto. Foi possivel concluir que o jogo, pelo contexto cognitivo e afetivo que promove, foi cenario deengajamento dos alunos a acao. Os processos de autorregulacao e situacao problema promovidos nas intervencoes envolveram os alunos em condutas de esforco e enfrentamento resultando em apropriacao do conceito pretendido.

Autorregulación y situación problema en el juego: estrategias para enseñar la multiplicación

The concept of multiplication in mathematics is not always learned by the student due to the use of conventional pedagogical practices. From this observation, we started from the thesis that active situations, promoting self-regulation through the solution of problems present in the games, it can be an effective proposal in constructing concepts. In this perspective our objective was to analyze the contributions of the Game of the Rest for the understanding of the concept of multiplication. It is a qualitative and applied research that was carried out in a classroom with 30 students of the fourth year of Elementary School, in which the Game of the Rest was used as a resource. It was possible to conclude that the game, through the cognitive and affective context that it promotes, was a scenario of students’ engagement with the action. The processes of self-regulation and problem situation promoted in the interventions involved the students in conducts of effort and confrontation resulting in appropriation of theO conceito de multiplicacao na matematica nem sempre e apreendido pelo aluno devido a utilizacao de praticas pedagogicas convencionais. A partir desta constatacao, partimos da tese de que situacoes ativas, promotoras de autorregulacao por meio da resolucao de problemas presentes nos jogos, podem ser uma proposta efetiva na construcao de conceitos. Nessa pespectiva nosso objetivo foi analisar as contribuicoes do Jogo do Resto para a compreensao do conceito de multiplicacao. Trata-se de uma pesquisa qualitativa e aplicada que foi realizada em uma sala de aula com 30 alunos do quarto ano do Ensino Fundamental, na qual se utilizou como recurso o Jogo do Resto. Foi possivel concluir que o jogo, pelo contexto cognitivo e afetivo que promove, foi cenario deengajamento dos alunos a acao. Os processos de autorregulacao e situacao problema promovidos nas intervencoes envolveram os alunos em condutas de esforco e enfrentamento resultando em apropriacao do conceito pretendido.

Autorregulação e situação problema no jogo: estratégias para ensinar multiplicação

The concept of multiplication in mathematics is not always learned by the student due to the use of conventional pedagogical practices. From this observation, we started from the thesis that active situations, promoting self-regulation through the solution of problems present in the games, it can be an effective proposal in constructing concepts. In this perspective our objective was to analyze the contributions of the Game of the Rest for the understanding of the concept of multiplication. It is a qualitative and applied research that was carried out in a classroom with 30 students of the fourth year of Elementary School, in which the Game of the Rest was used as a resource. It was possible to conclude that the game, through the cognitive and affective context that it promotes, was a scenario of students’ engagement with the action. The processes of self-regulation and problem situation promoted in the interventions involved the students in conducts of effort and confrontation resulting in appropriation of theO conceito de multiplicacao na matematica nem sempre e apreendido pelo aluno devido a utilizacao de praticas pedagogicas convencionais. A partir desta constatacao, partimos da tese de que situacoes ativas, promotoras de autorregulacao por meio da resolucao de problemas presentes nos jogos, podem ser uma proposta efetiva na construcao de conceitos. Nessa pespectiva nosso objetivo foi analisar as contribuicoes do Jogo do Resto para a compreensao do conceito de multiplicacao. Trata-se de uma pesquisa qualitativa e aplicada que foi realizada em uma sala de aula com 30 alunos do quarto ano do Ensino Fundamental, na qual se utilizou como recurso o Jogo do Resto. Foi possivel concluir que o jogo, pelo contexto cognitivo e afetivo que promove, foi cenario deengajamento dos alunos a acao. Os processos de autorregulacao e situacao problema promovidos nas intervencoes envolveram os alunos em condutas de esforco e enfrentamento resultando em apropriacao do conceito pretendido.

Intervenciones con juegos: estudio sobre el Tangram

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

Intervention in the game context: a study with Tangram

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.

Intervenção com jogos: estudo sobre o Tangram

The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.The aim of this article is to present ways of analyzing protocols for problem situations with Tangram game and propose procedures of observation and interpretation. The protocols collected in the context of games workshops, were produced by 40 participants, aged between nine and eleven, and analyzed in three perspectives: (a) classification of right and wrong; (B) study of solution methods and types of errors produced; (C) look for evidence of the procedures adopted by the children. The results indicated that construct parts without putting figures on the basis of instructions to perform and read assembly are a significant challenge and errors have the highest percentage (85% and 75% in buildings, 53% of the reading). These analyzes can serve as a reference to assess and to step in, contributing to broaden their professional forms of observation records in favor of achieving interventions that favor overcoming mistakes.