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Botany teaching in Portugal and Brazil : analysis of school textbooks and their application in elementary school classes (2001- 2010)

Guimarães, Fernando; Santos, Fernando S.
Fonte: International Association of Technology, Education and Development Publicador: International Association of Technology, Education and Development
Tipo: Artigo de Revista Científica
Publicado em /11/2009 ENG
Relevância na Pesquisa
65.9%
We have privileged the study of Botany contents in our research. Such contents derive from reorganizational approaches within the teaching of Natural Sciences at the elementary level in Portugal and Brazil. Along with the development of scientific knowledge on biological classifications and attempts to solve existing weaknesses in both countries, various governments introduced, throughout the last century, new programmatic Botany contents within the teaching of Natural Sciences at the elementary school. Thus, the teaching of Botany becomes more complex with the emergence of new realities, as well as curricular and didactic changes that emphasize such dimensional metamorphoses, which can be seen within classroom contexts and during the teaching-learning process. We aim to study such complex dimensions within the teaching of Botany, which is placed into a knowledge area undergoing a re-organizational approach where historical and educational circumstances mark Portuguese and Brazilian realities. This knowledge area faces important changes and new challenges resulting from significant environmental and political modifications, new practises and programmatic speeches that have been heard throughout various national and international debates. Such scientific approach on Natural Sciences favours the questioning and conceptual role played by Botany...

The Search for Scholarly Teaching in Elementary Education

Hancharyk, Steffannie
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
66%
Elementary teachers are expected to prepare students to work efficiently with others, solve complex problems and self-regulate their own learning. Considering the importance of a solid educational foundation in the early years, students would benefit if elementary teachers engaged in scholarly teaching. The purpose of this study was to investigate Boyer’s (1990) four dimensions of scholarship, application, integration, teaching and discovery, to better understand if there is scholarly teaching in elementary education. Four professional teaching documents were analyzed using a hermeneutic orientation. A deductive analysis suggests that we do have scholarly teaching in elementary education, with strong evidence that elementary teachers are scholars of application and integration. An inductive analysis of latent and manifest content suggests that underlying humanistic values run deeply through elementary education driving current curricular, instructional and pedagogical practices.

A Hybrid Approach to Efficiency Measurement with Empirical Illustrations from Education and Health

Wagstaff, Adam; Wang, L. Choon
Fonte: Banco Mundial Publicador: Banco Mundial
Relevância na Pesquisa
65.75%
Inefficiency is commonplace, yet exercises aimed at improving provider performance efforts to date to measure inefficiency and use it in benchmarking exercises have not been altogether satisfactory. This paper proposes a new approach that blends the themes of Data Envelopment Analysis and the Stochastic Frontier Approach to measure overall efficiency. The hybrid approach nonparametrically estimates inefficiency by comparing actual performance with comparable real-life "best practice" on the frontier and could be useful in exercises aimed at improving provider performance. Four applications in the education and health sectors are used to illustrate the features and strengths of this hybrid approach.

India - Karnataka : Secondary Education and the New Agenda for Economic Growth

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
65.87%
The report addresses three major concerns of policy makers in Karnataka, on which there is little prior information, or research, namely whether the expansion in student places at the secondary, and higher secondary levels, is justified on economic grounds; how do secondary school drop-outs from disadvantaged, or poor backgrounds perform in the labor market, and in continuing into higher education: is it worse than students from more advantaged backgrounds?; and, is vocational training a desirable alternative to general higher education, in terms of improving labor market performance? State specific data on employment, unemployment, and earnings is used form the National Sample Survey 1993/94, and from a tracer study conducted in 2001. This study provides more recent data on the labor market performance of new entrants with secondary education, and the patterns of transition into higher education: the transition rate is very high - some two thirds of lower secondary students, and 87 percent of higher secondary students...

Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School

Wasserberg, Martin J
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.82%
Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic competence of African Americans. This sequential mixed-methods study investigated whether the standardized testing experiences of African American children in an urban elementary school are related to their level of stereotype awareness. The quantitative phase utilized data from 198 African American children at an urban elementary school. Both ex-post facto and experimental designs were employed. Experimental conditions were diagnostic and non-diagnostic testing experiences. The qualitative phase utilized data from a series of six focus group interviews conducted with a purposefully selected group of 4 African American children. The interview data were supplemented with data from 30 hours of classroom observations. Quantitative findings indicated that the stereotype threat condition evoked by diagnostic testing depresses the reading test performance of stereotype-aware African American children (F[1...

The Effects of Self-monitoring on Homework Completion and Accuracy Rates of Students with Disabilities in an Inclusive General Education Classroom

Falkenberg, Carol Ann
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.86%
This study investigated the effects of self-monitoring on the homework completion and accuracy rates of four, fourth-grade students with disabilities in an inclusive general education classroom. A multiple baseline across subjects design was utilized to examine four dependent variables: completion of spelling homework, accuracy of spelling homework, completion of math homework, accuracy of math homework. Data were collected and analyzed during baseline, three phases of intervention, and maintenance. Throughout baseline and all phases, participants followed typical classroom procedures, brought their homework to school each day and gave it to the general education teacher. During Phase I of the intervention, participants self-monitored with a daily sheet at home and on the computer at school in the morning using KidTools (Fitzgerald & Koury, 2003); a student friendly, self-monitoring program. They also participated in brief daily conferences to review their self-monitoring sheets with the investigator, their special education teacher. Phase II followed the same steps except conferencing was reduced to two days a week, which were randomly selected by the researcher and Phase III conferencing was one random day a week. Maintenance data were taken over a two-to-three week period subsequent to the end of the intervention. Results of this study demonstrated self-monitoring substantially improved spelling and math homework completion and accuracy rates of students with disabilities in an inclusive...

The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders

Mandel, Peggy Lee
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.72%
Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. A quasi-experimental design was used to determine the relationship between increasing students’ oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method...

Investigating the Effects of Cognitive Apprenticeship-Based Instructional Coaching on Science Teaching Efficacy Beliefs

Cooper, Teo O.H.
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.91%
The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall...

Geographical Literacy, Attitudes, and Experiences of Freshman Students: A Qualitative Study at Florida International University

Ottati, Daniela F
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
65.78%
The purpose of the study was to explore the geography literacy, attitudes and experiences of Florida International University (FIU) freshman students scoring at the low and high ends of a geography literacy survey. The Geography Literacy and ABC Models formed the conceptual framework. Participants were freshman students enrolled in the Finite Math course at FIU. Since it is assumed that students who perform poorly on geography assessments do not have an interest in the subject, testing and interviewing students allowed the researcher to explore the assumption. In Phase I, participants completed the Geography Literacy Survey (GLS) with items taken from the 2010 NAEP Geography Subject Area Assessment. The low 35% and high 20% performers were invited for Phase II, which consisted of semi-structured interviews. A total of 187 students participated in Phase I and 12 in Phase II. The primary research question asked was what are the geography attitudes and experiences of freshman students scoring at the low and high ends of a geographical literacy survey? The students had positive attitudes regardless of how they performed on the GLS. The study included a quantitative sub-question regarding the performance of the students on the GLS. The students’ performance on the GLS was equivalent to the performance of 12th grade students from the NAEP Assessment. There were three qualitative sub-questions from which the following themes were identified: the students’ definition of geography is limited...

Mathematics Teaching Experiences of Elementary Preservice Teachers with High and Low Mathematics Anxiety during Student Teaching: A Multiple Case Study

Nisbet, Leslie
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Relevância na Pesquisa
75.89%
This study investigated the teaching experiences of six elementary preservice teachers (EPTs), three with high mathematics anxiety and three with low mathematics anxiety, during their student teaching semester. The EPTs were selected from an initial pool of 121 EPTs who took the Abbreviated Mathematics Anxiety Scale. The cases were compared in a cross case analysis to highlight mathematics teaching experiences among EPTs. Data sources included EPT and researcher journal entries, interview transcripts, pre-lesson surveys, field notes, lesson plans, and artifacts of observed lessons. Data were coded using Shulman’s content knowledge, Graeber’s mathematics pedagogical content knowledge, and mathematics anxiety characteristics. Findings revealed both similarities and differences across EPTs as related to four major categories: (a) planning and resources used, (b) role of the cooperating teacher, (c) content knowledge, and (d) pedagogical content knowledge. All EPTs used mostly direct instruction and relied on the course textbook and their respective cooperating teacher as their primary resources for planning. Additionally, across participants, the cooperating teacher influenced EPTs’ perceptions of students and teaching. Also, EPTs with high mathematics anxiety were weaker with respect to content knowledge and pedagogical content knowledge. Findings suggest a need to re-design methods courses to address improving the pedagogical content knowledge of EPTs with mathematics anxiety. Findings also suggest a need to develop content specific mathematics courses for EPTs to improve their content knowledge. Future studies could include a longitudinal study to follow highly anxious EPTs who take content specific elementary mathematics courses to observe their content knowledge and mathematics anxiety.

The effect of a clinical practicum on elementary education preservice teachers' development of reading expertise

Robbins, Helen J
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
EN
Relevância na Pesquisa
65.88%
The purpose of the study was to measure gains in the development of elementary education teachers’ reading expertise, to determine if there was a differential gain in reading expertise, and last, to examine their perceptions of acquiring reading expertise. This research is needed in the field of teacher education, specifically in the field of reading. ^ A quasi-experimental design with a comparison group using pretest-posttest mixed-method, repeated measures was utilized. Quantitative data analysis measured the development of reading expertise of elementary preservice teachers compared to early childhood preservice teachers; and, was used to examine the differential gains in reading expertise. A multivariate analysis of variance (MANOVA) was conducted on pre- and posttest responses on a Protocol of Questions. Further analysis was conducted on five variables (miscue analysis, fluency analysis, data analysis, inquiry orientation and intelligent action) using a univariate analysis of variance (ANOVA). A one-way ANOVA was carried out on gain scores of the low and middle groups of elementary education preservice teachers. Qualitative data analysis suggested by Merriam (1989) and Miles and Huberman (1994) was used to determine if the elementary education preservice teachers perceived they had acquired the expertise to teach reading. ^ Elementary education preservice teachers who participated in a supervised clinical practicum made significant gains in their development of reading expertise as compared to early childhood preservice teachers who did not make significant gains. Elementary education preservice teachers who were in the low and middle third levels of expertise at pretest demonstrated significant gains in reading expertise. Last...

How Much and What Kind of Teaching Is There in Elementary Education in India? Evidence from Three States

Sankar, Deepa; Linden, Toby
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
55.98%
This study focuses on the link between teachers' 'time-on-task' (TOT) and the nature of tasks in classrooms. This study, carried out with concurrence from Ministry of Human Resource Development (MHRD), is built upon the independent study commissioned by MHRD to explore teacher attendance rates in schools. This study ventures beyond the quantitative dimensions of teacher attendance (physical presence) to look at the 'time-on-task' (TOT) and nature of tasks, that is, the quantity and quality of teacher presence and interaction. Most specifically, it will provide insight into the work environment of teachers who are the key to service delivery and suggest implications for both policy and program interventions to empower teachers and introduce more accountability into the system. The McKinsey and Company study (Barber & Mourshed, 2007) identified three things that matter most: (1) getting the right people to become teachers; (2) developing them into effective instructors; and (3) ensuring that the system is able to deliver the best possible instruction for every child. In the present study...

Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
55.96%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

Secondary Education in India : Universalizing Opportunity

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
55.99%
The dramatic growth in Indian elementary education enrollment and improvements in retention and transition rates over the past ten years, particularly among more disadvantaged groups, are increasing pressure on the secondary level to absorb new entrants. Given ongoing center and state investments in Sarva Shiksha Abhiyan (education for all), this trend will continue for the next 10 years. At the same time, India's impressive, sustained economic growth has increased household and labor market demand for secondary and higher education. Secondary education's contribution to economic growth, demonstrated high social benefits (particularly for girls), and support of democratic citizenship reinforce the need for increased public support at this level, particularly in light of the very large inequalities in access to secondary education, by income, gender, social group and geography. The challenge is to dramatically improve access, equity and quality of secondary education simultaneously. Small-scale learning achievement studies and parental preference for private schools suggest that the quality of public secondary education is alarmingly low. Efforts to improve the quality of secondary education are thus urgent...

Impacts of an Early Stage Education Intervention on Students' Learning Achievement : Evidence from the Philippines

Yamauchi, Futoshi; Liu, Yanyan
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
55.92%
This paper examines the impact of a large supply-side education intervention in the Philippines, the Third Elementary Education Project, on students' national achievement test scores. It finds that the program significantly increased student test scores at grades 4 to 6. The estimation indicates that two-year exposure to the program increases test scores by about 4.5 to 5 score points. Interestingly, the mathematics score is more responsive to the education reform than are other subjects. The analysis also finds that textbooks, instructional training of teachers, and new classroom construction particularly contributed to these outcomes. The empirical results imply that early-stage investment improves student performance at later stages in the elementary school cycle, which suggests that social returns to such an investment are greater than what the current study demonstrates.

The status of drama in education in an Ontario school board

Hundert, Debra A.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.85%
Drama in education has been describea- as a valuable pedagogical medium and methodology, enriching child development in the cognitive, skill, affective, and aesthetic domains, and spanning all areas of curriculum ~ oontent. However, despite its considerable versatility and cost-effectiveness, drama appears to maintain low status within the education system of ontario. This thesis investigated teacher perceptions of both the value and status of drama in education in one ontario school board. Data were gathered in the form of an attitude questionnaire, which was devised for the purpose of this research and administered to a stratified cluster sample of 126 teachers employed in the board's elementary schools. These data were then used to examine teacher perceptions based on their knowledge, attitudes, and self-reported behaviour in the classroom. Teacher characteristics of gender, teaching assignment, years experience, and courses taken in drama were also analyzed as potential determinants of teacher attitudes towards drama in education. Results of the study confirmed apparent discrepancy between teacher perceptions of the value of drama and its current educational status. It was indicated that what teachers value most about drama is its capacity to enhance creativity...

Values and the classroom teacher

Jones, Donald Murray.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.8%
This is a descriptive study of elementary school teachers' perceptions of values transmitted in classrooms. Through circulation of a survey to teachers in Public and Separate Schools in the "Golden I-Iorseshoe" distt-ict of SOLtthern Ontario (e}{clLtding Toronto), it was found that teachers do see themselves as promoting values which tend to be conceptual or knowledge-based and receptive and pertain to self-perception and personal growth. They also show a tendency t.o Lise nlore conceptL\al teachi ng strategies SLieri as discussiona The respondents had no clear opinion regarding student disposition toward values but did feel very influential in developing that disposition. Demographic factors of gender, age, teaching division and teaching experience affected the responses to the surveYa The study was undertaken to describe a very sensitive area in education in the hope of moving closer toward a more effective school system II.

Conhecimento pedagógico do conteúdo: estado da arte no campo da educação e no ensino de química; Pedagogical Content Knowledge: state of the art in the field of education and teaching chemistry

Goes, Luciane Fernandes de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 25/06/2014 PT
Relevância na Pesquisa
65.65%
Esta pesquisa caracteriza-se como estado da arte e traz um mapeamento das pesquisas que foram feitas a respeito do Conhecimento Pedagógico do Conteúdo (PCK) no período de 1986 a 2013. O objeto de estudo foi o material escrito (artigos, dissertações, teses, livros e trabalhos publicados em anais de congressos) que envolvem conhecimento pedagógico do conteúdo. Para isso, serviu-se dos bancos de dados ERIC (Education Resources Information Center) e SciELO (Scientific Eletronic Library Online) e da ferramenta de pesquisa ISI Web of Knowledge. Os termos utilizados para a busca foram: conhecimento pedagógico do conteúdo, pedagogical content knowledge e conocimiento didáctico del contenido nos seguintes campos - título, resumo, tema e corpo de texto. Foram encontrados 3329 trabalhos e, em linhas gerais, a quantidade de trabalhos vem crescendo, principalmente a partir de 2001. A maior parte dos trabalhos (85%) apresenta caráter empírico e são publicados na forma de artigos científicos (85%). A área de Ciências da Natureza e Matemática predomina em número de trabalhos (61%). Grande parte dos trabalhos apropria-se de duas ou mais ferramentas para a coleta de dados, constatando-se uma preferência pelo uso das entrevistas de forma geral...

When Do In-service Teacher Training and Books Improve Student Achievement?; Experimental Evidence from Mongolia

Fuje, Habtamu; Tandon, Prateek
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Working Paper; Publications & Research :: Policy Research Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
55.95%
This study presents evidence from a randomized control trial (RCT) in Mongolia on the impact of in-service teacher training and books, both as separate educational inputs and as a package. The study tests for the complementarity of inputs and non-linearity of returns from investment in education as measured by students test scores in five subjects. It takes advantage of a national-scale RCT conducted under the Rural Education and Development project. The results suggest that the provision of books, in addition to teacher training, raises student achievement substantially. However, teacher training and books weakly improve test scores when provided individually. Students whose teachers have received training and whose classrooms have acquired books improved their cumulative score (totaled across five tests) by 34.9 percent of a standard deviation, relative to a control group. Students treated only with books improved their total score by 20.6 percent of a standard deviation relative to a control group of students. On the other hand...

Physical Education in the early years of elementary education: rethinking the teaching education; Educación Física en los primeros años de la educación primaria: repensando la práctica docente; Educação Física nos anos iniciais do ensino fundamental: repensando a atuação docente

Assis, Amanda Dória; Universidade Federal do Rio Grande do Sul; Pontes, Maicon Felipe Pereira; Universidade Federal do Rio Grande do Sul
Fonte: Universidade Federal de Santa Catarina Publicador: Universidade Federal de Santa Catarina
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 14/09/2015 POR
Relevância na Pesquisa
65.93%
Starting in the Physical Education teaching experience in the elementary grades of a private school in Porto Alegre-RS, we aimed to report some demands of pedagogical practice in this level’s classes. We evinced that much more than knowlodge related to contentes and teaching methodology, the teacher’s work requires improvisation and negotiation with the many subjects compounding the scholarly environment – mainly with the teacher as a reference. Furthermore, the teacher must analyse, during class, the implications of the activities to the students, aiming not to restate the socialy built differences and enabling the integration of everyone in the Movement of the Body  Culture. We learned that the teaching knowlodge is constantly reformulated due to implications of this contexto, so it’s necessary to be careful not to let one self count only with pre-elaborated class routine, and always revise the pedagogical goals and the teaching activities.; Desde una experiencia con la enseñanza de la educación física en losaños iniciales de la educación primaria en una escuela de Porto Alegre/RS, tenemos como objetivo comunicar algunas demandas pedagógicas en las clases de educación física en esta etapa de enseñanza. La reflexión sobre esta experiencia ha mostrado que además quelos conocimientos cerca de los contenidos y de la didáctica...