Navegando por Autor "OSTI, Andreia"

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    Análise comparativa das representações de alunos e professores sobre as relações entre ensino e aprendizagem
    (2012) OSTI, Andreia; BRENELLI, Rosely Palermo
    This research aimed to identify and compare the representations of teachers and their students (with and without learning disabilities) on the process of teaching and learning. We seek to determine which aspects of the representations of students and teachers to meet and if they differ between students with and without learning difficulties. Data collection was organized through a semi-structured interviews with 15 open questions for teachers and students. The study included 20 teachers and 40 students (20 with and 20 without difficulty learning disability) in the 5th year of elementary school in the municipal city of a metropolitan region of Campinas. The responses from the interviews were categorized and analyzed using the Fisher exact test, Chi-square and Proportions. The confidence level was 95%. The results showed that teachers and students present a partial view of the factores involved in teaching and learning. The learning, for both teachers and students, is synonymous with the absence of errors, being an individual process and not social. Teachers and students without difficulties represent a positive environment of the classroom, unlike the students with difficulties.
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    Contexto familiar e o desempenho de estudantes de uma escola no interior de São Paulo
    (2016) OSTI, Andreia
    This article analyzes the relationship between the family ambience, considering its material and human resources and school performance of primary school students. The sample consisted of120 students from the 5thgrade of a municipal school in the Metropolitan Region of Campinas, 60 of those students having satisfactory academic performance and 60 unsatisfactory performance, according to their teacher’s evaluation. The instrument used to evaluate the human and material resources was a questionnaire about the backups and resources from the familiar ambience elaborated from the Resource Inventory of Home Ambience (RAF), applied collectively. The results indicate that there are differences between the groups in relation to human and cultural resources, as well as in family interaction and participation in the school. Overall, it can be affirmed that children with satisfactory school performance report having had greater access to extracurricular activities and greater opportunities of interaction with their parents. They also affirm having a pre-established routine in the house to accomplish the school activities. The group with unsatisfactory performance, in relation to all the categories described, presented lower rates. This work contributes to the understanding of the importance of family interaction for school performance, reflected in the possibilities of dialogue, to sharing a household activity and monitoring the child's learning process.