In recent years, cyberbullying has increased alarmingly, due to the constant evolution of technology, together with the ever-decreasing age of access to technological devices. In addition, anonymity, and the lack of direct and immediate perception of the damage caused, make homophobic cyberbullying a great challenge that schools must overcome and provide answers to. We need to listen to the experiences and emotions of students who have been harassed for their sexual orientation in the school setting through technological devices. The objective of this article is to learn about the several consequences caused by homophobic cyberbullying. For this purpose, the biographical narrative methodology is used to give a voice to a sixth-grade student of Primary Education who has suffered homophobic cyberbullying by some of his classmates.
{"title":"Ciberbulying homofóbico en Educación Primaria: hacia una escuela libre de homofobia","authors":"Begoña Sánchez-Torrejón, Yarlenis Ileinis Mestre Malfrán","doi":"10.25267/HACHETETEPE.2021.I23.2202","DOIUrl":"https://doi.org/10.25267/HACHETETEPE.2021.I23.2202","url":null,"abstract":"In recent years, cyberbullying has increased alarmingly, due to the constant evolution of technology, together with the ever-decreasing age of access to technological devices. In addition, anonymity, and the lack of direct and immediate perception of the damage caused, make homophobic cyberbullying a great challenge that schools must overcome and provide answers to. We need to listen to the experiences and emotions of students who have been harassed for their sexual orientation in the school setting through technological devices. The objective of this article is to learn about the several consequences caused by homophobic cyberbullying. For this purpose, the biographical narrative methodology is used to give a voice to a sixth-grade student of Primary Education who has suffered homophobic cyberbullying by some of his classmates.","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127031205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-22DOI: 10.25267/HACHETETEPE.2021.I22.1204
A. Ariza, Nuria Cuevas Monzonís, Ernesto Colomo Magaña, V. Méndez
The situation of confinement, derived from the global pandemic caused by COVID-19, has led to a drastic change in our behaviors in the different spheres of our life. Thus, the performance of work activities, the realization of academic responsibilities and the occupation of leisure time have been conditioned by limited mobility and a greater stay in the home. Confinement has been linked to a greater consumption of technology in its different formats, generating concern in the family environment for an excessive use of them, as well as the possible consequences that could result. Under this perspective, this study aims to know the perception of 147 students from the University of Malaga about the concern of their families regarding the use of technology (internet, cell phones, video games, instant messaging and social networks) before and during confinement. The data, collected through a validated instrument, show that there is a greater family concern about the use of technologies during the confinement and that there are gender-based differences, with greater concern about the use of cell phones and instant messaging in women and video games in men.
{"title":"Jóvenes y uso problemático de las tecnologías durante la pandemia: una preocupación familiar","authors":"A. Ariza, Nuria Cuevas Monzonís, Ernesto Colomo Magaña, V. Méndez","doi":"10.25267/HACHETETEPE.2021.I22.1204","DOIUrl":"https://doi.org/10.25267/HACHETETEPE.2021.I22.1204","url":null,"abstract":"The situation of confinement, derived from the global pandemic caused by COVID-19, has led to a drastic change in our behaviors in the different spheres of our life. Thus, the performance of work activities, the realization of academic responsibilities and the occupation of leisure time have been conditioned by limited mobility and a greater stay in the home. Confinement has been linked to a greater consumption of technology in its different formats, generating concern in the family environment for an excessive use of them, as well as the possible consequences that could result. Under this perspective, this study aims to know the perception of 147 students from the University of Malaga about the concern of their families regarding the use of technology (internet, cell phones, video games, instant messaging and social networks) before and during confinement. The data, collected through a validated instrument, show that there is a greater family concern about the use of technologies during the confinement and that there are gender-based differences, with greater concern about the use of cell phones and instant messaging in women and video games in men.","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122327730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/HACHETETEPE.2020.I20.10
L. González, Maria Raquel Schettini Castro, Jacyara Silva de Paiva
The objective of this article is to understand the historical context in Latin America by establishing a relationship with social education through the exchange of letters between three social educators, Latin Americans, who work in the area of social education in Brazil and Uruguay, academic women and with A strong political and educational commitment to the popular classes, this article is designed to encourage other reflections on the processes of social education.In this article we will have the narrative as a methodological option, since we understand that it is full of singular meanings, which allow problematization, understanding and reveal certain phenomena, in this case, on social education, historical events are woven from from parts existentially selected by the narrators "[...] therefore, the narrative is not just the product of um" to tell ", she also has a power of effect on what she narrates" (Delory, 2012, p. 82).
本文的目的是通过三位社会教育家，在巴西和乌拉圭的社会教育领域工作的拉丁美洲人，学术女性以及对大众阶级的强烈政治和教育承诺之间的信件交流，通过建立与社会教育的关系来了解拉丁美洲的历史背景，这篇文章旨在鼓励对社会教育过程的其他反思。在本文中，我们将把叙事作为一种方法论的选择，因为我们知道它充满了单一的意义，它允许问题化，理解和揭示某些现象，在这种情况下，在社会教育方面，历史事件是由叙述者存在地选择的部分编织而成的。因此，叙事不仅仅是“讲述”的产物，她对自己讲述的内容也有影响力”(Delory, 2012, p. 82)。
{"title":"Cartas entre educadoras sociales en América Latina: comprensión del momento histórico vivido","authors":"L. González, Maria Raquel Schettini Castro, Jacyara Silva de Paiva","doi":"10.25267/HACHETETEPE.2020.I20.10","DOIUrl":"https://doi.org/10.25267/HACHETETEPE.2020.I20.10","url":null,"abstract":"The objective of this article is to understand the historical context in Latin America by establishing a relationship with social education through the exchange of letters between three social educators, Latin Americans, who work in the area of social education in Brazil and Uruguay, academic women and with A strong political and educational commitment to the popular classes, this article is designed to encourage other reflections on the processes of social education.In this article we will have the narrative as a methodological option, since we understand that it is full of singular meanings, which allow problematization, understanding and reveal certain phenomena, in this case, on social education, historical events are woven from from parts existentially selected by the narrators \"[...] therefore, the narrative is not just the product of um\" to tell \", she also has a power of effect on what she narrates\" (Delory, 2012, p. 82).","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126107329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/hachetetepe.2020.v1.i20.5
Ercília Maria Angeli Teixeira de Paula, Ingrit Yasmin Oliveira da Silva Batista, Mercy Lucero Cepeda Mesa
espanolEl objetivo de este articulo es verificar, a traves de las narraciones escritas en cartas pedagogicas de docentes y estudiantes, que representaciones existen en las practicas pedagogicas y en los curriculos sobre la cultura Afro-Brasilena y Africana en la escuela. La investigacion se llevo a cabo con cuatro docentes y cuatro estudiantes de cuarto grado de los anos iniciales de educacion primaria de cuatro escuelas diferentes, ubicadas en la ciudad de Campo Mourao-Parana (Brasil). La investigacion es de caracter cualitativo y los instrumentos metodologicos utilizados fueron las cartas pedagogicas. Como resultado, se observa que las narrativas que circulan en la rutina escolar deben ser discutidas. Con esta investigacion, a traves del analisis de las letras, parece que el trabajo con la cultura Afro-Brasilena es abordado de manera fragmentada. Por lo tanto, la necesidad de fomentar estudios sobre la importancia de la representacion de etnia negra, que los maestros, los alumnos y todo el equipo escolar deben hacer visible, a fin de que los ninos puedan acceder a otras representaciones y culturas. EnglishThe objective of this article was to verify, through the narratives written in pedagogical letters from teachers and students, which representations about Afro-Brazilian and African Culture are in the educational practices and in the school curricula. The research was carried out with four teachers and four students from the 4th Year of the Initial Years of Elementary Education from four different schools, located in the city of Campo Mourao-PR. This qualitative research used methodological instruments as teaching letters. As a result, it is observed that the narratives that circulates in the school routine need to be discussed. Findings of this research, through the analysis of the letters, appears the work with Afro-Brazilian Culture is approached in a fragmented way. Therefore, there is a need to foster studies on the importance of black representation, which should be made visible to teachers, students and the entire school team, in order to allow children access other representations and cultures
本文的目的是通过教师和学生在教学信中所写的叙述，验证在学校的非裔巴西人和非洲文化的教学实践和课程中存在的表现。这项研究是在巴西坎波莫拉奥巴拉那市的四所不同学校的四名教师和四名小学早期的四年级学生中进行的。本研究的目的是分析在巴西的一所公立学校进行的一项研究。因此，我们观察到，在学校日常生活中流传的叙述必须被讨论。通过对这些信件的分析，这项研究似乎以一种支离破碎的方式处理了非洲-巴西文化的工作。因此，有必要促进关于黑人代表重要性的研究，教师、学生和整个学校设备必须使其可见，以便儿童能够接触到其他代表和文化。本文的目的是通过教师和学生在教学信中所写的叙事性文字，验证在教育实践和学校课程中对非裔巴西人和非洲文化的代表性。这项研究是由位于Campo Mourao-PR市的四所不同学校的四名教师和四名小学四年级学生进行的。这种定性研究使用方法论工具作为教学书信。因此，人们注意到，在学校日常生活中流传的叙述需要加以讨论。of this research through the analysis of the letters),似乎the work with Afro-Brazilian Culture is in a fragmented询问方式。因此，有必要开展关于黑人代表性重要性的研究，让教师、学生和整个学校团队都能看到，以便让儿童接触到其他代表性和文化。
{"title":"Memorias y narrativas de los docentes: cartas pedagógicas sobre la cultura afro-brasileña y africana en el currículo escolar","authors":"Ercília Maria Angeli Teixeira de Paula, Ingrit Yasmin Oliveira da Silva Batista, Mercy Lucero Cepeda Mesa","doi":"10.25267/hachetetepe.2020.v1.i20.5","DOIUrl":"https://doi.org/10.25267/hachetetepe.2020.v1.i20.5","url":null,"abstract":"espanolEl objetivo de este articulo es verificar, a traves de las narraciones escritas en cartas pedagogicas de docentes y estudiantes, que representaciones existen en las practicas pedagogicas y en los curriculos sobre la cultura Afro-Brasilena y Africana en la escuela. La investigacion se llevo a cabo con cuatro docentes y cuatro estudiantes de cuarto grado de los anos iniciales de educacion primaria de cuatro escuelas diferentes, ubicadas en la ciudad de Campo Mourao-Parana (Brasil). La investigacion es de caracter cualitativo y los instrumentos metodologicos utilizados fueron las cartas pedagogicas. Como resultado, se observa que las narrativas que circulan en la rutina escolar deben ser discutidas. Con esta investigacion, a traves del analisis de las letras, parece que el trabajo con la cultura Afro-Brasilena es abordado de manera fragmentada. Por lo tanto, la necesidad de fomentar estudios sobre la importancia de la representacion de etnia negra, que los maestros, los alumnos y todo el equipo escolar deben hacer visible, a fin de que los ninos puedan acceder a otras representaciones y culturas. EnglishThe objective of this article was to verify, through the narratives written in pedagogical letters from teachers and students, which representations about Afro-Brazilian and African Culture are in the educational practices and in the school curricula. The research was carried out with four teachers and four students from the 4th Year of the Initial Years of Elementary Education from four different schools, located in the city of Campo Mourao-PR. This qualitative research used methodological instruments as teaching letters. As a result, it is observed that the narratives that circulates in the school routine need to be discussed. Findings of this research, through the analysis of the letters, appears the work with Afro-Brazilian Culture is approached in a fragmented way. Therefore, there is a need to foster studies on the importance of black representation, which should be made visible to teachers, students and the entire school team, in order to allow children access other representations and cultures","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115519856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/HACHETETEPE.2020.I20.16
Víctor Amar
{"title":"Reseña. Entre santas, bruxas, loucas e femmes fatales","authors":"Víctor Amar","doi":"10.25267/HACHETETEPE.2020.I20.16","DOIUrl":"https://doi.org/10.25267/HACHETETEPE.2020.I20.16","url":null,"abstract":"","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129691094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/HACHETETEPE.2020.I20.8
C. T. D. Souza, Paula Marçal Natali, Verônica Regina Müller
The purpose of this paper is to reflect on college training in social education in Brazil. The impressions of educators shown in letters telling about their experiences involving Brazilian public colleges extension projects acted as an inspirational content regarding means to offer professional training in the said field. These letters resulted in the following categories: learning, expectations, and evaluation. Among other things, they talk about how they came to better know the children and teen's context in regard to situations of right's violation; were delighted to exchange knowledge, learning much by teaching; accessed this knowledge in their training as educators and researchers. The thoughts and impressions gathered here to foster the need for a college degree in social education, aside from highlighting the notion of the educator as a professional/ researcher and both general and specific learning about life itself.
{"title":"Formación universitaria en educación social: cartas y reflexiones","authors":"C. T. D. Souza, Paula Marçal Natali, Verônica Regina Müller","doi":"10.25267/HACHETETEPE.2020.I20.8","DOIUrl":"https://doi.org/10.25267/HACHETETEPE.2020.I20.8","url":null,"abstract":"The purpose of this paper is to reflect on college training in social education in Brazil. The impressions of educators shown in letters telling about their experiences involving Brazilian public colleges extension projects acted as an inspirational content regarding means to offer professional training in the said field. These letters resulted in the following categories: learning, expectations, and evaluation. Among other things, they talk about how they came to better know the children and teen's context in regard to situations of right's violation; were delighted to exchange knowledge, learning much by teaching; accessed this knowledge in their training as educators and researchers. The thoughts and impressions gathered here to foster the need for a college degree in social education, aside from highlighting the notion of the educator as a professional/ researcher and both general and specific learning about life itself.","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114239414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/hachetetepe.2020.v1.i20.11
Giovani Giroto, Franciele Clara Peloso
This article aims to reflect on the identity of the teacher who teaches for Haitian students in Brazil. From the narratives of a Haitian living in the northwestern region of Parana, it was possible to define some elements that characterize the way of life in Haiti and the reasons for emigrating, comparing the identity of the teacher in Haiti and Brazil, and, finally, identifying essential characteristics that the teacher who works with immigrant students should have. We identified that the teacher who works with immigrants needs to understand that these students, in addition to graduating, they need to break the barrier of survival. Therefore, we highlight the importance of thinking about humanized teacher training processes, which contemplate the diversity, multiculturalism and uniqueness of the subjects in the training processes, especially those victimized by social vulnerability.
{"title":"Procesos educativos y el derecho a la educación: una mirada a partir de los relatos de una inmigrante haitana en Brasil sobre el ejercicio docente","authors":"Giovani Giroto, Franciele Clara Peloso","doi":"10.25267/hachetetepe.2020.v1.i20.11","DOIUrl":"https://doi.org/10.25267/hachetetepe.2020.v1.i20.11","url":null,"abstract":"This article aims to reflect on the identity of the teacher who teaches for Haitian students in Brazil. From the narratives of a Haitian living in the northwestern region of Parana, it was possible to define some elements that characterize the way of life in Haiti and the reasons for emigrating, comparing the identity of the teacher in Haiti and Brazil, and, finally, identifying essential characteristics that the teacher who works with immigrant students should have. We identified that the teacher who works with immigrants needs to understand that these students, in addition to graduating, they need to break the barrier of survival. Therefore, we highlight the importance of thinking about humanized teacher training processes, which contemplate the diversity, multiculturalism and uniqueness of the subjects in the training processes, especially those victimized by social vulnerability.","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115719179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/hachetetepe.2020.v1.i20.9
Marcelo Morales, Diego Díaz Puppato, E. Ribo
This article deals with some reflections regarding training and professional practice of social educators in the Uruguayan and Argentinian contexts. From the multiple perspectives that could be considered, the text examines aspects that cannot be reduced exclusively to academic education in the conventional sense, but respond to complex construction processes that involve positions and dispositions that appeal to the subjective characteristics of social educators: the political quality of educational practice, human sensitivity in this task and the relationship between theory and practice. This piece derives from the systematization and resignification of epistolary and face-to-face dialogues and debates among the authors. The text aims to be a warm, sincere and passionate recommendation that is built on professional, academic and theoretical experiences to be shared with those who join or walk the path of social education.
{"title":"Educación social: reflexiones complementarias a la necesaria formación académica","authors":"Marcelo Morales, Diego Díaz Puppato, E. Ribo","doi":"10.25267/hachetetepe.2020.v1.i20.9","DOIUrl":"https://doi.org/10.25267/hachetetepe.2020.v1.i20.9","url":null,"abstract":"This article deals with some reflections regarding training and professional practice of social educators in the Uruguayan and Argentinian contexts. From the multiple perspectives that could be considered, the text examines aspects that cannot be reduced exclusively to academic education in the conventional sense, but respond to complex construction processes that involve positions and dispositions that appeal to the subjective characteristics of social educators: the political quality of educational practice, human sensitivity in this task and the relationship between theory and practice. This piece derives from the systematization and resignification of epistolary and face-to-face dialogues and debates among the authors. The text aims to be a warm, sincere and passionate recommendation that is built on professional, academic and theoretical experiences to be shared with those who join or walk the path of social education.","PeriodicalId":207007,"journal":{"name":"Hachetetepé. Revista científica de educación y comunicación","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132588685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-14DOI: 10.25267/hachetetepe.2020.v1.i20.4
Antenor Rita Gomes, Eliandra Cardoso dos Santos Vendrame, Andreia Pires Chinaglia de Oliveira
espanolEl proposito de este texto es registrar la relacion de las cartas con lo imaginario, en la investigacion y en la formacion del profesorado, para relacionar el aprendizaje colaborativo y la narracion de historias con el desempeno profesional y el (re) significado del desempeno. La metodologia se realizo con la propuesta de redaccion de cartas, en dos situaciones de investigacion con formacion docente, una en formacion inicial y otra en formacion continua, ambas realizadas en Parana, Brasil. El imaginario fue retratado en dos objetos, el aprendizaje musical colaborativo con el curso de extension "Jugando y Cantando" y la narracion a traves del curso de extension "Ponerse en la rueda: capacitacion de maestros de narracion de cuentos". Las cartas revelan la comunicacion en el intercambio de informacion y conocimiento, lo que presupone una relacion entre uno mismo y el otro. Considera que la formacion de docentes, con el apoyo de experiencias, contribuye a la (re)organizacion de acciones dirigidas al desarrollo humano. EnglishThe purpose of this text is to record the relationship of the letters with the imaginary, in research and teacher training, to relate collaborative learning and storytelling to professional performance and the (re) meaning of performance. The methodology was carried out with the proposal of writing letters, in two research situations with teacher training, one in initial training and another in continuous training, both conducted in Parana, Brazil. The imaginary was portrayed in two objects, the collaborative musical learning with the extension course "Brincando e Cantando" and the narration through the extension course "Get on the wheel: training of storytelling teachers". The letters reveal communication in the exchange of information and knowledge, which presupposes a relationship between oneself and the other. Believes that teacher training, with the support of experiences, contributes to the (re) organization of actions aimed at human development.
本文的目的是记录卡片与想象的关系，在教师的研究和培训中，将合作学习和讲故事与专业表演和表演的(重新)意义联系起来。该方法是在巴西巴拉那的两种教师培训研究情况下提出的，一种是初级培训，另一种是继续培训。想象被描绘在两个对象上，一个是通过扩展课程“玩耍和唱歌”的协作音乐学习，另一个是通过扩展课程“骑在轮子上:培训讲故事的教师”的讲故事。这些信件揭示了信息和知识交流中的交流，这是以彼此之间的关系为前提的。它认为，在经验的支持下，教师培训有助于(重新)组织旨在人类发展的行动。本文的目的是在研究和教师培训中记录字母与想象的关系，将协作学习和讲故事与专业表现以及表现的(重新)意义联系起来。在巴西巴拉那进行的两种教师培训研究情况中，一种是初步培训，另一种是持续培训，采用了书面信函的建议，采用了这种方法。《想象》以两种方式呈现，一是通过扩展课程“Brincando e Cantando”的合作音乐学习，二是通过扩展课程“Get on The wheel: training of storytelling teachers”的讲故事。这些信件揭示了信息和知识交流中的交流，这就假定了彼此之间的关系。相信在经验的支持下，教师培训有助于(重新)组织人类发展方面的行动。
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Pub Date : 2020-05-14DOI: 10.25267/hachetetepe.2020.v1.i20.14
Lia Machado Fiuza Fialho, Arliene Stephanie Menezes Pereira
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