Pub Date : 1900-01-01DOI: 10.1590/2175-6236120417vs02
Ana Karina Brenner, P. Carrano
ABSTRACT The article describes and presents data from field research carried out with young high school students in the Youth and Adult Education modality from 14 state schools in the city of Rio de Janeiro. The analyzed data are the result of three research methodologies: survey, narrative interviews and photographic devices for self-narrating. The youngsters in the research reveal that returning to school occurs as they rediscover the meaning of schooling in their projects to improve living conditions. Work and school establish mutual influences and, for these young people, they are not self-excluding situations, they overlap to constitute the experience of a working popular young person.
{"title":"Between Work and School: life course of poor young people","authors":"Ana Karina Brenner, P. Carrano","doi":"10.1590/2175-6236120417vs02","DOIUrl":"https://doi.org/10.1590/2175-6236120417vs02","url":null,"abstract":"ABSTRACT The article describes and presents data from field research carried out with young high school students in the Youth and Adult Education modality from 14 state schools in the city of Rio de Janeiro. The analyzed data are the result of three research methodologies: survey, narrative interviews and photographic devices for self-narrating. The youngsters in the research reveal that returning to school occurs as they rediscover the meaning of schooling in their projects to improve living conditions. Work and school establish mutual influences and, for these young people, they are not self-excluding situations, they overlap to constitute the experience of a working popular young person.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132076911","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 : 1900-01-01DOI: 10.1590/2175-6236110781vs01
Mario Vásquez Astudillo, Erla Mariela Morales Morgado, Elva Morales Robles, Cristiano Maciel, Maria Cristina Lima Paniago
RESUMEN El estudio ofrece una visión temprana de una muestra no probabilística incidental de 333 profesores de doce países iberoamericanos, en relación con la satisfacción con la Educación Remota de Emergencia y las competencias percibidas para abordarla. Se aplicó un cuestionario validado de 28 ítems. Se utilizó la prueba no paramétrica de Chi-Cuadrado de Pearson para determinar la asociación entre variables y la V de Cramer para establecer su intensidad. Las competencias percibidas por los profesores tienen una alta asociación estadística con las competencias observadas en sus estudiantes para su trabajo en línea, así como la satisfacción de los profesores con ERE asociada a la respuesta de los estudiantes. Se concluye que las preocupaciones iniciales de los profesores están conectadas con los estudiantes más que con las herramientas o recursos.
{"title":"Educación Remota Emergencial: satisfacción y competencias de los profesores","authors":"Mario Vásquez Astudillo, Erla Mariela Morales Morgado, Elva Morales Robles, Cristiano Maciel, Maria Cristina Lima Paniago","doi":"10.1590/2175-6236110781vs01","DOIUrl":"https://doi.org/10.1590/2175-6236110781vs01","url":null,"abstract":"RESUMEN El estudio ofrece una visión temprana de una muestra no probabilística incidental de 333 profesores de doce países iberoamericanos, en relación con la satisfacción con la Educación Remota de Emergencia y las competencias percibidas para abordarla. Se aplicó un cuestionario validado de 28 ítems. Se utilizó la prueba no paramétrica de Chi-Cuadrado de Pearson para determinar la asociación entre variables y la V de Cramer para establecer su intensidad. Las competencias percibidas por los profesores tienen una alta asociación estadística con las competencias observadas en sus estudiantes para su trabajo en línea, así como la satisfacción de los profesores con ERE asociada a la respuesta de los estudiantes. Se concluye que las preocupaciones iniciales de los profesores están conectadas con los estudiantes más que con las herramientas o recursos.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"342 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127832789","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 : 1900-01-01DOI: 10.1590/2175-6236120376vs01
Camila Raquel Benevenuto de Andrade, A. Duarte
RESUMO Este artigo buscou analisar a implementação do Programa de Fomento às Escolas de Ensino Médio em Tempo Integral em Minas Gerais, contido na Lei nº 13.415/2017, que promulgou a reforma dessa etapa da educação básica no Brasil. Nessa perspectiva, enfocou a análise da documentação sobre o tempo integral elaborada pela Secretaria Estadual de Educação de Minas Gerais (2017 a 2020) e a análise dos dados empíricos produzidos, por meio de entrevistas realizadas com os sujeitos envolvidos nesse processo. Os dados mostram as dificuldades encontradas pelas escolas para efetivação desse Programa e as estratégias criadas pelos sujeitos envolvidos para a implantação das atividades propostas.
{"title":"Educação em Tempo Integral no Ensino Médio: a experiência de Minas Gerais","authors":"Camila Raquel Benevenuto de Andrade, A. Duarte","doi":"10.1590/2175-6236120376vs01","DOIUrl":"https://doi.org/10.1590/2175-6236120376vs01","url":null,"abstract":"RESUMO Este artigo buscou analisar a implementação do Programa de Fomento às Escolas de Ensino Médio em Tempo Integral em Minas Gerais, contido na Lei nº 13.415/2017, que promulgou a reforma dessa etapa da educação básica no Brasil. Nessa perspectiva, enfocou a análise da documentação sobre o tempo integral elaborada pela Secretaria Estadual de Educação de Minas Gerais (2017 a 2020) e a análise dos dados empíricos produzidos, por meio de entrevistas realizadas com os sujeitos envolvidos nesse processo. Os dados mostram as dificuldades encontradas pelas escolas para efetivação desse Programa e as estratégias criadas pelos sujeitos envolvidos para a implantação das atividades propostas.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"95 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127989936","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}
ABSTRACT This study aimed to investigate the role of the pedagogical process on the development of emotions and feelings in the preschool age, based on the analysis of the child’s school activity. This research involved observations in the classroom and an interview with the responsible teacher, in order to analyze the extent to which the pedagogical activities mobilized the emotional aspects of children and contributed to their affective-emotional development. The results showed that being recognized by the teacher in the collective is emotionally more significant than the nature and success of the task execution. It follows that understanding the dynamics of emotions in the concrete school life of pre-school children is essential for pedagogical planning that aim the emancipation of subjects.
{"title":"Study on Emotions and Feelings in Early Childhood Education","authors":"Jéssica Bispo Batista, Juliana Campregher Pasqualini, Giselle Modé Magalhães","doi":"10.1590/2175-6236116927vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116927vs02","url":null,"abstract":"ABSTRACT This study aimed to investigate the role of the pedagogical process on the development of emotions and feelings in the preschool age, based on the analysis of the child’s school activity. This research involved observations in the classroom and an interview with the responsible teacher, in order to analyze the extent to which the pedagogical activities mobilized the emotional aspects of children and contributed to their affective-emotional development. The results showed that being recognized by the teacher in the collective is emotionally more significant than the nature and success of the task execution. It follows that understanding the dynamics of emotions in the concrete school life of pre-school children is essential for pedagogical planning that aim the emancipation of subjects.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"204 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131712267","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 : 1900-01-01DOI: 10.1590/2175-6236117631vs01
Marco Wandercil, A. Calderón, Francisco Ganga-Contreras
RESUMO O presente artigo tem como objetivo analisar as implicações dos rankings acadêmicos, como instrumentos de avaliação externa, na estrutura de governança das universidades católicas brasileiras. Para o desenvolvimento do estudo foi realizada pesquisa exploratória por meio de análises documentais e bibliográficas, tomando como referência produção científica obtida em bases indexadas, legislação federal, constituições apostólicas, direito canônico, estatutos, regimentos e Planos de Desenvolvimento Institucional (PDI’s) dessas instituições. Diante dos inúmeros rankings existentes, evidencia-se em grande parte das universidades católicas, o uso desse ferramental no processo de planejamento estratégico, por meio de seus respectivos desempenhos para o estabelecimento de metas e objetivos.
{"title":"Os Rankings Acadêmicos: implicações na governança universitária das universidades católicas brasileiras","authors":"Marco Wandercil, A. Calderón, Francisco Ganga-Contreras","doi":"10.1590/2175-6236117631vs01","DOIUrl":"https://doi.org/10.1590/2175-6236117631vs01","url":null,"abstract":"RESUMO O presente artigo tem como objetivo analisar as implicações dos rankings acadêmicos, como instrumentos de avaliação externa, na estrutura de governança das universidades católicas brasileiras. Para o desenvolvimento do estudo foi realizada pesquisa exploratória por meio de análises documentais e bibliográficas, tomando como referência produção científica obtida em bases indexadas, legislação federal, constituições apostólicas, direito canônico, estatutos, regimentos e Planos de Desenvolvimento Institucional (PDI’s) dessas instituições. Diante dos inúmeros rankings existentes, evidencia-se em grande parte das universidades católicas, o uso desse ferramental no processo de planejamento estratégico, por meio de seus respectivos desempenhos para o estabelecimento de metas e objetivos.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129306967","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 : 1900-01-01DOI: 10.1590/2175-6236123514vs02
Luís Jacob, Karina de Lima Flauzino, Meire Cachioni
ABSTRACT Educators are considered to be key players in the development of educational proposals of Senior Universities in Portugal. In the theoretical perspective of educational gerontology, this exploratory and qualitative research has identified the characteristics recommended for educators, based on the perspectives of older learners and educators, as well as those of technicians (researchers and experts) in the field of education for the older adults. Messages from 265 participants were submitted to content analysis and the results have shown that affective, primarily, and technical aspects of third-age education are seen as important, and thus recommended for those who teach seniors. The adoption of a technical-affective model for the teaching-learning practice regarding seniors is suggested.
{"title":"The Educator in the Portuguese Senior University","authors":"Luís Jacob, Karina de Lima Flauzino, Meire Cachioni","doi":"10.1590/2175-6236123514vs02","DOIUrl":"https://doi.org/10.1590/2175-6236123514vs02","url":null,"abstract":"ABSTRACT Educators are considered to be key players in the development of educational proposals of Senior Universities in Portugal. In the theoretical perspective of educational gerontology, this exploratory and qualitative research has identified the characteristics recommended for educators, based on the perspectives of older learners and educators, as well as those of technicians (researchers and experts) in the field of education for the older adults. Messages from 265 participants were submitted to content analysis and the results have shown that affective, primarily, and technical aspects of third-age education are seen as important, and thus recommended for those who teach seniors. The adoption of a technical-affective model for the teaching-learning practice regarding seniors is suggested.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123095690","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 : 1900-01-01DOI: 10.1590/2175-6236116915vs02
Alice Martins Pederiva, Amanda Aliende da Matta, A. Lovato
ABSTRACT This study aims at analyzing the possible contributions of Vigotski and the cultural-historical theory to intercultural education. Thus, it discusses interculturality, based on contributions from cultural psychology and a model on critical multiculturalism. Then, it presents concepts of cultural-historical theory that contribute to the consideration of practical possibilities for intercultural education. Finally, it analyzes concrete experiences from educational contexts in order to exemplify how the discussed concepts can be turned into practice. Hence, it seeks to understand experiences of interculturality in the light of the cultural-historical theory, based on the method proposed by Vigotski.
{"title":"Contributions of Vigotski to Thinking about Intercultural Education","authors":"Alice Martins Pederiva, Amanda Aliende da Matta, A. Lovato","doi":"10.1590/2175-6236116915vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116915vs02","url":null,"abstract":"ABSTRACT This study aims at analyzing the possible contributions of Vigotski and the cultural-historical theory to intercultural education. Thus, it discusses interculturality, based on contributions from cultural psychology and a model on critical multiculturalism. Then, it presents concepts of cultural-historical theory that contribute to the consideration of practical possibilities for intercultural education. Finally, it analyzes concrete experiences from educational contexts in order to exemplify how the discussed concepts can be turned into practice. Hence, it seeks to understand experiences of interculturality in the light of the cultural-historical theory, based on the method proposed by Vigotski.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126468404","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 : 1900-01-01DOI: 10.1590/2175-6236110239vs01
R. Bruno, Arnaldo Vianna e Vilhena Carvalho, Renata Monteiro-Maia
RESUMO O controle do mosquito Aedes aegypti, vetor de patógenos causadores da dengue, Zika e chikungunya é prioritário, e sensibilizar a população quanto à prevenção, através de práticas educativas, pode impactar na redução do número de casos. Dentre essas práticas, existem propostas que exploram a ludicidade, incluindo o uso de jogos de tabuleiro educativos. O presente trabalho analisou cinco propostas ludopedagógicas com jogos de tabuleiro, publicadas entre 2015 e 2019, e concluiu que apesar de 40% dos trabalhos demonstrarem preocupação em escutar os alunos, as abordagens priorizam a memorização de conteúdos factuais e procedimentais. Além disso, as propostas demonstram baixo letramento lúdico nos professores e alunos envolvidos nas pesquisas.
{"title":"Análise Ludopedagógica de Estudos com Jogos de Tabuleiro em Arboviroses","authors":"R. Bruno, Arnaldo Vianna e Vilhena Carvalho, Renata Monteiro-Maia","doi":"10.1590/2175-6236110239vs01","DOIUrl":"https://doi.org/10.1590/2175-6236110239vs01","url":null,"abstract":"RESUMO O controle do mosquito Aedes aegypti, vetor de patógenos causadores da dengue, Zika e chikungunya é prioritário, e sensibilizar a população quanto à prevenção, através de práticas educativas, pode impactar na redução do número de casos. Dentre essas práticas, existem propostas que exploram a ludicidade, incluindo o uso de jogos de tabuleiro educativos. O presente trabalho analisou cinco propostas ludopedagógicas com jogos de tabuleiro, publicadas entre 2015 e 2019, e concluiu que apesar de 40% dos trabalhos demonstrarem preocupação em escutar os alunos, as abordagens priorizam a memorização de conteúdos factuais e procedimentais. Além disso, as propostas demonstram baixo letramento lúdico nos professores e alunos envolvidos nas pesquisas.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122242172","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 : 1900-01-01DOI: 10.1590/2175-6236116429vs02
Lurian José Reis da Silva Lima, Anadely Castro da Silva
ABSTRACT This paper seeks to construct visibility to black musicians’ memories about their own formative trajectories in post abolition Rio de Janeiro (1890-1930). Analyzing oral interviews from Museum of Image and Sound of Rio de Janeiro, we show some values and knowledges which those musicians considered important for their formation, as well as their comprehension and experiences of education. We focus on the strategies they used to access school and formal knowledge, their intellectual protagonism in this process, and situate their thoughts and experiences in the historiographic debates on school education in post-abolition Rio. The analysis shows: that these subjects were relatively successful in their attempts to acquire school knowledges even without having broad access to schools and that they never ignored the importance of such knowledge. It also presents evidence of enormous inequalities and racial barriers to their access to formal education.
{"title":"Formative Trajectories of Black Musicians in Post-Abolition (1890-1930)","authors":"Lurian José Reis da Silva Lima, Anadely Castro da Silva","doi":"10.1590/2175-6236116429vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116429vs02","url":null,"abstract":"ABSTRACT This paper seeks to construct visibility to black musicians’ memories about their own formative trajectories in post abolition Rio de Janeiro (1890-1930). Analyzing oral interviews from Museum of Image and Sound of Rio de Janeiro, we show some values and knowledges which those musicians considered important for their formation, as well as their comprehension and experiences of education. We focus on the strategies they used to access school and formal knowledge, their intellectual protagonism in this process, and situate their thoughts and experiences in the historiographic debates on school education in post-abolition Rio. The analysis shows: that these subjects were relatively successful in their attempts to acquire school knowledges even without having broad access to schools and that they never ignored the importance of such knowledge. It also presents evidence of enormous inequalities and racial barriers to their access to formal education.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"27 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126056182","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 : 1900-01-01DOI: 10.1590/2175-6236121323vs02
Hermes de Andrade Júnior
ABSTRACT The Anthropocene has been considered a geological period of high risk due to the indiscriminate use of natural resources and the lifestyle assumed by the world population, to the detriment of ecosystem conservation. The set of problems requires a transdisciplinary scientific approach due to its complexity. But despite considerable advances, the anthropocene model is still considered controversial by the social sciences and humanities. The article brings the transdisciplinary approach as a methodological and epistemological tool to improve the connections between natural and human sciences in a new perspective to face realities (non-resistance zones) that underpin anthropocene transdisciplinarization.
{"title":"Interweaving the Sciences: the transdisciplinarization of the Anthropocene","authors":"Hermes de Andrade Júnior","doi":"10.1590/2175-6236121323vs02","DOIUrl":"https://doi.org/10.1590/2175-6236121323vs02","url":null,"abstract":"ABSTRACT The Anthropocene has been considered a geological period of high risk due to the indiscriminate use of natural resources and the lifestyle assumed by the world population, to the detriment of ecosystem conservation. The set of problems requires a transdisciplinary scientific approach due to its complexity. But despite considerable advances, the anthropocene model is still considered controversial by the social sciences and humanities. The article brings the transdisciplinary approach as a methodological and epistemological tool to improve the connections between natural and human sciences in a new perspective to face realities (non-resistance zones) that underpin anthropocene transdisciplinarization.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133267291","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}
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