RESUMO Pobreza e Resiliência nas Narrativas de Educandos da EJA em Situação de Rua. O presente artigo relaciona os conceitos de pobreza e resiliência no estudo de educandos em situação de rua matriculados na Educação de Jovens e Adultos (EJA). O estudo, fruto de dissertação de mestrado, contextualiza a exclusão vivenciada por essa população no Distrito Federal e apresenta, na pesquisa qualitativa, as narrativas como forma de trazer as vozes e visibilizar esses sujeitos, uma vez que estes são invisibilizados socialmente e de forma censitária. Como resultado, as narrativas dos educandos dialogam com os dados do último Censo realizado no DF, reconhecendo, na palavra desses educandos, sujeitos de direito capazes de narrar, refletir e ressignificar a sua condição humana e social a partir de suas histórias de vida.
{"title":"Pobreza e Resiliência nas Narrativas de Educandos da EJA em Situação de Rua","authors":"K. Souza, Maria clarisse Vieira","doi":"10.1590/2175-6236108942","DOIUrl":"https://doi.org/10.1590/2175-6236108942","url":null,"abstract":"RESUMO Pobreza e Resiliência nas Narrativas de Educandos da EJA em Situação de Rua. O presente artigo relaciona os conceitos de pobreza e resiliência no estudo de educandos em situação de rua matriculados na Educação de Jovens e Adultos (EJA). O estudo, fruto de dissertação de mestrado, contextualiza a exclusão vivenciada por essa população no Distrito Federal e apresenta, na pesquisa qualitativa, as narrativas como forma de trazer as vozes e visibilizar esses sujeitos, uma vez que estes são invisibilizados socialmente e de forma censitária. Como resultado, as narrativas dos educandos dialogam com os dados do último Censo realizado no DF, reconhecendo, na palavra desses educandos, sujeitos de direito capazes de narrar, refletir e ressignificar a sua condição humana e social a partir de suas histórias de vida.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"9 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":"128942796","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: 10.1590/2175-6236121323vs01
Hermes de Andrade Júnior
RESUMO O Antropoceno tem sido considerado um período geológico de alto risco devido ao uso indiscriminado dos recursos naturais e estilo de vida assumido pela população mundial, em detrimento da conservação dos ecossistemas. O conjunto de problemas requer uma abordagem científica transdisciplinar devido à sua complexidade. Mas, apesar dos avanços consideráveis, o modelo antropocênico ainda é considerado polêmico por parte das ciências sociais e humanidades. O artigo traz a abordagem transdisciplinar como uma ferramenta metodológica e epistemológica para aprimorar as conexões entre as ciências naturais e humanas em uma nova perspectiva para enfrentar realidades (zonas de não resistência) que fundamenta a transdisciplinarização antropocênica.
{"title":"Entrelaçando as Ciências: a transdisciplinarização do Antropoceno","authors":"Hermes de Andrade Júnior","doi":"10.1590/2175-6236121323vs01","DOIUrl":"https://doi.org/10.1590/2175-6236121323vs01","url":null,"abstract":"RESUMO O Antropoceno tem sido considerado um período geológico de alto risco devido ao uso indiscriminado dos recursos naturais e estilo de vida assumido pela população mundial, em detrimento da conservação dos ecossistemas. O conjunto de problemas requer uma abordagem científica transdisciplinar devido à sua complexidade. Mas, apesar dos avanços consideráveis, o modelo antropocênico ainda é considerado polêmico por parte das ciências sociais e humanidades. O artigo traz a abordagem transdisciplinar como uma ferramenta metodológica e epistemológica para aprimorar as conexões entre as ciências naturais e humanas em uma nova perspectiva para enfrentar realidades (zonas de não resistência) que fundamenta a transdisciplinarização antropocênica.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"18 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":"129167068","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: 10.1590/2175-6236124612vs02
Rafael Vilas Boas Garcia, M. Henklain, Maely da Silva Moraes, Renner Coelho Messias Alves
ABSTRACT Emergency Remote Education (ERE) has been the only viable teaching option due to the covid-19 pandemic. Thus, the goal of this study was to characterize teaching practices and the perceptions of professors related to the teaching at the Federal University of Roraima (FURR/UFRR). An online questionnaire was answered by 150 professors of UFRR, that indicate that professors evaluate ERE with above average satisfaction. In addition, they point out that ICT are important as educational tools for the educational process, but they need better conditions. It is concluded, therefore, that the implementation of the ERE at UFRR obtained results that allowed minimizing the negative impacts from the restrictive measures of covid-19 on student learning.
{"title":"Emergency Remote Education: educational practices and teaching perceptions","authors":"Rafael Vilas Boas Garcia, M. Henklain, Maely da Silva Moraes, Renner Coelho Messias Alves","doi":"10.1590/2175-6236124612vs02","DOIUrl":"https://doi.org/10.1590/2175-6236124612vs02","url":null,"abstract":"ABSTRACT Emergency Remote Education (ERE) has been the only viable teaching option due to the covid-19 pandemic. Thus, the goal of this study was to characterize teaching practices and the perceptions of professors related to the teaching at the Federal University of Roraima (FURR/UFRR). An online questionnaire was answered by 150 professors of UFRR, that indicate that professors evaluate ERE with above average satisfaction. In addition, they point out that ICT are important as educational tools for the educational process, but they need better conditions. It is concluded, therefore, that the implementation of the ERE at UFRR obtained results that allowed minimizing the negative impacts from the restrictive measures of covid-19 on student learning.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"50 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":"129129521","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: 10.1590/2175-6236116630vs02
B. Schneuwly, Irène Leopoldoff Martin
ABSTRACT The text shows that after 1930, Vygotskij developed the question of teaching. Vygotskij forged new concepts, involving more systematic work on the dialectical contradiction between internal and external. An analysis of teaching work from a Vygotskian perspective shows the importance of transposed knowledge as a teacher’s tools. Elements of Vygotskij’s theory of development, elaborated after 1930, describe how educational tools function on the side of the student, allowing, through their appropriation, the construction of new psychic systems. This requires to reflect on the relationship between education and development, two totally different processes that Vygotskij conceptualizes through the notion of zone of proximal development.
{"title":"Vygotskij, the Work of the Teacher and the Zone of Proximal Development","authors":"B. Schneuwly, Irène Leopoldoff Martin","doi":"10.1590/2175-6236116630vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116630vs02","url":null,"abstract":"ABSTRACT The text shows that after 1930, Vygotskij developed the question of teaching. Vygotskij forged new concepts, involving more systematic work on the dialectical contradiction between internal and external. An analysis of teaching work from a Vygotskian perspective shows the importance of transposed knowledge as a teacher’s tools. Elements of Vygotskij’s theory of development, elaborated after 1930, describe how educational tools function on the side of the student, allowing, through their appropriation, the construction of new psychic systems. This requires to reflect on the relationship between education and development, two totally different processes that Vygotskij conceptualizes through the notion of zone of proximal development.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"5 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":"115892593","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: 10.1590/2175-6236122092vs02
Francisco José da Silva, Edileuza Fernandes Silva
ABSTRACT The essay discusses the Federal District Administrative and Financial Decentralization Program (PDAF), educational achievement, and age-grade distortion in elementary and middle school, based on legislation, documents, and data from the Federal District School Census. It is a qualitative study guided by Bardin’s Content Analysis (2016). It concludes that: the Program has not shown improvement in educational achievement; the dropout and the percentage of 20.7% (Censo-DF, 2018) of the students under age/grade distortion is a fact to be faced through political actions and management of school projects. Political actions are proposed in financial and pedagogical management at the central and local levels, observing the principles of democratic management.
{"title":"The Relationship Between Financial Decentralization through PDAF and Educational Achievement Performance","authors":"Francisco José da Silva, Edileuza Fernandes Silva","doi":"10.1590/2175-6236122092vs02","DOIUrl":"https://doi.org/10.1590/2175-6236122092vs02","url":null,"abstract":"ABSTRACT The essay discusses the Federal District Administrative and Financial Decentralization Program (PDAF), educational achievement, and age-grade distortion in elementary and middle school, based on legislation, documents, and data from the Federal District School Census. It is a qualitative study guided by Bardin’s Content Analysis (2016). It concludes that: the Program has not shown improvement in educational achievement; the dropout and the percentage of 20.7% (Censo-DF, 2018) of the students under age/grade distortion is a fact to be faced through political actions and management of school projects. Political actions are proposed in financial and pedagogical management at the central and local levels, observing the principles of democratic management.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"13 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":"117174146","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: 10.1590/2175-6236124423vs02
Ester Maria Dreher Heuser
ABSTRACT The article deals with the first condition for the creation and updating of the idea of research-teaching of difference invented by Sandra Corazza, with which she rebelled against the national consensus that research is carried out in post-graduate studies – genesis of the myth that divides education into two castes: on the one hand, there are the rare intellectuals who research and, on the other, there is a large mass of professors who only teach. It defends, presents and exemplifies that the invention of the idea of research-teaching had as a condition a specific relationship with the pedagogical language: making it stutter by inserting in it the schizo-writing procedure, whose result was the production of dissonant effects to the consensus and the expansion of the language borders.
本文论述了桑德拉·科拉扎(Sandra Corazza)提出的“研究性差异教学”(research-teaching of difference)理念的产生和更新的首要条件，她用这一理念反抗了“研究只能在研究生阶段进行”的全国共识——将教育划分为两个阶层的神话的起源:一方面是极少数的知识分子从事研究，另一方面是大量的教授只从事教学。它捍卫、呈现并例证了研究性教学理念的发明作为一种条件，与教学语言有一种特殊的关系:通过在教学语言中插入分裂写作程序，使其口吃，其结果是对共识产生不和谐的影响，并扩大了语言边界。
{"title":"A Research Idea that makes the Educational Language Stutter: research-teaching of difference against the myth of castes","authors":"Ester Maria Dreher Heuser","doi":"10.1590/2175-6236124423vs02","DOIUrl":"https://doi.org/10.1590/2175-6236124423vs02","url":null,"abstract":"ABSTRACT The article deals with the first condition for the creation and updating of the idea of research-teaching of difference invented by Sandra Corazza, with which she rebelled against the national consensus that research is carried out in post-graduate studies – genesis of the myth that divides education into two castes: on the one hand, there are the rare intellectuals who research and, on the other, there is a large mass of professors who only teach. It defends, presents and exemplifies that the invention of the idea of research-teaching had as a condition a specific relationship with the pedagogical language: making it stutter by inserting in it the schizo-writing procedure, whose result was the production of dissonant effects to the consensus and the expansion of the language borders.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"109 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":"117188479","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: 10.1590/2175-6236119894vs02
Rui Amadeu Bonde, Princidónio Abrão Matavel
ABSTRACT This article aims to analyze the funding of education in Mozambique at a time when the sector is facing problems of scarcity of funds for the financing and implementation of its policies. As methodology, we conducted a bibliographic research on the subject and analyzed the documents of the education sector – Citizen Account and State General Accounts – from 2015 to 2020. The findings of this research show us that, although government direct funding to the education sector, through an internal source, is growing, this growth is still below the needs of the sector. The funding of education in Mozambique is still largely dependent on external donors’ support.
{"title":"Education Financing in Mozambique and its Challenges","authors":"Rui Amadeu Bonde, Princidónio Abrão Matavel","doi":"10.1590/2175-6236119894vs02","DOIUrl":"https://doi.org/10.1590/2175-6236119894vs02","url":null,"abstract":"ABSTRACT This article aims to analyze the funding of education in Mozambique at a time when the sector is facing problems of scarcity of funds for the financing and implementation of its policies. As methodology, we conducted a bibliographic research on the subject and analyzed the documents of the education sector – Citizen Account and State General Accounts – from 2015 to 2020. The findings of this research show us that, although government direct funding to the education sector, through an internal source, is growing, this growth is still below the needs of the sector. The funding of education in Mozambique is still largely dependent on external donors’ support.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"12 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":"114344823","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: 10.1590/2175-6236116502vs01
Caroline Correia Maciel, Margarita Victoria Rodríguez, Leon Ramyssés Vieira Dias, Ângela Celeste Barreto de Azevedo, André Malina, J. Zanela
RESUMO O presente artigo objetivou analisar o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) entre 2007 e 2018. Para tanto, utilizaram-se, para investigação, três fontes distintas: 1) quantitativo de bolsas relacionadas ao PIBID/nacional, ao PIBID/UFMS e ao PIBID/UEMS; 2) documentos que regulam o PIBID/MS e o PIBID/nacional; e 3) entrevistas com os coordenadores institucionais do PIBID/UFMS e do PIBID/UEMS. Para efeitos de análise, utilizou-se um contraponto entre as teorias de Hayek e de Mészáros. A instabilidade e a redução verificadas na concessão de bolsas do programa a partir de 2015 corroboram que se associem as influências liberalizantes com a acentuação da crise econômica e política no cenário brasileiro.
{"title":"Crise Econômica e a Potencialização Liberalizante no Interior do PIBID","authors":"Caroline Correia Maciel, Margarita Victoria Rodríguez, Leon Ramyssés Vieira Dias, Ângela Celeste Barreto de Azevedo, André Malina, J. Zanela","doi":"10.1590/2175-6236116502vs01","DOIUrl":"https://doi.org/10.1590/2175-6236116502vs01","url":null,"abstract":"RESUMO O presente artigo objetivou analisar o Programa Institucional de Bolsas de Iniciação à Docência (PIBID) entre 2007 e 2018. Para tanto, utilizaram-se, para investigação, três fontes distintas: 1) quantitativo de bolsas relacionadas ao PIBID/nacional, ao PIBID/UFMS e ao PIBID/UEMS; 2) documentos que regulam o PIBID/MS e o PIBID/nacional; e 3) entrevistas com os coordenadores institucionais do PIBID/UFMS e do PIBID/UEMS. Para efeitos de análise, utilizou-se um contraponto entre as teorias de Hayek e de Mészáros. A instabilidade e a redução verificadas na concessão de bolsas do programa a partir de 2015 corroboram que se associem as influências liberalizantes com a acentuação da crise econômica e política no cenário brasileiro.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"5 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":"126078574","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: 10.1590/2175-6236117760vs02
Micael Carvalho dos Santos
ABSTRACT This paper discusses the progress of the militarization project in Brazilian public schools, contextualizing the implications for school music education. The National Civic-Military Schools Program (PECIM) is analyzed and data from the Ministry of Education is presented to understand its situation, articulated with other educational policies. The article aims to study PECIM in the context of school music education and its perspectives in the context of human development, There is a discussion about music education in this context of school organization, highlighting its approach in the curriculum of this organizational model and possibilities for teaching music in public schools. Non-traditional and open school music education and in accord with human development can contribute to the understanding of the social and historical formation of cultural diversity wich exist in Brazil.
{"title":"School Musical Education on Times of Militarization and Barbarism","authors":"Micael Carvalho dos Santos","doi":"10.1590/2175-6236117760vs02","DOIUrl":"https://doi.org/10.1590/2175-6236117760vs02","url":null,"abstract":"ABSTRACT This paper discusses the progress of the militarization project in Brazilian public schools, contextualizing the implications for school music education. The National Civic-Military Schools Program (PECIM) is analyzed and data from the Ministry of Education is presented to understand its situation, articulated with other educational policies. The article aims to study PECIM in the context of school music education and its perspectives in the context of human development, There is a discussion about music education in this context of school organization, highlighting its approach in the curriculum of this organizational model and possibilities for teaching music in public schools. Non-traditional and open school music education and in accord with human development can contribute to the understanding of the social and historical formation of cultural diversity wich exist in Brazil.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"119 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":"127261669","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: 10.1590/2175-6236115965vs02
Elisabete Andrade
ABSTRACT Focusing on the teacher education in the space-time of preschools, this paper seeks to investigate and understand how teacher education and the daily life of early childhood schools have been thought out. Based on a qualitative and exploratory approach, the research uses data collected by interviews with school teachers and aides. Foucault (2021; 2014), Freire (2019), Rousseau (2004), Santos (2018), Vigotski (2000), among others make up its theoretical background. The growing social changes generated by globalization lead us to reflect on this age group, which is often ignored within these transformations.
{"title":"Continuing Teacher Education: space-time in preschool","authors":"Elisabete Andrade","doi":"10.1590/2175-6236115965vs02","DOIUrl":"https://doi.org/10.1590/2175-6236115965vs02","url":null,"abstract":"ABSTRACT Focusing on the teacher education in the space-time of preschools, this paper seeks to investigate and understand how teacher education and the daily life of early childhood schools have been thought out. Based on a qualitative and exploratory approach, the research uses data collected by interviews with school teachers and aides. Foucault (2021; 2014), Freire (2019), Rousseau (2004), Santos (2018), Vigotski (2000), among others make up its theoretical background. The growing social changes generated by globalization lead us to reflect on this age group, which is often ignored within these transformations.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"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":"123740089","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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