The articlepresents a bibliography research. Its objective is to discuss the formativeprocesses particularities of especial educational teacher by an inclusiveeducational culture. It was found thatexist specifities that mark the formation of special educational teacher. Thesespecificities are origin of historical educational context mark by NacionalPolicy on Inclusive Perspective. This perspective suggest the existence ofother factor that influenced and do influence the special education and theteachers in this area. Among the factors associated to this process are: socioculturalvariants, initial formation and the continuous formation. It’s concluded that notjust a challenging proposal in the formation of special educational teacher is enoughto effectively attend the student’s educational needs, it’s necessary to focusin the special educational ‘s laws and the development of public policies ofgeneral formation.
{"title":"CULTURA DE EDUCAÇÃO INCLUSIVA: A EDUCAÇÃO ESPECIAL E OS PROCESSOS FORMATIVOS DE PROFESSORES","authors":"G. Azambuja, C. R. S. Souza, S. M. O. Pavão","doi":"10.17058/REA.V20I2.2770","DOIUrl":"https://doi.org/10.17058/REA.V20I2.2770","url":null,"abstract":"The articlepresents a bibliography research. Its objective is to discuss the formativeprocesses particularities of especial educational teacher by an inclusiveeducational culture. It was found thatexist specifities that mark the formation of special educational teacher. Thesespecificities are origin of historical educational context mark by NacionalPolicy on Inclusive Perspective. This perspective suggest the existence ofother factor that influenced and do influence the special education and theteachers in this area. Among the factors associated to this process are: socioculturalvariants, initial formation and the continuous formation. It’s concluded that notjust a challenging proposal in the formation of special educational teacher is enoughto effectively attend the student’s educational needs, it’s necessary to focusin the special educational ‘s laws and the development of public policies ofgeneral formation.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"291-308"},"PeriodicalIF":0.0,"publicationDate":"2012-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623623","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}
The present study aimed to investigate which categories of written records are mobilized by students in the 9th grade in elementary school involved in mathematical activities related to functional thinking, the main theoretical ideas of the theory of records Semiotic Representation of Raymond Duval. The study consisted of the application and analysis of the activities that comprised a didactic sequence was performed with a group consisting of 38 students in 9th grade of basic education of a public school, located in the city of Pilar do Sul in Sao Paulo. The results found after analyzing the data show that the records were the most used multifunctional discursive representation and records monofunctional discursive representation and, although the relationship between congruence and no congruence of representations of a mathematical object, delimit the understanding of same.
{"title":"O CONCEITO DE FUNÇÃO NA EDUCAÇÃO BÁSICA VIA REGISTROS DE REPRESENTAÇÃO SEMIÓTICA","authors":"P. Oliveira, R. Pires","doi":"10.17058/REA.V20I2.3038","DOIUrl":"https://doi.org/10.17058/REA.V20I2.3038","url":null,"abstract":"The present study aimed to investigate which categories of written records are mobilized by students in the 9th grade in elementary school involved in mathematical activities related to functional thinking, the main theoretical ideas of the theory of records Semiotic Representation of Raymond Duval. The study consisted of the application and analysis of the activities that comprised a didactic sequence was performed with a group consisting of 38 students in 9th grade of basic education of a public school, located in the city of Pilar do Sul in Sao Paulo. The results found after analyzing the data show that the records were the most used multifunctional discursive representation and records monofunctional discursive representation and, although the relationship between congruence and no congruence of representations of a mathematical object, delimit the understanding of same.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"215-239"},"PeriodicalIF":0.0,"publicationDate":"2012-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623255","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}
The present communication has as objective to present the realized studies on the investigation field to analyze the dynamics of circulation and appropriation of the Movement of the Modern Mathematics (MMM) in Primary Education in Brazil and Portugal, starting from pedagogical journals for teachers at this level education published in these two countries during this period.
{"title":"A matemática da escola primária nas revistas pedagógicas do Brasil e de Portugal","authors":"R. A. S. Borges, A. Duarte, T. M. M. Campos","doi":"10.17058/REA.V20I2.3034","DOIUrl":"https://doi.org/10.17058/REA.V20I2.3034","url":null,"abstract":"The present communication has as objective to present the realized studies on the investigation field to analyze the dynamics of circulation and appropriation of the Movement of the Modern Mathematics (MMM) in Primary Education in Brazil and Portugal, starting from pedagogical journals for teachers at this level education published in these two countries during this period.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"240-266"},"PeriodicalIF":0.0,"publicationDate":"2012-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623183","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}
More and more we talk about teamwork, collective work, finally, cooperation as a necessary competence in almost all professional advice. Many educational institutions have joined in the pursuit of expanding cooperation among their teachers, with the intention of caring for the workplace, but mainly to improve the quality of education. However, the cooperative initiatives often face difficulties, unless those involved have knowledge of the extensive causes that impede or facilitate higher or lower levels of cooperation. This gap will be focused in the present article, discussing nine assumptions that underlie the possibility of expanding cooperation among teachers. Being aware of the assumptions, it is possible to instrumentalize future empirical researchs, but also create ways to manage the requirements at responsibility of teachers and schools.
{"title":"LEHRERKOOPERATION: THEORETISCHE REFLEXION ÜBER VORAUSSETZUNGEN ZUR ERWEITERUNG VON KOOPERATIVITÄT BEI LEHRERN","authors":"Rainer Lengert","doi":"10.17058/REA.V20I1.2363","DOIUrl":"https://doi.org/10.17058/REA.V20I1.2363","url":null,"abstract":"More and more we talk about teamwork, collective work, finally, cooperation as a necessary competence in almost all professional advice. Many educational institutions have joined in the pursuit of expanding cooperation among their teachers, with the intention of caring for the workplace, but mainly to improve the quality of education. However, the cooperative initiatives often face difficulties, unless those involved have knowledge of the extensive causes that impede or facilitate higher or lower levels of cooperation. This gap will be focused in the present article, discussing nine assumptions that underlie the possibility of expanding cooperation among teachers. Being aware of the assumptions, it is possible to instrumentalize future empirical researchs, but also create ways to manage the requirements at responsibility of teachers and schools.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"12 1","pages":"75-93"},"PeriodicalIF":0.0,"publicationDate":"2012-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623156","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}
The article "Education beyond the labor market" is proposed to make a reflection of current education in Brazil. The starting point is the observation of the emphasis placed by government actions to an aspect of education: preparation for work. Furthermore, the article presents a retrospective of this aspect of education throughout the history of education.
{"title":"EDUCAÇÃO PARA ALÉM DO MERCADO DE TRABALHO","authors":"A. Menger, Vera Lúcia Chacon Valença","doi":"10.17058/REA.V20I1.1974","DOIUrl":"https://doi.org/10.17058/REA.V20I1.1974","url":null,"abstract":"The article \"Education beyond the labor market\" is proposed to make a reflection of current education in Brazil. The starting point is the observation of the emphasis placed by government actions to an aspect of education: preparation for work. Furthermore, the article presents a retrospective of this aspect of education throughout the history of education.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"228-244"},"PeriodicalIF":0.0,"publicationDate":"2012-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623404","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}
In this study are presented some psychosocial considerations concerning adolescent identity construction in the educational environment. As we will see, in this construction process, they take possession of different information and social experiences sources, which face them within the school culture. The identities are closely linked to categories such as the social class, gender, ethnicity, race, sexuality, age besides other categories present in social relations. Schools must undertake in their daily life, as recommend the PCNs (National Curriculum Guidelines, 1997), a reflection about the multiple identities and citizenships, necessary for building a democratic society. The cultural plurality of schools confirms diversity as a key element to the construction of identities, negotiated and defined through conflicts and countless possibilities of singularity.
{"title":"A CONSTRUÇÃO DAS IDENTIDADES NO ESPAÇO ESCOLAR","authors":"Mauro Giffoni de Carvalho","doi":"10.17058/REA.V20I1.2161","DOIUrl":"https://doi.org/10.17058/REA.V20I1.2161","url":null,"abstract":"In this study are presented some psychosocial considerations concerning adolescent identity construction in the educational environment. As we will see, in this construction process, they take possession of different information and social experiences sources, which face them within the school culture. The identities are closely linked to categories such as the social class, gender, ethnicity, race, sexuality, age besides other categories present in social relations. Schools must undertake in their daily life, as recommend the PCNs (National Curriculum Guidelines, 1997), a reflection about the multiple identities and citizenships, necessary for building a democratic society. The cultural plurality of schools confirms diversity as a key element to the construction of identities, negotiated and defined through conflicts and countless possibilities of singularity.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"209-227"},"PeriodicalIF":0.0,"publicationDate":"2012-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623508","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}
Patrícia Rodrigues de Oliveira Kimura, R. Cabral, Ivany Pinto Nascimento, W. Coelho
This article has the object of study, training and professionalization of Teachers in Brazil. Its objective is to outline a brief overview about the Teacher, pointing to its close relationship with the issue of teachers professionalization, Seeking to relate the overlap of these two dimensions in the educational process, marking the main demands of the teachers and the current issues that still require the status of the profession. With the theoretical and methodological literature review with the authors Veiga (2005); RAMALHO, NUNEZ e GAUTHIER, (2004) e Novoa (1997) that demonstrate a context of restructuring of teachers' work.
{"title":"CAMINHOS DA FORMAÇÃO E PROFISSIONALIZAÇÃO DOCENTE NO BRASIL: DESAFIOS E PERSPECTIVAS NA CONTEMPORANEIDADE","authors":"Patrícia Rodrigues de Oliveira Kimura, R. Cabral, Ivany Pinto Nascimento, W. Coelho","doi":"10.17058/REA.V20I1.2547","DOIUrl":"https://doi.org/10.17058/REA.V20I1.2547","url":null,"abstract":"This article has the object of study, training and professionalization of Teachers in Brazil. Its objective is to outline a brief overview about the Teacher, pointing to its close relationship with the issue of teachers professionalization, Seeking to relate the overlap of these two dimensions in the educational process, marking the main demands of the teachers and the current issues that still require the status of the profession. With the theoretical and methodological literature review with the authors Veiga (2005); RAMALHO, NUNEZ e GAUTHIER, (2004) e Novoa (1997) that demonstrate a context of restructuring of teachers' work.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"09-23"},"PeriodicalIF":0.0,"publicationDate":"2012-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623475","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}
This article discusses deontological issues of health care professions in relation to their ethical foundation. We present four models of teaching ethics and deontology in doctors’ training and the results of a PhD research on the teaching of these subjects in nurses’ training in Portugal. Given the importance of bioethics in deontological training of health care professions, we present a comparative analysis of. bioethical principles enunciated by Beauchamp and Childress (1979), related to ‘ethics of justice’, and Kemp’s(2000) proposal, associated to an ‘ethics of care’. Given the ambiguity of these bioethical expressions, we focus on the analysis of its contents and the need to discuss the fundamentals of ethical training of doctors and nurses in relation to the ethical theories they are derived from. Utilitarian ethics, duty ethics, virtue ethics, when the analysis of bioethics’ fundaments is not trained, the duty of caring of suffering can be put at risk.
{"title":"ETHICS AND DEONTOLOGY OF MEDICAL EDUCATION AND NURSES IN PORTUGUAL","authors":"Clara C Oliveira, M. Azevedo","doi":"10.17058/REA.V20I1.2430","DOIUrl":"https://doi.org/10.17058/REA.V20I1.2430","url":null,"abstract":"This article discusses deontological issues of health care professions in relation to their ethical foundation. We present four models of teaching ethics and deontology in doctors’ training and the results of a PhD research on the teaching of these subjects in nurses’ training in Portugal. Given the importance of bioethics in deontological training of health care professions, we present a comparative analysis of. bioethical principles enunciated by Beauchamp and Childress (1979), related to ‘ethics of justice’, and Kemp’s(2000) proposal, associated to an ‘ethics of care’. Given the ambiguity of these bioethical expressions, we focus on the analysis of its contents and the need to discuss the fundamentals of ethical training of doctors and nurses in relation to the ethical theories they are derived from. Utilitarian ethics, duty ethics, virtue ethics, when the analysis of bioethics’ fundaments is not trained, the duty of caring of suffering can be put at risk.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"192-208"},"PeriodicalIF":0.0,"publicationDate":"2012-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623230","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}
The continued education of teachers is a matter that has been widely discussed and put in the agenda, and present many scientific productions. Considering that this training happens throughout life, believe it can and should happen within the school environment, specifically in educational meetings. I have as objective to understand the school as an area of continuing education and what the implications of this training, developed in meeting educational, at school. For this, we surveyed the scientific production - articles and essays - on the banks of ANPED and CAPES, in the period 2006 to 2010, through a systematic review and initial reading. Productions were seen approaching on the approach, separated into the following categories: continuing education of teachers, educational policies and educational meetings. Through these, it is noted that the continuing education of teachers inside the school environment is linked to meeting the educational and pedagogical role played by the coordinator, by way of mediation and collective, linked to challenges, reflections, observations, evaluations and construction of new practices. With this, one realizes that it is possible to build a state of knowledge within the school environment, articulating and meeting educational training as facilitators of the teaching-learning process and qualifying professionals of a given reality.
{"title":"FORMAÇÃO CONTINUADA DE PROFESSORES E REUNIÃO PEDAGÓGICA: CONSTRUINDO UM ESTADO DE CONHECIMENTO","authors":"Grasiela Zimmer Vogt, M. Morosini","doi":"10.17058/REA.V20I1.2229","DOIUrl":"https://doi.org/10.17058/REA.V20I1.2229","url":null,"abstract":"The continued education of teachers is a matter that has been widely discussed and put in the agenda, and present many scientific productions. Considering that this training happens throughout life, believe it can and should happen within the school environment, specifically in educational meetings. I have as objective to understand the school as an area of continuing education and what the implications of this training, developed in meeting educational, at school. For this, we surveyed the scientific production - articles and essays - on the banks of ANPED and CAPES, in the period 2006 to 2010, through a systematic review and initial reading. Productions were seen approaching on the approach, separated into the following categories: continuing education of teachers, educational policies and educational meetings. Through these, it is noted that the continuing education of teachers inside the school environment is linked to meeting the educational and pedagogical role played by the coordinator, by way of mediation and collective, linked to challenges, reflections, observations, evaluations and construction of new practices. With this, one realizes that it is possible to build a state of knowledge within the school environment, articulating and meeting educational training as facilitators of the teaching-learning process and qualifying professionals of a given reality.","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"20 1","pages":"24-37"},"PeriodicalIF":0.0,"publicationDate":"2012-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623568","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}
L' esperienza e quello che passiamo, oppure quello che ci succede, o quello che ci colpisce. Il soggetto dell' esperienza sarebbe come un territorio di passaggio, nel quale quello che passa colpisce in alcun modo. La documentazione pedagogica e veduta come una possibilita di diventare visibile la costruzione della memoria del gruppo di bambini nel suo contesto scolastico, portando i concetti di osservazione, registro e riflessione come azioni struturanti, frarelazionate ed inerenti al processo documentale. Pare passo che l'avvenimento esperienza succede nel contesto scolastico, ne rapporti e interazioni tra bambini-bambini e bambini-adulti, la strategia della documentazione pedagogica si fa importante nel senso di rivisitare, ricordare, rivelare gli apprendimenti dei bambini. PAROLE CHIAVE: Esperienza - Documentazione Pedagogica - Scuola Materna - Contesto Scolastico - Bambini
{"title":"EXPERIÊNCIA E DOCUMENTAÇÃO: É POSSÍVEL ARTICULAR ESTES CONCEITOS?","authors":"Cláudia Inês Horn, J. I. D. Silva","doi":"10.17058/REA.V19I2.2369","DOIUrl":"https://doi.org/10.17058/REA.V19I2.2369","url":null,"abstract":"L' esperienza e quello che passiamo, oppure quello che ci succede, o quello che ci colpisce. Il soggetto dell' esperienza sarebbe come un territorio di passaggio, nel quale quello che passa colpisce in alcun modo. La documentazione pedagogica e veduta come una possibilita di diventare visibile la costruzione della memoria del gruppo di bambini nel suo contesto scolastico, portando i concetti di osservazione, registro e riflessione come azioni struturanti, frarelazionate ed inerenti al processo documentale. Pare passo che l'avvenimento esperienza succede nel contesto scolastico, ne rapporti e interazioni tra bambini-bambini e bambini-adulti, la strategia della documentazione pedagogica si fa importante nel senso di rivisitare, ricordare, rivelare gli apprendimenti dei bambini. \u0000 \u0000PAROLE CHIAVE: Esperienza - Documentazione Pedagogica - Scuola Materna - Contesto Scolastico - Bambini","PeriodicalId":30259,"journal":{"name":"Reflexao Acao","volume":"19 1","pages":"136-145"},"PeriodicalIF":0.0,"publicationDate":"2011-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67623361","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：