Este artigo descreve em termos gerais o impacto da pandemia de Covid 19 no ensino escolar na Alemanha. Foram considerados diferentes formatos nas diferentes fases. Para alem dos requisitos tecnicos e logisticos, foram consideradas as consequencias para o comportamento de aprendizagem dos alunos. This article describes in broad terms the impact of the Covid 19 pandemic on school education in Germany. Different formats came into view in the various phases. In addition to the technical and logistical requirements, the consequences for the learning behaviour of pupils were examined. Key-Words: Covid-19 - School education - Digital education
{"title":"Educação em tempos de Covid-19 - descrições, observações e questões, a partir de uma perspetiva alemãThe impact of the Covid 19 pandemic on school education in Germany","authors":"Dirk Oesselmann","doi":"10.17346/SE.VOL29.391","DOIUrl":"https://doi.org/10.17346/SE.VOL29.391","url":null,"abstract":"Este artigo descreve em termos gerais o impacto da pandemia de Covid 19 no ensino escolar na Alemanha. Foram considerados diferentes formatos nas diferentes fases. Para alem dos requisitos tecnicos e logisticos, foram consideradas as consequencias para o comportamento de aprendizagem dos alunos. This article describes in broad terms the impact of the Covid 19 pandemic on school education in Germany. Different formats came into view in the various phases. In addition to the technical and logistical requirements, the consequences for the learning behaviour of pupils were examined. Key-Words: Covid-19 - School education - Digital education","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48442708","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}
J. Rodrigues, Valéria Aroeira Garcia, Talita Alessandra Tristão
O presente ensaio discute o impacto da Covid-19 no Brasil que resultou no isolamento social, no prudente fechamento das escolas e, em especial, traz reflexoes sobre o papel da escola e dos educadores e educadoras sociais nesse contexto de fragilidade global. Nesse sentido, buscou-se dar luz aos principais problemas enfrentados por criancas e adolescentes das classes populares brasileiras e suas familias que, em razao da pandemia, viram-se diante do agravamento da vulnerabilidade social, do crescimento da pobreza, da fome e da violencia em suas multiplas faces. Por meio de pesquisa bibliografica e do levantamento de artigos da midia impressa e online, se propoe uma discussao que prioriza o cuidado mutuo e a construcao de redes de solidariedade como forma de manutencao da vida, tendo como ponto de partida a ocorrencia da comemoracao dos 30 anos do Estatuto da Crianca e do Adolescente em julho deste ano. Covid-19, Children and Adolescents Statute and the role of social educators in Brazil: on surviving and mutual care This essay discusses the impact of Covid-19 in Brazil that resulted in social isolation, the prudent closure of schools and, in particular, brings reflections on the role of schools and social educators in this context of global fragility. In this sense, we sought to shed light on the main problems faced by children, adolescents of the Brazilian lower classes and their families who, due to the pandemic, were faced with the worsening of social vulnerability, the growth of poverty, hunger and violence in its multiple faces. Through bibliographic research and survey of articles from the printed and online media, a discussion is proposed that prioritizes mutual care and the construction of solidarity networks as a way of maintaining life, taking as its starting point the occurrence of the celebration of 30 years of the Child and Adolescent Statute last July. Keywords: Child and Adolescent Statute. Social isolation. Social Education. Mutual care. Data de rececao: 22/11/2020 Decisao Final: 28/12/2020
{"title":"Covid-19, Estatuto da Criança e do Adolescente e o papel de educadoras e educadores sociais no Brasil: sobre o sobreviver e o cuidado mútuoCovid-19, Children and Adolescents Statute and the role of social educators in Brazil: on surviving and mutual","authors":"J. Rodrigues, Valéria Aroeira Garcia, Talita Alessandra Tristão","doi":"10.17346/SE.VOL29.400","DOIUrl":"https://doi.org/10.17346/SE.VOL29.400","url":null,"abstract":"O presente ensaio discute o impacto da Covid-19 no Brasil que resultou no isolamento social, no prudente fechamento das escolas e, em especial, traz reflexoes sobre o papel da escola e dos educadores e educadoras sociais nesse contexto de fragilidade global. Nesse sentido, buscou-se dar luz aos principais problemas enfrentados por criancas e adolescentes das classes populares brasileiras e suas familias que, em razao da pandemia, viram-se diante do agravamento da vulnerabilidade social, do crescimento da pobreza, da fome e da violencia em suas multiplas faces. Por meio de pesquisa bibliografica e do levantamento de artigos da midia impressa e online, se propoe uma discussao que prioriza o cuidado mutuo e a construcao de redes de solidariedade como forma de manutencao da vida, tendo como ponto de partida a ocorrencia da comemoracao dos 30 anos do Estatuto da Crianca e do Adolescente em julho deste ano. Covid-19, Children and Adolescents Statute and the role of social educators in Brazil: on surviving and mutual care This essay discusses the impact of Covid-19 in Brazil that resulted in social isolation, the prudent closure of schools and, in particular, brings reflections on the role of schools and social educators in this context of global fragility. In this sense, we sought to shed light on the main problems faced by children, adolescents of the Brazilian lower classes and their families who, due to the pandemic, were faced with the worsening of social vulnerability, the growth of poverty, hunger and violence in its multiple faces. Through bibliographic research and survey of articles from the printed and online media, a discussion is proposed that prioritizes mutual care and the construction of solidarity networks as a way of maintaining life, taking as its starting point the occurrence of the celebration of 30 years of the Child and Adolescent Statute last July. Keywords: Child and Adolescent Statute. Social isolation. Social Education. Mutual care. Data de rececao: 22/11/2020 Decisao Final: 28/12/2020","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48669095","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}
Resumo: O presente texto e resultado de uma reflexao, no dominio dos estudos curriculares, impulsionada, pelo menos em parte, pela pandemia que marca o ano de 2020 e as suas consequencias sociais e humanas. Deste modo, o trabalho assenta, essencialmente, em dois eixos. Inicialmente, procura-se apresentar o modo como a Covid-19 possibilitou uma consciencializacao mais clara e evidente face a algumas das tendencias sociais contemporâneas. Depois, partindo dessa discussao, e com uma influencia direta da perspetiva de Reboul (2017), que defende «vale a pena ensinar o que une e o que liberta» (p.106), apresenta-se a ideia de ‘ um curriculo que nos una’ . Tal enquadramento teorico, que se assume como incompleto, visa possibilitar uma outra forma de pensar o curriculo, assente num comprometimento humano, social e etico. Palavras-chave: Curriculo; Finalidades educativas; Pandemia Abstract: This text is the result of a reflection, in the field of curriculum studies, driven, at least in part, by the pandemic that marks the year 2020 and its social and human consequences. Thus, the work is essentially based on two axes. Initially, the aim is to present how Covid19 has enabled a clearer and more evident awareness of some of the contemporary social trends. Starting from this discussion, and with a direct influence from the perspective of Reboul (2017) who defends "it is worth teaching what unites and what liberates" (p.106), the idea of 'a curriculum that unites us' is presented. This theoretical framework, which is assumed to be incomplete, aims to make possible another way of thinking the curriculum, based on a human, social and ethical commitment. Keywords: Curriculum; Educational purposes; Pandemic
{"title":"Por um currículo que nos una: uma reflexão educativa em tempos de covid 19For a curriculum that unites us: an educational reflection in times of covid 19","authors":"Pedro Duarte","doi":"10.17346/SE.VOL29.398","DOIUrl":"https://doi.org/10.17346/SE.VOL29.398","url":null,"abstract":"Resumo: O presente texto e resultado de uma reflexao, no dominio dos estudos curriculares, impulsionada, pelo menos em parte, pela pandemia que marca o ano de 2020 e as suas consequencias sociais e humanas. Deste modo, o trabalho assenta, essencialmente, em dois eixos. Inicialmente, procura-se apresentar o modo como a Covid-19 possibilitou uma consciencializacao mais clara e evidente face a algumas das tendencias sociais contemporâneas. Depois, partindo dessa discussao, e com uma influencia direta da perspetiva de Reboul (2017), que defende «vale a pena ensinar o que une e o que liberta» (p.106), apresenta-se a ideia de ‘ um curriculo que nos una’ . Tal enquadramento teorico, que se assume como incompleto, visa possibilitar uma outra forma de pensar o curriculo, assente num comprometimento humano, social e etico. Palavras-chave: Curriculo; Finalidades educativas; Pandemia Abstract: This text is the result of a reflection, in the field of curriculum studies, driven, at least in part, by the pandemic that marks the year 2020 and its social and human consequences. Thus, the work is essentially based on two axes. Initially, the aim is to present how Covid19 has enabled a clearer and more evident awareness of some of the contemporary social trends. Starting from this discussion, and with a direct influence from the perspective of Reboul (2017) who defends \"it is worth teaching what unites and what liberates\" (p.106), the idea of 'a curriculum that unites us' is presented. This theoretical framework, which is assumed to be incomplete, aims to make possible another way of thinking the curriculum, based on a human, social and ethical commitment. Keywords: Curriculum; Educational purposes; Pandemic","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49323233","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}
O presente artigo analisa, a partir das narrativas de professores do ensino basico e secundario, os modos como, nas singularidades das suas praticas curriculares e pedagogicas com os seus alunos, se tem envolvido profissionalmente e vivenciado a escola em tempos de pandemia. Os resultados sugerem que as interacoes e interdependencias das relacoes entre professores, alunos, familias, parecem dar sentido a visoes da escola como organizacao complexa, adaptativa e antecipatoria, em que os processos de inovacao emergem da sua capacidade de auto-organizacao e coevolucao. Das narrativas interpretam-se mudancas nos processos, tempos e espacos de trabalho dos professores, estrategias e praticas escolares com alunos e com familias, confinamento e riscos para os alunos e consciencializacao dos alunos para a importância da escola. School in times of pandemic: teacher narratives This article analyzes, from the narratives of teachers of basic and secondary education, the ways in which, in the singularities of their curricular and pedagogical practices with their students, they have become professionally involved and experienced the school in times of pandemic. The results suggest that the interactions and interdependencies of the relationships between teachers, students, families, seem to make sense of the school's views as a complex, adaptive and anticipatory organization, in which the innovation processes emerge from its capacity for self-organization and coevolution. The narratives interpret changes in the processes, times and spaces of teachers 'work, school strategies and practices with students and families, confinement and risks for students and students' awareness of the importance of school.
{"title":"A escola em tempos de pandemia: narrativas de professoresSchool in times of pandemic: teacher narratives","authors":"J. Verdasca","doi":"10.17346/SE.VOL29.403","DOIUrl":"https://doi.org/10.17346/SE.VOL29.403","url":null,"abstract":"O presente artigo analisa, a partir das narrativas de professores do ensino basico e secundario, os modos como, nas singularidades das suas praticas curriculares e pedagogicas com os seus alunos, se tem envolvido profissionalmente e vivenciado a escola em tempos de pandemia. Os resultados sugerem que as interacoes e interdependencias das relacoes entre professores, alunos, familias, parecem dar sentido a visoes da escola como organizacao complexa, adaptativa e antecipatoria, em que os processos de inovacao emergem da sua capacidade de auto-organizacao e coevolucao. Das narrativas interpretam-se mudancas nos processos, tempos e espacos de trabalho dos professores, estrategias e praticas escolares com alunos e com familias, confinamento e riscos para os alunos e consciencializacao dos alunos para a importância da escola. School in times of pandemic: teacher narratives This article analyzes, from the narratives of teachers of basic and secondary education, the ways in which, in the singularities of their curricular and pedagogical practices with their students, they have become professionally involved and experienced the school in times of pandemic. The results suggest that the interactions and interdependencies of the relationships between teachers, students, families, seem to make sense of the school's views as a complex, adaptive and anticipatory organization, in which the innovation processes emerge from its capacity for self-organization and coevolution. The narratives interpret changes in the processes, times and spaces of teachers 'work, school strategies and practices with students and families, confinement and risks for students and students' awareness of the importance of school.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324276","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 article, David Hansen addresses the existential and spiritual costs of having to undertake educational work online as a result of the global pandemic. He illuminates these costs by examining the dynamic role of continuity, rhythm, and balance in leading a life. These embodied features of human experience have been disrupted by being forced into a virtual world. However, Hansen draws upon John Dewey’s philosophy of democratic life to show how people can respond artfully to current conditions, through a heightened appreciation of the very meaning of ‘communication’. Keywords: Communication. Continuity. Rhythm. Balance. Philosophy of education. Pandemic. Resumo: Neste artigo, David Hansen aborda as implicacoes existenciais e espirituais da realizacao do trabalho educacional na modalidade online em resultado da pandemia global. Ele ilumina estas implicacoes examinando o papel dinâmico da continuidade, do ritmo e do equilibrio na conducao de uma vida. Estas caracteristicas que dao corpo a experiencia humana foram interrompidas ao serem forcadas a terem lugar num mundo virtual. No entanto, Hansen baseia-se na filosofia de vida democratica de John Dewey para demonstrar como as pessoas podem responder habilmente as condicoes atuais, por meio de uma revalorizacao do proprio significado de "comunicacao". Palavras-chave: Comunicacao. Continuidade. Ritmo. Equilibrio. Filosofia da Educacao. Pandemia
{"title":"Communication and the Global Pandemic: Sustaining Continity, Rhythm, and BalanceComunicação e a pandemia global: manter a continuidade, o ritmo e o equilíbrio","authors":"David T. Hansen","doi":"10.17346/SE.VOL29.402","DOIUrl":"https://doi.org/10.17346/SE.VOL29.402","url":null,"abstract":"In this article, David Hansen addresses the existential and spiritual costs of having to undertake educational work online as a result of the global pandemic. He illuminates these costs by examining the dynamic role of continuity, rhythm, and balance in leading a life. These embodied features of human experience have been disrupted by being forced into a virtual world. However, Hansen draws upon John Dewey’s philosophy of democratic life to show how people can respond artfully to current conditions, through a heightened appreciation of the very meaning of ‘communication’. Keywords: Communication. Continuity. Rhythm. Balance. Philosophy of education. Pandemic. Resumo: Neste artigo, David Hansen aborda as implicacoes existenciais e espirituais da realizacao do trabalho educacional na modalidade online em resultado da pandemia global. Ele ilumina estas implicacoes examinando o papel dinâmico da continuidade, do ritmo e do equilibrio na conducao de uma vida. Estas caracteristicas que dao corpo a experiencia humana foram interrompidas ao serem forcadas a terem lugar num mundo virtual. No entanto, Hansen baseia-se na filosofia de vida democratica de John Dewey para demonstrar como as pessoas podem responder habilmente as condicoes atuais, por meio de uma revalorizacao do proprio significado de \"comunicacao\". Palavras-chave: Comunicacao. Continuidade. Ritmo. Equilibrio. Filosofia da Educacao. Pandemia","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44581362","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}
Este trabalho diz respeito ao processo formativo desenvolvido pela primeira autora no âmbito de um Mestrado em Ensino do 1.o Ciclo do Ensino Basico e de Matematica e Ciencias Naturais do 2.o Ciclo do Ensino Basico em Portugal. Situacoes observadas no contexto educativo onde decorreu a sua Pratica Pedagogica Supervisionada suscitaram uma reflexao sobre a importância de promover uma Educacao em Valores intencional e integrada no curriculo. A pandemia COVID-19 conduziu ao encerramento das instituicoes de ensino a nivel nacional (entre marco e julho de 2020), facto que motivou a transicao para o Ensino a Distância (E@D). Este trabalho visa apresentar o projeto de intervencao e investigacao concebidos e refletir sobre os seus contributos para o processo formativo da primeira autora. Education in values in distance learning with students of the 1 st cycle of basic education - project within a master's course in teaching Abstract: This work concerns the professional development process developed by the first author in the context of a Master's Degree in Teaching of the 1 st Cycle of Basic Education and of Mathematics and Natural Sciences of the 2 nd Cycle of Basic Education in Portugal. Situations observed in the educational context where her Supervised Pedagogical Practice took place fostered a reflection on the importance of promoting an Education in Values that is intentional and integrated in the curriculum. The COVID-19 pandemic led to the closure of educational institutions at the national level (between March and July 2020), which motivated the transition to Distance Learning. This work aims to present the project of research and intervention conceived and to reflect on their contributions to the training process of the first author. Keywords: Education in Values, Distance Education, 1 st Cycle of Basic Education, Action Research, Digital technology in Education Data de rececao: 15/11/2020 Decisao Final: 27/11/2020
{"title":"Educação em valores em ensino à distância com alunos do 1º ciclo do ensino básico - projeto no âmbito de um curso de mestrado em ensinoEducation in values in distance learning with students of the 1st cycle of basic education","authors":"Ana Eliza Ferreira Pinto, Margarida M. Marques","doi":"10.17346/SE.VOL29.395","DOIUrl":"https://doi.org/10.17346/SE.VOL29.395","url":null,"abstract":"Este trabalho diz respeito ao processo formativo desenvolvido pela primeira autora no âmbito de um Mestrado em Ensino do 1.o Ciclo do Ensino Basico e de Matematica e Ciencias Naturais do 2.o Ciclo do Ensino Basico em Portugal. Situacoes observadas no contexto educativo onde decorreu a sua Pratica Pedagogica Supervisionada suscitaram uma reflexao sobre a importância de promover uma Educacao em Valores intencional e integrada no curriculo. A pandemia COVID-19 conduziu ao encerramento das instituicoes de ensino a nivel nacional (entre marco e julho de 2020), facto que motivou a transicao para o Ensino a Distância (E@D). Este trabalho visa apresentar o projeto de intervencao e investigacao concebidos e refletir sobre os seus contributos para o processo formativo da primeira autora. Education in values in distance learning with students of the 1 st cycle of basic education - project within a master's course in teaching Abstract: This work concerns the professional development process developed by the first author in the context of a Master's Degree in Teaching of the 1 st Cycle of Basic Education and of Mathematics and Natural Sciences of the 2 nd Cycle of Basic Education in Portugal. Situations observed in the educational context where her Supervised Pedagogical Practice took place fostered a reflection on the importance of promoting an Education in Values that is intentional and integrated in the curriculum. The COVID-19 pandemic led to the closure of educational institutions at the national level (between March and July 2020), which motivated the transition to Distance Learning. This work aims to present the project of research and intervention conceived and to reflect on their contributions to the training process of the first author. Keywords: Education in Values, Distance Education, 1 st Cycle of Basic Education, Action Research, Digital technology in Education Data de rececao: 15/11/2020 Decisao Final: 27/11/2020","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48250919","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}
{"title":"Cinco prácticas productivas para una enseñanza de las matemáticas a través de los procesosFive productive practices for teaching mathematics through processes","authors":"Á. Alsina","doi":"10.17346/se.vol0.374","DOIUrl":"https://doi.org/10.17346/se.vol0.374","url":null,"abstract":"","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46524764","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}
O artigo apresenta genericamente o Programa Internacional para a Avaliacao das Competencias dos Adultos ( Programme for the International Assessment of Adult Competencies , PIAAC), um programa internacional multiciclo de avaliacao das competencias dos adultos promovido pela OCDE, e discute alguns dos resultados obtidos no seu primeiro ciclo, analisando, muito em especial, os principais dados relativos a posse e uso de competencias de numeracia pelos adultos participantes. Tendo em conta a participacao prevista de Portugal no segundo ciclo deste Programa, o artigo explora ainda as oportunidades que o acesso a informacao muito detalhada sobre competencias de numeracia da populacao adulta portuguesa podera abrir no que concerne a valorizacao da educacao matematica e a promocao e desenvolvimento daquelas competencias no nosso pais. Palavras-chave: Competencias dos adultos; numeracia; educacao matematica; PIAAC; Portugal. Abstract: This article presents the main features of the Programme for the International Assessment of Adult Competencies (PIAAC), a multicycle international programme promoted by OECD, and discusses some of the results of the first cycle of the study, by focusing on data referring to the distribution and use of numeracy skills by participants. Considering the expected participation of Portugal in the second cycle of this Programme, the article also explores the opportunities that the access to detailed information on numeracy skills of Portuguese adults can generate regarding the valorisation of mathematics education and the overall promotion and development of numeracy skills in the country. Keywords: Adult competencies; numeracy; mathematics education; PIAAC; Portugal. Data de rececao: 27/05/2020 Decisao Final: 02/09/2020
{"title":"O Programa Internacional para a Avaliação das Competências dos Adultos (PIAAC) e a promoção das competências de numeracia da população portuguesa","authors":"Luís Rothes, João Queirós","doi":"10.17346/se.vol0.382","DOIUrl":"https://doi.org/10.17346/se.vol0.382","url":null,"abstract":"O artigo apresenta genericamente o Programa Internacional para a Avaliacao das Competencias dos Adultos ( Programme for the International Assessment of Adult Competencies , PIAAC), um programa internacional multiciclo de avaliacao das competencias dos adultos promovido pela OCDE, e discute alguns dos resultados obtidos no seu primeiro ciclo, analisando, muito em especial, os principais dados relativos a posse e uso de competencias de numeracia pelos adultos participantes. Tendo em conta a participacao prevista de Portugal no segundo ciclo deste Programa, o artigo explora ainda as oportunidades que o acesso a informacao muito detalhada sobre competencias de numeracia da populacao adulta portuguesa podera abrir no que concerne a valorizacao da educacao matematica e a promocao e desenvolvimento daquelas competencias no nosso pais. Palavras-chave: Competencias dos adultos; numeracia; educacao matematica; PIAAC; Portugal. Abstract: This article presents the main features of the Programme for the International Assessment of Adult Competencies (PIAAC), a multicycle international programme promoted by OECD, and discusses some of the results of the first cycle of the study, by focusing on data referring to the distribution and use of numeracy skills by participants. Considering the expected participation of Portugal in the second cycle of this Programme, the article also explores the opportunities that the access to detailed information on numeracy skills of Portuguese adults can generate regarding the valorisation of mathematics education and the overall promotion and development of numeracy skills in the country. Keywords: Adult competencies; numeracy; mathematics education; PIAAC; Portugal. Data de rececao: 27/05/2020 Decisao Final: 02/09/2020","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43318633","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}
A recente pandemia tornou evidentes para quase todos nos as grandes vantagens do ensino presencial e as grandes limitacoes do ensino remoto. Mas vale a pena revisitar um pouco as ilusoes que estavam por detras de alguma encomiastica defesa do ensino remoto, pois esse debate, que hoje encontra suporte em dados cientificos, pode levar-nos a melhorar tanto o ensino presencial como a minorar inconvenientes do ensino remoto. Essa melhoria e tanto mais importante quanto a pandemia nos trouxe atrasos ou mesmo retrocessos no esforco educativo. Com base em investigacao cientifica muito recente, defende-se neste artigo que a resposta aos inconvenientes da pandemia nao pode ser apenas manter os estudantes ocupados e em contacto com a escola e a aprendizagem. A resposta deve ser acelerar o ritmo e a qualidade da educacao. Para o fazer, e ainda mais importante prosseguir um curriculo exigente e ambicioso e proceder a uma avaliacao de resultados frequente e rigorosa. Os meios remotos podem ser um complemento valioso do ensino presencial. Abstract The pandemic made visible both the great advantages of face-to-face teaching and the great disadvantages of remote learning. It is nevertheless interesting to revisit a few illusions behind some hagiographic defence of remote learning. Today, this debate can be supported by scientific evidence and it can lead to improvements both in the face-to-face and in the remote teaching. These improvements are more than necessary at this moment, as the pandemic brought about serious delays in the learning processes. With support on recent scientific research, this paper sustains that the answer to the pandemic cannot be to just keep students in contact with school activities. The answer ought to be to accelerate the educational pace and to improve the educational quality. For this purpose, we need an ambitious and rigorous curriculum and frequent and reliable student evaluations. Remote learning should not be separated from the general learning process but integrated in it and seen as a complement to face-to-face schooling. Keywords Blended learning, digital remote teaching, digital romanticism, pandemic
{"title":"La Grande Illusion – A Grande Ilusão","authors":"Nuno Crato","doi":"10.17346/se.vol28.390","DOIUrl":"https://doi.org/10.17346/se.vol28.390","url":null,"abstract":"A recente pandemia tornou evidentes para quase todos nos as grandes vantagens do ensino presencial e as grandes limitacoes do ensino remoto. Mas vale a pena revisitar um pouco as ilusoes que estavam por detras de alguma encomiastica defesa do ensino remoto, pois esse debate, que hoje encontra suporte em dados cientificos, pode levar-nos a melhorar tanto o ensino presencial como a minorar inconvenientes do ensino remoto. Essa melhoria e tanto mais importante quanto a pandemia nos trouxe atrasos ou mesmo retrocessos no esforco educativo. Com base em investigacao cientifica muito recente, defende-se neste artigo que a resposta aos inconvenientes da pandemia nao pode ser apenas manter os estudantes ocupados e em contacto com a escola e a aprendizagem. A resposta deve ser acelerar o ritmo e a qualidade da educacao. Para o fazer, e ainda mais importante prosseguir um curriculo exigente e ambicioso e proceder a uma avaliacao de resultados frequente e rigorosa. Os meios remotos podem ser um complemento valioso do ensino presencial. Abstract The pandemic made visible both the great advantages of face-to-face teaching and the great disadvantages of remote learning. It is nevertheless interesting to revisit a few illusions behind some hagiographic defence of remote learning. Today, this debate can be supported by scientific evidence and it can lead to improvements both in the face-to-face and in the remote teaching. These improvements are more than necessary at this moment, as the pandemic brought about serious delays in the learning processes. With support on recent scientific research, this paper sustains that the answer to the pandemic cannot be to just keep students in contact with school activities. The answer ought to be to accelerate the educational pace and to improve the educational quality. For this purpose, we need an ambitious and rigorous curriculum and frequent and reliable student evaluations. Remote learning should not be separated from the general learning process but integrated in it and seen as a complement to face-to-face schooling. Keywords Blended learning, digital remote teaching, digital romanticism, pandemic","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49018790","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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