La Declaracion Universal de los Derechos Humanos recoge el derecho de las personas a la libertad de pensamiento, conciencia, religion o creencia, asi como a la salud, el bienestar y la educacion. En ese mismo sentido la OMS hace, para asegurar el derecho a la salud de las poblaciones, recomendaciones a los paises entre las que se encuentra la integracion de las TC en los Sistemas de Salud y una investigacion adecuada; muchos paises ignoran esta recomendacion con el argumento de que son psudoterapias sin validez cientifica. La poblacion las sigue usando sin el conocimiento de los profesionales de la salud lo que implica un riesgo para las personas. Para dar seguridad a los ciudadanos es necesaria la regulacion en docencia y practica, asi como un consejo sanitario informado veraz a la poblacion para que pueda decidir libremente. Patients´ rights to access to health services and decision-making. The chance to choose Complementary Therapies Abstract: The Universal Declaration of Human Rights sings up people´s rights such as freedom of thought, conscience, religion or belief, as well as to health, well-being and education. In the same line of thought, World Health Organization (WHO), in order to guarantee the right to access to health services, recommends countries to include and integrate Complementary Therapies (CT) in health system portfolio services as well as promote research in this field. Nevertheless, many countries ignore this recommendation due to the argument that Complementary therapies are pseudo-therapies with no evidence. Taking in account that population continues using Complementary Therapies by their own initiative with no health professional supervision, it is necessary to regulate CT Training and practice in order to guarantee users security. Furthermore, it is mandatory to elaborate trustful health advices for promoting people informed and free decision-making. Keywords: Human Rights, Complementary Therapies, Alternative Therapies, Health, Patient Safety Data de rececao: 12/12/2019 Decisao Final: 2/05/2020
{"title":"Derecho a una salud y libertad de decisiones. Posibilidad de optar al uso de Terapias Complementarias Patients´ rights to access to health services and decision-making. The chance to choose Complementary Therapies","authors":"María Lourdes Casillas Santana","doi":"10.17346/se.vol0.352","DOIUrl":"https://doi.org/10.17346/se.vol0.352","url":null,"abstract":"La Declaracion Universal de los Derechos Humanos recoge el derecho de las personas a la libertad de pensamiento, conciencia, religion o creencia, asi como a la salud, el bienestar y la educacion. En ese mismo sentido la OMS hace, para asegurar el derecho a la salud de las poblaciones, recomendaciones a los paises entre las que se encuentra la integracion de las TC en los Sistemas de Salud y una investigacion adecuada; muchos paises ignoran esta recomendacion con el argumento de que son psudoterapias sin validez cientifica. La poblacion las sigue usando sin el conocimiento de los profesionales de la salud lo que implica un riesgo para las personas. Para dar seguridad a los ciudadanos es necesaria la regulacion en docencia y practica, asi como un consejo sanitario informado veraz a la poblacion para que pueda decidir libremente. Patients´ rights to access to health services and decision-making. The chance to choose Complementary Therapies Abstract: The Universal Declaration of Human Rights sings up people´s rights such as freedom of thought, conscience, religion or belief, as well as to health, well-being and education. In the same line of thought, World Health Organization (WHO), in order to guarantee the right to access to health services, recommends countries to include and integrate Complementary Therapies (CT) in health system portfolio services as well as promote research in this field. Nevertheless, many countries ignore this recommendation due to the argument that Complementary therapies are pseudo-therapies with no evidence. Taking in account that population continues using Complementary Therapies by their own initiative with no health professional supervision, it is necessary to regulate CT Training and practice in order to guarantee users security. Furthermore, it is mandatory to elaborate trustful health advices for promoting people informed and free decision-making. Keywords: Human Rights, Complementary Therapies, Alternative Therapies, Health, Patient Safety Data de rececao: 12/12/2019 Decisao Final: 2/05/2020","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43832086","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}
María De Jesús Vitón De Antonio, Fructuoso de Castro de la Iglesia
El presente articulo tiene la intencion de reflexionar sobre el alcance de la etica del cuidado y su desarrollo en el colectivo colectivo para desarrollar este proceso exploratorio que vive, cultivando relaciones que construyan una nueva biografia como una historia de compromisos decididos a vivir, a decidir, viviendo juntos en la comunidad, en los contextos historicos y culturales, la profundidad del ejercicio de democratizacion democratica, con su desarrollo humano dialogico, autentico, integral y sostenible, conscientes del descuido que ha ayudado. No somos los unicos que generamos la logica mercantilista instalada y fomentada por las tendencias neoliberales actuales, que estan lejos de dar una respuesta a toda la salud y la educacion. Dentro de este marco, planeamos profundizar el cuidado del ejercicio pedagogico etico-reflexivo para la mejora de la convivencia dentro del marco de sociedades complejas. Sociocultural contexts of caring and ethical exercise The present article tries to reflect on the field in which the ethics of care develops and its deployment in the daily collective work. It tries to develop that exploratory process, which is living, cultivating relationships that build our biography as a history of commitments decided by making that living, knowing how to live together. To know how to do in the community, historical and cultural contexts the deepening of an exercise of democratization of knowledge and make, with its dialogic, an authentic integral and sustainable human glocal development, aware of the oversights that threaten it. These are none other than those that generate the mercantilist logics installed and encouraged in the current neo-liberal tendencies, which are far from responding to the right for all citizens to health and education. There is no doubt that an individualized, westernized conception, centered on pure self-determination, hurts another kind of more communitarian cultural susceptibilities, being an inappropriate framework to incorporate ethics, care in the broad umbrella of human rights and the democratizing commitments of Your citizenship In this framework we propose to deepen the care of the ethical-reflexive pedagogical exercise for the improvement of coexistence within the framework of complex societies. Keywords: Ethics of care, Educative task, Reflexivity, Democratization
{"title":"Contextos socioculturales del cuidar y ejercicio ético. Reflexividad y compromisos pedagógicos para la democratización de vida compartidaSociocultural contexts of caring and ethical exercise","authors":"María De Jesús Vitón De Antonio, Fructuoso de Castro de la Iglesia","doi":"10.17346/se.vol0.361","DOIUrl":"https://doi.org/10.17346/se.vol0.361","url":null,"abstract":"El presente articulo tiene la intencion de reflexionar sobre el alcance de la etica del cuidado y su desarrollo en el colectivo colectivo para desarrollar este proceso exploratorio que vive, cultivando relaciones que construyan una nueva biografia como una historia de compromisos decididos a vivir, a decidir, viviendo juntos en la comunidad, en los contextos historicos y culturales, la profundidad del ejercicio de democratizacion democratica, con su desarrollo humano dialogico, autentico, integral y sostenible, conscientes del descuido que ha ayudado. No somos los unicos que generamos la logica mercantilista instalada y fomentada por las tendencias neoliberales actuales, que estan lejos de dar una respuesta a toda la salud y la educacion. Dentro de este marco, planeamos profundizar el cuidado del ejercicio pedagogico etico-reflexivo para la mejora de la convivencia dentro del marco de sociedades complejas. Sociocultural contexts of caring and ethical exercise The present article tries to reflect on the field in which the ethics of care develops and its deployment in the daily collective work. It tries to develop that exploratory process, which is living, cultivating relationships that build our biography as a history of commitments decided by making that living, knowing how to live together. To know how to do in the community, historical and cultural contexts the deepening of an exercise of democratization of knowledge and make, with its dialogic, an authentic integral and sustainable human glocal development, aware of the oversights that threaten it. These are none other than those that generate the mercantilist logics installed and encouraged in the current neo-liberal tendencies, which are far from responding to the right for all citizens to health and education. There is no doubt that an individualized, westernized conception, centered on pure self-determination, hurts another kind of more communitarian cultural susceptibilities, being an inappropriate framework to incorporate ethics, care in the broad umbrella of human rights and the democratizing commitments of Your citizenship In this framework we propose to deepen the care of the ethical-reflexive pedagogical exercise for the improvement of coexistence within the framework of complex societies. Keywords: Ethics of care, Educative task, Reflexivity, Democratization","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365996","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}
Com os contributos dos varios autores deste numero tematico, da-se expressao publica a iniciativas que promovem a inovacao pedagogica e a mudanca educacional, a partir de uma concecao de curriculo flexivel, aberto e enriquecido que garanta, simultaneamente, um alicerce comum para todos os alunos e uma parte complementar e diferenciadora que va ao encontro das suas distintas motivacoes (interesses, necessidades, aptidoes e talentos). With the contributions of various authors in this thematical number, we poster initiatives that promote pedagogical inovation and educational change, grounded in a bendable, open and enriched meaning of curriculum that guarantees, at the same time, a common basis for all students and a complementary and distinguished part that goes along with their distinct motivations (concerns, needs, skills and talents).
{"title":"(Trans)formação Educativa e Gestão (Flexível) do Currículo(Trans)formation and (Flexible) Curriculum Management","authors":"J. L. Gonçalves, D. Gonçalves","doi":"10.17346/se.vol26.354","DOIUrl":"https://doi.org/10.17346/se.vol26.354","url":null,"abstract":"Com os contributos dos varios autores deste numero tematico, da-se expressao publica a iniciativas que promovem a inovacao pedagogica e a mudanca educacional, a partir de uma concecao de curriculo flexivel, aberto e enriquecido que garanta, simultaneamente, um alicerce comum para todos os alunos e uma parte complementar e diferenciadora que va ao encontro das suas distintas motivacoes (interesses, necessidades, aptidoes e talentos). With the contributions of various authors in this thematical number, we poster initiatives that promote pedagogical inovation and educational change, grounded in a bendable, open and enriched meaning of curriculum that guarantees, at the same time, a common basis for all students and a complementary and distinguished part that goes along with their distinct motivations (concerns, needs, skills and talents).","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45035317","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}
Dois anos apos a implementacao do projeto autonomia e flexibilidade curricular (AFC) no Agrupamento de Escolas de Alcanena, importa refletir acerca da sua operacionalizacao em 3 vertentes – desenho curricular, opcoes metodologicas, processo de avaliacao dos alunos –, do seu impacto ao nivel da sala de aula e da avaliacao das aprendizagens e do caminho tracado para a concecao coletiva do Plano de Inovacao. A motivacao e o envolvimento de professores e alunos foram o motor da co construcao de aprendizagens multiplas, devendo-se o sucesso da implementacao do AFC ao trabalho articulado entre os diversos intervenientes, no respeito pela diversidade de todos e de cada um. Palavras chave: curriculo; avaliacao; flexibilidade; co-construcao; inovacao Alcanena school cluster: from curricular flexibility to innovation plan Two years after the implementation of the curriculum autonomy and flexibility (CFA) project in the Alcanena School cluster, it is important to reflect on its operationalization in three strands (curriculum design, methodological options, and student assessment process), but also on its impact in the classroom, assessing the learning and the path taken for the collective conception of the Innovation Plan. The motivation and involvement of teachers and students were the engine of the multiple learning co-construction, and the success of the implementation of the CFA has been achieved by the articulated work between the different actors, respecting the diversity of each and every one involved. Keywords: curriculum; assessment; flexibility; co-construction; innovation
{"title":"Agrupamento de escolas de alcanena: da flexibilidade curricular ao plano de inovaçãoAlcanena school cluster: from curricular flexibility to innovation plan","authors":"A. C. Cohen","doi":"10.17346/se.vol26.353","DOIUrl":"https://doi.org/10.17346/se.vol26.353","url":null,"abstract":"Dois anos apos a implementacao do projeto autonomia e flexibilidade curricular (AFC) no Agrupamento de Escolas de Alcanena, importa refletir acerca da sua operacionalizacao em 3 vertentes – desenho curricular, opcoes metodologicas, processo de avaliacao dos alunos –, do seu impacto ao nivel da sala de aula e da avaliacao das aprendizagens e do caminho tracado para a concecao coletiva do Plano de Inovacao. A motivacao e o envolvimento de professores e alunos foram o motor da co construcao de aprendizagens multiplas, devendo-se o sucesso da implementacao do AFC ao trabalho articulado entre os diversos intervenientes, no respeito pela diversidade de todos e de cada um. Palavras chave: curriculo; avaliacao; flexibilidade; co-construcao; inovacao Alcanena school cluster: from curricular flexibility to innovation plan Two years after the implementation of the curriculum autonomy and flexibility (CFA) project in the Alcanena School cluster, it is important to reflect on its operationalization in three strands (curriculum design, methodological options, and student assessment process), but also on its impact in the classroom, assessing the learning and the path taken for the collective conception of the Innovation Plan. The motivation and involvement of teachers and students were the engine of the multiple learning co-construction, and the success of the implementation of the CFA has been achieved by the articulated work between the different actors, respecting the diversity of each and every one involved. Keywords: curriculum; assessment; flexibility; co-construction; innovation","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42838442","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}
M. J. Mairata, Juan Félix Cigalat, Juan José Montaño
La reciente experiencia de reforma del sistema universitario portugues ofrece muchos ejemplos sobre como nuestros vecinos han superado algunos obstaculos que les dificultaban avanzar rapidamente en la modernizacion de sus instituciones. Han puesto en marcha un modelo que se caracteriza por posibilitar la autonomia universitaria emparejada con una cierta centralidad tanto en la oferta de titulos, como en su funcionamiento y, tambien, en su financiacion. Del mismo modo se observa que el proceso seguido ha facilitado se hayan alcanzado cotas mas elevadas de democratizacion. Al vernos reflejados en este espejo observamos que en el sistema universitario espanol se manifiestan algunas disfunciones que pueden ralentizar la consecucion de las metas del proceso de convergencia europea y su modernizacion. Palabras clave:Proceso de Bolonia, reforma del modelo de gobernanza, educacion superior, Portugal, Espana The New Model of Higher Education Governance in Portugal: A Mirror for Spain Abstract The recent experience of reforms in the Portuguese university system offers many examples of how our neighbours have overcome certain obstacles that had made it difficult for them to make quick progress in modernising their institutions. They have launched a model characterised by enabling the independence of universities, alongside some centrality in both the selection of available degrees and how they are run, as well as in their financing. In turn, the process undertaken has facilitated higher levels of democratisation. When we look at Spain reflected by this prism, we can see that the Spanish university system suffers from certain dysfunctions that can lead to the protracted attainment of goals in terms of European convergence and modernisation. Keywords: Bologna Process, governance reforms, higher education, Portugal, Spain
葡萄牙最近改革大学制度的经验提供了许多例子，说明我们的邻国如何克服一些阻碍其机构现代化迅速取得进展的障碍。他们建立了一种模式，其特点是允许大学自治，同时在学位的提供、运作和资金方面具有一定的中心地位。同样，人们注意到，所遵循的进程促进了更高程度的民主化。在这一面镜子中，我们可以看到西班牙大学系统的一些功能障碍，这些障碍可能会减缓欧洲一体化进程和现代化目标的实现。关键词:博洛尼亚进程、治理模式改革、高等教育、葡萄牙、西班牙The New Model of Higher Education Governance in西班牙葡萄牙:A Mirror for Abstract近期experience of改革in The Portuguese university system offers许多《how our neighbours已经克服某些障碍,为此made it并制定指导他们to make quick progress in modernising课程。它们启动了一种模式，其特点是使各大学具有独立性，同时在选择现有学位和如何开展学位以及筹措资金方面具有一定的重点。反过来，这一进程促进了更高水平的民主化。当我们从这个角度看西班牙时，我们可以看到西班牙大学体系存在某些功能障碍，这可能导致欧洲趋同和现代化目标的延长实现。关键词:博洛尼亚进程，治理改革，高等教育，葡萄牙，西班牙
{"title":"El nuevo modelo de gobernanza en la educación superior de Portugal, un espejo para EspañaThe New Model of Higher Education Governance in Portugal: A Mirror for Spain","authors":"M. J. Mairata, Juan Félix Cigalat, Juan José Montaño","doi":"10.17346/se.vol26.349","DOIUrl":"https://doi.org/10.17346/se.vol26.349","url":null,"abstract":"La reciente experiencia de reforma del sistema universitario portugues ofrece muchos ejemplos sobre como nuestros vecinos han superado algunos obstaculos que les dificultaban avanzar rapidamente en la modernizacion de sus instituciones. Han puesto en marcha un modelo que se caracteriza por posibilitar la autonomia universitaria emparejada con una cierta centralidad tanto en la oferta de titulos, como en su funcionamiento y, tambien, en su financiacion. Del mismo modo se observa que el proceso seguido ha facilitado se hayan alcanzado cotas mas elevadas de democratizacion. Al vernos reflejados en este espejo observamos que en el sistema universitario espanol se manifiestan algunas disfunciones que pueden ralentizar la consecucion de las metas del proceso de convergencia europea y su modernizacion. Palabras clave:Proceso de Bolonia, reforma del modelo de gobernanza, educacion superior, Portugal, Espana The New Model of Higher Education Governance in Portugal: A Mirror for Spain Abstract The recent experience of reforms in the Portuguese university system offers many examples of how our neighbours have overcome certain obstacles that had made it difficult for them to make quick progress in modernising their institutions. They have launched a model characterised by enabling the independence of universities, alongside some centrality in both the selection of available degrees and how they are run, as well as in their financing. In turn, the process undertaken has facilitated higher levels of democratisation. When we look at Spain reflected by this prism, we can see that the Spanish university system suffers from certain dysfunctions that can lead to the protracted attainment of goals in terms of European convergence and modernisation. Keywords: Bologna Process, governance reforms, higher education, Portugal, Spain","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364079","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 ensaio resgata a definicao operacional de curriculo para proceder a um exercicio de desconstrucao dos sentidos e significados do projeto de autonomia e flexibilidade curricular, recentemente instituido em Portugal. Analisa as condicoes em que esse projeto e suscetivel de ser definido enquanto processo de desenvolvimento periferico do curriculo, ainda que amplamente subsidiado por diretrizes nacionais e supranacionais. Neste encalco, e discutida a acao docente numa perspetiva de confirmacao da agencia professor , em articulacao com a institucionalizacao de um protagonismo acrescido do aluno, sob a tonica da agencia aluno . Finaliza-se com a alusao a agencia competencia como fator comum de compreensao da matriz cultural e ideologica do curriculo escolar veiculada pelo projeto da flexibilidade curricular. This essay rescues the operational definition of curriculum to proceed to an exercise of deconstruction of the meanings of the project of autonomy and curricular flexibility, recently instituted in Portugal. It analyzes the conditions under which this project is susceptible of being defined as a process of peripheral development of the curriculum, although widely subsidized by national and supranational guidelines. In this regard, the teacher action is discussed in a perspective of confirmation of the teacher agency , in articulation with the institutionalization of an increased protagonism of the student, under the student agency . It ends with the allusion to the competence agency as a common factor of understanding the cultural and ideological matrix of the school curriculum conveyed by the project of autonomy and curricular flexibility
{"title":"Revisitando a definição operacional de currículo na linha da flexibilidade curricular: uma análise à atual conceção complexa de currículo no quadro das agências professor, aluno e competência","authors":"H. Ramalho","doi":"10.17346/se.vol26.346","DOIUrl":"https://doi.org/10.17346/se.vol26.346","url":null,"abstract":"Este ensaio resgata a definicao operacional de curriculo para proceder a um exercicio de desconstrucao dos sentidos e significados do projeto de autonomia e flexibilidade curricular, recentemente instituido em Portugal. Analisa as condicoes em que esse projeto e suscetivel de ser definido enquanto processo de desenvolvimento periferico do curriculo, ainda que amplamente subsidiado por diretrizes nacionais e supranacionais. Neste encalco, e discutida a acao docente numa perspetiva de confirmacao da agencia professor , em articulacao com a institucionalizacao de um protagonismo acrescido do aluno, sob a tonica da agencia aluno . Finaliza-se com a alusao a agencia competencia como fator comum de compreensao da matriz cultural e ideologica do curriculo escolar veiculada pelo projeto da flexibilidade curricular. This essay rescues the operational definition of curriculum to proceed to an exercise of deconstruction of the meanings of the project of autonomy and curricular flexibility, recently instituted in Portugal. It analyzes the conditions under which this project is susceptible of being defined as a process of peripheral development of the curriculum, although widely subsidized by national and supranational guidelines. In this regard, the teacher action is discussed in a perspective of confirmation of the teacher agency , in articulation with the institutionalization of an increased protagonism of the student, under the student agency . It ends with the allusion to the competence agency as a common factor of understanding the cultural and ideological matrix of the school curriculum conveyed by the project of autonomy and curricular flexibility","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44359623","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}
No presente artigo produzem-se algumas reflexoes e consideracoes segundo as experiencias e intervencoes no estagio curricular na direcao de um Agrupamento de Escolas publico, no âmbito do Mestrado em Ciencias da Educacao. O enfoque deste estagio, percebido no primeiro mes de observacoes, e o trabalho de assessoria a direcao, entre processos de mediacao e promocao do dialogo e do trabalho comum entre os orgaos de gestao e administracao e os/as estudantes, enquanto possibilidade destes participarem e influenciarem efetivamente as decisoes tomadas na escola. Este estagio permitiu perceber a necessidade de os/as alunos/as desenvolverem uma Cidadania Criativa , possivel atraves de praticas e oportunidades participativas, percebendo-se a influencia de opinioes e pontos de vistas no que e decidido. The Possibilities of a Student Profile as a Creative Citizen This article presents some reflections and considerations according to the experiences and interventions made possible in the curricular internship in the direction of a Public School, within the scope of the Master in Educational Sciences. The focus of this internship, perceived in the first month of observations, is the work of advising the management, between processes of mediation and promotion of dialogue and common work between the management and the students, as a possibility of these participate in and effectively influence decisions made at school. This internship made it possible to perceive the need for students to develop a Creative Citizenship , which is possible through participatory practices and opportunities, perceiving the influence of opinions and points of view on what is decided. Key-words: Democratic Management; Student Participation; Creative Citizenship .
{"title":"As Possibilidades de um Perfil de Aluno/a enquanto Cidadão/ã Criativo/a The Possibilities of a Student Profile as a Creative Citizen","authors":"Inês Sousa, Elisabete Ferreira","doi":"10.17346/se.vol26.348","DOIUrl":"https://doi.org/10.17346/se.vol26.348","url":null,"abstract":"No presente artigo produzem-se algumas reflexoes e consideracoes segundo as experiencias e intervencoes no estagio curricular na direcao de um Agrupamento de Escolas publico, no âmbito do Mestrado em Ciencias da Educacao. O enfoque deste estagio, percebido no primeiro mes de observacoes, e o trabalho de assessoria a direcao, entre processos de mediacao e promocao do dialogo e do trabalho comum entre os orgaos de gestao e administracao e os/as estudantes, enquanto possibilidade destes participarem e influenciarem efetivamente as decisoes tomadas na escola. Este estagio permitiu perceber a necessidade de os/as alunos/as desenvolverem uma Cidadania Criativa , possivel atraves de praticas e oportunidades participativas, percebendo-se a influencia de opinioes e pontos de vistas no que e decidido. The Possibilities of a Student Profile as a Creative Citizen This article presents some reflections and considerations according to the experiences and interventions made possible in the curricular internship in the direction of a Public School, within the scope of the Master in Educational Sciences. The focus of this internship, perceived in the first month of observations, is the work of advising the management, between processes of mediation and promotion of dialogue and common work between the management and the students, as a possibility of these participate in and effectively influence decisions made at school. This internship made it possible to perceive the need for students to develop a Creative Citizenship , which is possible through participatory practices and opportunities, perceiving the influence of opinions and points of view on what is decided. Key-words: Democratic Management; Student Participation; Creative Citizenship .","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43804991","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}
Diego Firmino Chacon, Dinara Soares Chacon Sales, Francisco Firmino Sales Neto
Este artigo tem como objetivo compreender os significados elaborados por professores brasileiros, atuantes no Ensino Fundamental II, acerca do processo de avaliacao das aprendizagens escolares. A metodologia utilizada foi a pesquisa-acao e as fontes foram construidas em um dos encontros de formacao continuada de professores, denominado de planejamento coletivo. Ao darmos vozes aos professores, reconhecemos que eles tem uma maneira propria de compreender e explicar os processos de avaliacao escolar e os demais elementos formadores de sua pratica. Concluimos que os professores associam a avaliacao ao poder de medir, como dimensao supletiva de lacunas do processo de aprendizagem e como um elemento presente em todas as etapas do fazer educacional no contexto escolar. Building meanings: dialogues with elementary school teachers about school assessment This article aims to understand the meanings elaborated by Brazilian teachers, working in Elementary Education II, about the process of evaluation of school learning. The methodology used was the action research and the sources were constructed in one of the meetings of continuous training of teachers, called collective planning. By giving voices to teachers, we recognize that they have a way of understanding and explaining the processes of school evaluation and the other elements that form their practice. We conclude that teachers associate assessment with the power to measure, as a supplementary dimension of learning process gaps and as an element present in all stages of educational achievement in the school context. Data de rececao: 17/06/2019 Decisao Final: 27/09/2019
{"title":"Construindo significados: diálogos com professores do ensino básico acerca da avaliação escolarBuilding meanings: dialogues with elementary school teachers about school assessment","authors":"Diego Firmino Chacon, Dinara Soares Chacon Sales, Francisco Firmino Sales Neto","doi":"10.17346/se.vol26.342","DOIUrl":"https://doi.org/10.17346/se.vol26.342","url":null,"abstract":"Este artigo tem como objetivo compreender os significados elaborados por professores brasileiros, atuantes no Ensino Fundamental II, acerca do processo de avaliacao das aprendizagens escolares. A metodologia utilizada foi a pesquisa-acao e as fontes foram construidas em um dos encontros de formacao continuada de professores, denominado de planejamento coletivo. Ao darmos vozes aos professores, reconhecemos que eles tem uma maneira propria de compreender e explicar os processos de avaliacao escolar e os demais elementos formadores de sua pratica. Concluimos que os professores associam a avaliacao ao poder de medir, como dimensao supletiva de lacunas do processo de aprendizagem e como um elemento presente em todas as etapas do fazer educacional no contexto escolar. Building meanings: dialogues with elementary school teachers about school assessment This article aims to understand the meanings elaborated by Brazilian teachers, working in Elementary Education II, about the process of evaluation of school learning. The methodology used was the action research and the sources were constructed in one of the meetings of continuous training of teachers, called collective planning. By giving voices to teachers, we recognize that they have a way of understanding and explaining the processes of school evaluation and the other elements that form their practice. We conclude that teachers associate assessment with the power to measure, as a supplementary dimension of learning process gaps and as an element present in all stages of educational achievement in the school context. Data de rececao: 17/06/2019 Decisao Final: 27/09/2019","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42280802","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}
Todos os atores envolvidos no processo de ensino e aprendizagem da lingua materna reconhecem a importância de a dominar corretamente para o sucesso academico e uma adequada integracao social. De facto, este assegura o desenvolvimento de competencias em comunicacao oral e escrita, que podemos associar a competencias essenciais e transversais referidas no recente Perfil dos alunos a saida da escolaridade obrigatorio (saido em 2017). Embora ciente do facto de que a Educacao Pre-Escolar nao e um um nivel de ensino e tendo em conta as orientacoes curriculares previstas para ela, apresentamos os resultados da analise de dois projetos de intervencao que comprovam que ja nesse contexto se pode promover a flexibilidade curricular. All the actors who take part in the process of teaching and learning the mother tongue are aware of the importance of mastering its use for academic success and adequate social integration. In fact, it concerns the development of competences in oral and written communication we can relate with essential and transversal competences defined in a recent profile of young people leaving compulsory education (2017). Although we are aware of the fact that early childhood education is not a level in the educational system and taking into account the curricular guidelines defined for it, we present the results of the analysis of two intervention projects, which showed that one can already promote curricular flexibility at that level.
{"title":"Ensino da língua materna e flexibilidade curricular: uma proposta para a educação pré-escolarTeaching the mother tongue and curricular flexibility: a proposition for early childhood education","authors":"C. Sá","doi":"10.17346/se.vol26.341","DOIUrl":"https://doi.org/10.17346/se.vol26.341","url":null,"abstract":"Todos os atores envolvidos no processo de ensino e aprendizagem da lingua materna reconhecem a importância de a dominar corretamente para o sucesso academico e uma adequada integracao social. De facto, este assegura o desenvolvimento de competencias em comunicacao oral e escrita, que podemos associar a competencias essenciais e transversais referidas no recente Perfil dos alunos a saida da escolaridade obrigatorio (saido em 2017). Embora ciente do facto de que a Educacao Pre-Escolar nao e um um nivel de ensino e tendo em conta as orientacoes curriculares previstas para ela, apresentamos os resultados da analise de dois projetos de intervencao que comprovam que ja nesse contexto se pode promover a flexibilidade curricular. All the actors who take part in the process of teaching and learning the mother tongue are aware of the importance of mastering its use for academic success and adequate social integration. In fact, it concerns the development of competences in oral and written communication we can relate with essential and transversal competences defined in a recent profile of young people leaving compulsory education (2017). Although we are aware of the fact that early childhood education is not a level in the educational system and taking into account the curricular guidelines defined for it, we present the results of the analysis of two intervention projects, which showed that one can already promote curricular flexibility at that level.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48771904","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}
Rosana Muniz de Medeiros, R. M. Vieira, Francislê Neri de Sousa
Nos ultimos anos, em muitos paises, como o Brasil e Portugal, tem havido frequentes discursos educacionais sobre a relevância de levar o aluno a pensar criticamente. Com base neste objetivo, a questao de pesquisa do presente estudo e perceber o conhecimento que os professores possuem sobre as habilidades e disposicoes do Pensamento Critico (PC) e, qual o nivel de PC desses. Para tal, adotamos dois procedimentos metodologicos: aplicacao de um questionario, onde interpolamos provisoes do Ennis PC e outras acoes que nao promovem o PC - e a aplicacao do Teste Cornell PC (Nivel X). A ligacao entre esses dois procedimentos foi compartilhada como uma mensagem, no grupo fechado, de amigos professores do Facebook que atuam nos tres niveis de ensino, na rede publica e privada do Estado de Alagoas-Brasil. Adotamos uma metodologia qualitativa para analise do questionario e estatistica inferencial para o teste PC de Cornell. O resultado permitiu identificar que um numero substancial de professores nao tem consciencia do que seriam as disposicoes do pensamento critico; em relacao ao nivel de PC, o estudo demonstrou que os professores apresentavam um nivel ligeiramente abaixo da media obtida em outros dois estudos desenvolvidos em Portugal. Strategies Promoting Critical Thinking: Is It Part of Didactic-Pedagogical Practices? In recent years, in many countries such as Brazil and Portugal, there has been frequent educational discourse about the relevance of leading the student to think critically. Based on this objective, the research question of the present study is to perceive the knowledge that the teachers hold about the skills and dispositions of Critical Thinking (PC) and, what their PC level. For this, we adopted two methodological procedures: application of a questionnaire, where we interpolated provisions of Ennis PC and other actions not promoting the PC - and the application of the Cornell PC Test (Level X). The link between these two procedures was shared as a message, in the closed group, of Facebook teacher’s friends who work in the three levels of education, in the public and private network of the State of Alagoas-Brazil. We adopted a qualitative methodology for the analysis of the questionnaire and inferential statistics for the Cornell PC test. The result made it possible to identify that a substantial number of teachers are unaware of what would be the disposition of critical thinking; in relation to their CP level, the study showed that teachers presented a level slightly below the average obtained in 2 other studies developed in Portugal. Keywords: Critical Thinking; Critical Attitude; Didactic-Pedagogical Practices Data de rececao: 15/05/2019 Decisao Final: 14/10/2019
近年来，在许多国家，如巴西和葡萄牙，经常有关于引导学生批判性思考的重要性的教育演讲。基于这一目标，本研究的研究问题是了解教师对批判性思维技能和性格的知识，以及这些技能和性格的水平。来信奉,方法论的两个过程:实现一个问卷,埃尼斯interpolamos规定等行为不同时的PC -测试和实现大学生个人电脑(X)的水平。这两个过程之间的联系和闭群里信息,分享在Facebook的朋友老师(我们三个教育水平,在私人和公共网络的状态阿拉戈斯坚果。我们采用定性的方法对问卷进行分析，并对康奈尔PC测试进行推理统计。结果表明，相当多的教师没有意识到批判性思维的倾向是什么;在PC水平方面，研究表明，教师的水平略低于葡萄牙其他两项研究的平均水平。策略促进批判性思维:它的一部分Didactic -Pedagogical实践?近年来，在许多国家，如巴西和葡萄牙，关于引导学生批判性思考的相关性的教育论述十分普遍。基于这一目标，本研究的研究问题是了解教师掌握的关于批判性思维技能和性格的知识，以及他们的批判性思维水平。", " adopted一家两种方法论的应用程序:在问卷我们interpolated埃尼斯的电脑和其他规定的行为不是促进大学生电脑的应用PC - and the Test (X)。这两个程序之间的链接是联合的Facebook的消息,在封闭组,老师’的朋友,在这三个层次的教育工作,在公共和私人网络阿拉戈斯州的联合赞助。我们采用定性方法对问卷进行分析，并对康奈尔PC测试进行推理统计。这一结果使我们有可能确定大量教师不知道批判性思维的倾向是什么;关于他们的CP水平，研究表明，教师的CP水平略低于葡萄牙其他两项研究的平均水平。关键词:批判性思维;关键的态度;教学-教学实践截止日期:15/05/2019最终决定:14/10/2019
{"title":"Estratégias Promotoras do Pensamento Crítico:Faz parte das Práticas didático-pedagógicas?Strategies Promoting Critical Thinking: Is It Part of Didactic-Pedagogical Practices?","authors":"Rosana Muniz de Medeiros, R. M. Vieira, Francislê Neri de Sousa","doi":"10.17346/se.vol26.340","DOIUrl":"https://doi.org/10.17346/se.vol26.340","url":null,"abstract":"Nos ultimos anos, em muitos paises, como o Brasil e Portugal, tem havido frequentes discursos educacionais sobre a relevância de levar o aluno a pensar criticamente. Com base neste objetivo, a questao de pesquisa do presente estudo e perceber o conhecimento que os professores possuem sobre as habilidades e disposicoes do Pensamento Critico (PC) e, qual o nivel de PC desses. Para tal, adotamos dois procedimentos metodologicos: aplicacao de um questionario, onde interpolamos provisoes do Ennis PC e outras acoes que nao promovem o PC - e a aplicacao do Teste Cornell PC (Nivel X). A ligacao entre esses dois procedimentos foi compartilhada como uma mensagem, no grupo fechado, de amigos professores do Facebook que atuam nos tres niveis de ensino, na rede publica e privada do Estado de Alagoas-Brasil. Adotamos uma metodologia qualitativa para analise do questionario e estatistica inferencial para o teste PC de Cornell. O resultado permitiu identificar que um numero substancial de professores nao tem consciencia do que seriam as disposicoes do pensamento critico; em relacao ao nivel de PC, o estudo demonstrou que os professores apresentavam um nivel ligeiramente abaixo da media obtida em outros dois estudos desenvolvidos em Portugal. Strategies Promoting Critical Thinking: Is It Part of Didactic-Pedagogical Practices? In recent years, in many countries such as Brazil and Portugal, there has been frequent educational discourse about the relevance of leading the student to think critically. Based on this objective, the research question of the present study is to perceive the knowledge that the teachers hold about the skills and dispositions of Critical Thinking (PC) and, what their PC level. For this, we adopted two methodological procedures: application of a questionnaire, where we interpolated provisions of Ennis PC and other actions not promoting the PC - and the application of the Cornell PC Test (Level X). The link between these two procedures was shared as a message, in the closed group, of Facebook teacher’s friends who work in the three levels of education, in the public and private network of the State of Alagoas-Brazil. We adopted a qualitative methodology for the analysis of the questionnaire and inferential statistics for the Cornell PC test. The result made it possible to identify that a substantial number of teachers are unaware of what would be the disposition of critical thinking; in relation to their CP level, the study showed that teachers presented a level slightly below the average obtained in 2 other studies developed in Portugal. Keywords: Critical Thinking; Critical Attitude; Didactic-Pedagogical Practices Data de rececao: 15/05/2019 Decisao Final: 14/10/2019","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45040378","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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