A escola necessita estar atualizada em seus procedimentos e praticas didaticas metodologicas, tendo um curriculo atualizado em consonância tambem com as tecnologias vigentes, considerando tambem qual o cidadao que queremos formar conforme a filosofia da instituicao, de maneira que as novas praticas nao agridam ou entrem em consonância com esta filosofia. Com o objetivo de Caracterizar a utilizacao das TIC nas escolas em estudo e analisar o respaldo desta utilizacao com a sua filosofia educacional.”. O estudo foi realizado junto de uma amostra de 4 escolas pertencentes a associacao de escolas adventistas do Rio de Janeiro-Brasil, com a metodologia de estudo de caso, multicasos, abordagem qualitativa e quantitativa, inquerito por questionario e revisao bibliografica, e analise de dados por estatistica e analise de conteudo. The use of TIC in education: Case Study The school needs to be updated in its procedures and methodological didactic practices, having a curriculum updated in line with current technologies, also considering which citizen we want to conform to the philosophy of the institution, so that new practices do not attack or enter into with this philosophy. With the objective of characterizing the use of TIC in the schools under study and analyzing the support of this use with its educational philosophy. " The study was carried out with a sample of four schools belonging to the association of Adventist schools in Rio de Janeiro, Brazil, with the methodology of case study, multicasos, qualitative and quantitative approach, questionnaire survey and bibliographic review, and data analysis by statistics and content analysis. KEY WORDS: Education; technology; information, communication; Internet.
{"title":"A utilização das TIC na educação: Estudo de casoThe use of TIC in education: Case Study","authors":"R. S. Fonseca, J. Escola","doi":"10.17346/se.vol25.301","DOIUrl":"https://doi.org/10.17346/se.vol25.301","url":null,"abstract":"A escola necessita estar atualizada em seus procedimentos e praticas didaticas metodologicas, tendo um curriculo atualizado em consonância tambem com as tecnologias vigentes, considerando tambem qual o cidadao que queremos formar conforme a filosofia da instituicao, de maneira que as novas praticas nao agridam ou entrem em consonância com esta filosofia. Com o objetivo de Caracterizar a utilizacao das TIC nas escolas em estudo e analisar o respaldo desta utilizacao com a sua filosofia educacional.”. O estudo foi realizado junto de uma amostra de 4 escolas pertencentes a associacao de escolas adventistas do Rio de Janeiro-Brasil, com a metodologia de estudo de caso, multicasos, abordagem qualitativa e quantitativa, inquerito por questionario e revisao bibliografica, e analise de dados por estatistica e analise de conteudo. The use of TIC in education: Case Study The school needs to be updated in its procedures and methodological didactic practices, having a curriculum updated in line with current technologies, also considering which citizen we want to conform to the philosophy of the institution, so that new practices do not attack or enter into with this philosophy. With the objective of characterizing the use of TIC in the schools under study and analyzing the support of this use with its educational philosophy. \" The study was carried out with a sample of four schools belonging to the association of Adventist schools in Rio de Janeiro, Brazil, with the methodology of case study, multicasos, qualitative and quantitative approach, questionnaire survey and bibliographic review, and data analysis by statistics and content analysis. KEY WORDS: Education; technology; information, communication; Internet.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538997","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}
As tecnologias de informacao e comunicacao, com particular destaque para a Internet, estao a redefinir o modo de ler, escrever e comunicar. A literacia do seculo XXI nao significa apenas competencias para decifrar palavras e ler textos. Este trabalho analisa de que forma o computador pode ser utilizado pelos professores no pre-escolar para fomentar a leitura e a escrita em contextos mais diversos e participativos. A partir de pesquisa bibliografica que estuda e documenta a relacao das criancas com a tecnologia, apresentam-se metodologias e ferramentas que, ao serem utilizadas em contextos educativos, podem proporcionar as criancas as competencias para poderem, no futuro, acompanhar e ultrapassar a necessidade de aprendizagem constante e exercer facil e eficientemente a cidadania plena. Educating for citizenship - Literacy of the 21st century for children Information and communication technologies, with particular emphasis on the Internet, are redefining the way of reading, writing and communicating. Literacy in the 21st century does not only mean skills in decoding words and reading texts. This paper analyzes how computer can be used by pre-school teachers to encourage reading and writing in more diverse and participatory contexts. Based on a bibliographical research that studies and documents the relationship of children with technology, some methodologies and tools are presented. These practices, when used in educational contexts, can provide children with the skills to be able to follow and overcome life long learning needs and easily and efficiently exercise full citizenship in the future. key words: literacy; communication and information technology; knowledge; 21st century; children
{"title":"Educar para a cidadania - Literacia do séc. XXI para criançasEducating for citizenship - Literacy of the 21st century for children","authors":"Isaura Ribeiro","doi":"10.17346/se.vol25.313","DOIUrl":"https://doi.org/10.17346/se.vol25.313","url":null,"abstract":"As tecnologias de informacao e comunicacao, com particular destaque para a Internet, estao a redefinir o modo de ler, escrever e comunicar. A literacia do seculo XXI nao significa apenas competencias para decifrar palavras e ler textos. Este trabalho analisa de que forma o computador pode ser utilizado pelos professores no pre-escolar para fomentar a leitura e a escrita em contextos mais diversos e participativos. A partir de pesquisa bibliografica que estuda e documenta a relacao das criancas com a tecnologia, apresentam-se metodologias e ferramentas que, ao serem utilizadas em contextos educativos, podem proporcionar as criancas as competencias para poderem, no futuro, acompanhar e ultrapassar a necessidade de aprendizagem constante e exercer facil e eficientemente a cidadania plena. Educating for citizenship - Literacy of the 21st century for children Information and communication technologies, with particular emphasis on the Internet, are redefining the way of reading, writing and communicating. Literacy in the 21st century does not only mean skills in decoding words and reading texts. This paper analyzes how computer can be used by pre-school teachers to encourage reading and writing in more diverse and participatory contexts. Based on a bibliographical research that studies and documents the relationship of children with technology, some methodologies and tools are presented. These practices, when used in educational contexts, can provide children with the skills to be able to follow and overcome life long learning needs and easily and efficiently exercise full citizenship in the future. key words: literacy; communication and information technology; knowledge; 21st century; children","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631747","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 narrativa que aqui reportamos procura descrever os processos de incorporacao das TIC na educacao e respetivas implicacoes na pratica pedagogica e ambientes de aprendizagem, de uma turma de 5o ano de escolaridade com proposta de Percurso Curricular Alternativo (PCA). A investigacao empirica suporte desta reflexao foi desenvolvida durante dois anos letivos, numa escola de 2o e 3o Ciclos do Funchal, em que a opcao por uma metodologia qualitativa de cariz etnografico nos levou para o terreno no papel de investigadora. Foi possivel verificar que o acesso dos alunos a diferentes fontes de informacao e comunicacao, proporcionou o surgimento de novos cenarios de aprendizagem e a otimizacao da construcao partilhada do conhecimento a partir de processos de autonomia e colaboracao. ICT and learning for a proposed Alternative Curriculum Track (ACT) Abstract The narrative that we report here tries to describe the processes of incorporation of ICT in education and its implications in the pedagogical practice and learning environments of a class in the 5th year of school with a proposed Alternative Curriculum Track (ACT). The empirical research support of this reflection was developed during two academic years, in a school of 2o and 3o Ciclos of Funchal, in which the option for an ethnographic methodology took us to the field in the role of researcher. It was possible to verify that the students' access to different sources of information and communication, provided the emergence of new learning scenarios and the optimization of knowledge construction based on autonomy and collaboration processes. Key words: ICT, Alternative Curriculum Track, Ethnography, Learning, Collaboration.
{"title":"As TIC e a aprendizagem numa proposta de Percurso Curricular Alternativo (PCA)ICT and learning for a proposed Alternative Curriculum Track (ACT)","authors":"Maria Gorete Pereira","doi":"10.17346/se.vol25.305","DOIUrl":"https://doi.org/10.17346/se.vol25.305","url":null,"abstract":"A narrativa que aqui reportamos procura descrever os processos de incorporacao das TIC na educacao e respetivas implicacoes na pratica pedagogica e ambientes de aprendizagem, de uma turma de 5o ano de escolaridade com proposta de Percurso Curricular Alternativo (PCA). A investigacao empirica suporte desta reflexao foi desenvolvida durante dois anos letivos, numa escola de 2o e 3o Ciclos do Funchal, em que a opcao por uma metodologia qualitativa de cariz etnografico nos levou para o terreno no papel de investigadora. Foi possivel verificar que o acesso dos alunos a diferentes fontes de informacao e comunicacao, proporcionou o surgimento de novos cenarios de aprendizagem e a otimizacao da construcao partilhada do conhecimento a partir de processos de autonomia e colaboracao. ICT and learning for a proposed Alternative Curriculum Track (ACT) Abstract The narrative that we report here tries to describe the processes of incorporation of ICT in education and its implications in the pedagogical practice and learning environments of a class in the 5th year of school with a proposed Alternative Curriculum Track (ACT). The empirical research support of this reflection was developed during two academic years, in a school of 2o and 3o Ciclos of Funchal, in which the option for an ethnographic methodology took us to the field in the role of researcher. It was possible to verify that the students' access to different sources of information and communication, provided the emergence of new learning scenarios and the optimization of knowledge construction based on autonomy and collaboration processes. Key words: ICT, Alternative Curriculum Track, Ethnography, Learning, Collaboration.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45616984","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}
Progressivamente, os sistemas de Tecnologia de Informacao e Comunicacao (TIC) ingressam no cotidiano dos utilizadores. A disponibilidade de multiplas interfaces multimidia favorece o desenvolvimento e o ajustamento de solucoes em TIC destinadas a todos os aspectos da sociedade, incluindo a area de saude. Para enfrentar os desafios do avanco adaptativo e continuo das TIC nesta materia, algumas questoes tornam-se relevantes para a implementacao bem-sucedida de solucoes de cuidados de saude fundamentadas em tecnologia digital. A luz do envelhecimento das sociedades que enfrentam a proximidade da vigilância on-line permanente, diferentes requisitos e expectativas dos usuarios finais devem ser considerados pelas partes interessadas, envolvendo o grau de inovacao dos aplicativos, conveniencia, qualidade das informacoes de saude, educacao e inclusao digital do paciente, aceitacao e aderencia, assim como seguranca e privacidade dos dados. Esse cenario sugere uma atitude bioetica reflexiva e cautelosa em relacao as inovacoes tecnologicas que permeiam a eSaude na contemporaneidade. Abstract: Progressively, Information and Communication Technology (ICT) systems enter the daily life of users. The availability of multiple multimedia interfaces favours the development and adjustment of ICT solutions aimed at all aspects of society, including health. To address the challenges of adaptive and continuous ICT advancement in this area, some issues become relevant to the successful implementation of ICT-based healthcare solutions. Considering the ageing of societies facing the proximity of permanent online surveillance, different requirements and expectations of end users should be considered by stakeholders, involving the degree of application innovation, convenience, quality of health information, education and inclusion digital patient acceptance and adherence, as well as data security and privacy. This scenario suggests a reflexive and cautious bioethical attitude towards the technological innovations that permeate eHealth in the contemporary world. Keywords : Bioethics; Digital Education; Health promotion; ICTs Data de rececao: 02/07/2018 Decisao Final: 26/10/2018
{"title":"Tecnologias da informação e comunicação (TICs) na promoção da saúde: considerações bioéticasInformation and Communication Technologies (ICTs) in the health promotion: Bioethics considerations","authors":"I. N. Carlotto, Maria Alzira Pimenta Dinis","doi":"10.17346/SE.VOL25.306","DOIUrl":"https://doi.org/10.17346/SE.VOL25.306","url":null,"abstract":"Progressivamente, os sistemas de Tecnologia de Informacao e Comunicacao (TIC) ingressam no cotidiano dos utilizadores. A disponibilidade de multiplas interfaces multimidia favorece o desenvolvimento e o ajustamento de solucoes em TIC destinadas a todos os aspectos da sociedade, incluindo a area de saude. Para enfrentar os desafios do avanco adaptativo e continuo das TIC nesta materia, algumas questoes tornam-se relevantes para a implementacao bem-sucedida de solucoes de cuidados de saude fundamentadas em tecnologia digital. A luz do envelhecimento das sociedades que enfrentam a proximidade da vigilância on-line permanente, diferentes requisitos e expectativas dos usuarios finais devem ser considerados pelas partes interessadas, envolvendo o grau de inovacao dos aplicativos, conveniencia, qualidade das informacoes de saude, educacao e inclusao digital do paciente, aceitacao e aderencia, assim como seguranca e privacidade dos dados. Esse cenario sugere uma atitude bioetica reflexiva e cautelosa em relacao as inovacoes tecnologicas que permeiam a eSaude na contemporaneidade. Abstract: Progressively, Information and Communication Technology (ICT) systems enter the daily life of users. The availability of multiple multimedia interfaces favours the development and adjustment of ICT solutions aimed at all aspects of society, including health. To address the challenges of adaptive and continuous ICT advancement in this area, some issues become relevant to the successful implementation of ICT-based healthcare solutions. Considering the ageing of societies facing the proximity of permanent online surveillance, different requirements and expectations of end users should be considered by stakeholders, involving the degree of application innovation, convenience, quality of health information, education and inclusion digital patient acceptance and adherence, as well as data security and privacy. This scenario suggests a reflexive and cautious bioethical attitude towards the technological innovations that permeate eHealth in the contemporary world. Keywords : Bioethics; Digital Education; Health promotion; ICTs Data de rececao: 02/07/2018 Decisao Final: 26/10/2018","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44711796","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 artigo objetiva apresentar sinteticamente os argumentos apresentados em tese de doutoramento, que pretendeu compreender as possibilidades da convergencia para o ensino superior. Os sentidos da convergencia foram construidos a partir de ideias das areas da comunicacao, da informatica e das artes. O estudo foi realizado a partir de a analise documental e estado da arte, em que evidenciou-se que a convergencia, antes de mais, e social. Ela se faz nas relacoes criadas em rede e mediadas por Tecnologias Digitais da Informacao e da Comunicacao (TDIC) e ampliam os paradigmas educacionais, os locais de ensinar e aprender, as relacoes entre os sujeitos — professores e estudantes. Deste modo, a convergencia se verifica como uma tendencia para a educacao do presente. Convergence as a trend for the education of the present This article aims to summarize the arguments presented in a doctoral thesis, which sought to understand the possibilities of convergence for higher education. The meanings of convergence were built on ideas from the areas of communication, information technology and the arts. The study was carried out from the documentary analysis and state of the art, in which it was shown that convergence, above all, is social. It is done in relationships created in networks and mediated by Digital Technologies of Information and Communication (TDIC) and broaden the educational paradigms, the places of teaching and learning, the relations between the subjects - teachers and students. In this way, convergence is seen as a tendency for the education of the present. Keywords: convergence in education, higher education, digital information and communication technologies
{"title":"A Convergência como tendência para a educação do presenteConvergence as a trend for the education of the present","authors":"Fernanda Campos","doi":"10.17346/se.vol25.304","DOIUrl":"https://doi.org/10.17346/se.vol25.304","url":null,"abstract":"Este artigo objetiva apresentar sinteticamente os argumentos apresentados em tese de doutoramento, que pretendeu compreender as possibilidades da convergencia para o ensino superior. Os sentidos da convergencia foram construidos a partir de ideias das areas da comunicacao, da informatica e das artes. O estudo foi realizado a partir de a analise documental e estado da arte, em que evidenciou-se que a convergencia, antes de mais, e social. Ela se faz nas relacoes criadas em rede e mediadas por Tecnologias Digitais da Informacao e da Comunicacao (TDIC) e ampliam os paradigmas educacionais, os locais de ensinar e aprender, as relacoes entre os sujeitos — professores e estudantes. Deste modo, a convergencia se verifica como uma tendencia para a educacao do presente. Convergence as a trend for the education of the present This article aims to summarize the arguments presented in a doctoral thesis, which sought to understand the possibilities of convergence for higher education. The meanings of convergence were built on ideas from the areas of communication, information technology and the arts. The study was carried out from the documentary analysis and state of the art, in which it was shown that convergence, above all, is social. It is done in relationships created in networks and mediated by Digital Technologies of Information and Communication (TDIC) and broaden the educational paradigms, the places of teaching and learning, the relations between the subjects - teachers and students. In this way, convergence is seen as a tendency for the education of the present. Keywords: convergence in education, higher education, digital information and communication technologies","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68122142","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}
Manuela Raposo-Rivas, M. Martínez-Figueira, Patricia González-Martínez, José Torres-Meira, Rogelio Carballo-Soria, Francisco Freire-Vila, J. Fernández-López, M. Cid, Miguel Roibás-Aguado, Teresa Gutiérrez-Manjón, Ángeles Parrilla Latas
Utilizar Internet es una practica habitual entre los menores actualmente denominados “nativos digitales”, sin embargo, muchas veces el entorno familiar que les rodea no esta preparado para acompanarlos en este proceso y asegurar que su experiencia sea positiva. Este articulo plantea el contexto, proceso de construccion y desarrollo de una red de innovacion interprofesional, preocupada por fomentar un uso “con sentidino” (con sensated) y responsable de Internet. Dicha red forma parte de un proyecto de investigacion participativa en progreso, enmarcado en la ciudad de Pontevedra preocupado por la inclusion educativa y social. Se parte de un analisis de lo que se quiere transformar y la identificacion de recursos, para planificar, implementar y difundir, un kit multimodal de materiales formativos e informativos relacionados con la seguridad y las oportunidades de Internet, dirigido a las familias. Internet use is a common practice among minors currently called "digital natives", however, many times the family environment around them is not prepared to accompany them in this process and ensure that their experience is positive. This article presents the context, process of construction and development of a network of interprofessional innovation, concerned with promoting a "sentidino" (with sensated) use and responsible for the Internet. This network is part of a participatory research project in progress, framed in the city of Pontevedra, concerned about educational and social inclusion. It is based on an analysis of what is to be transformed and the identification of resources, to plan, implement and disseminate a multimodal kit of educational and informative materials related to security and Internet opportunities, aimed at families. KEYWORD : participatory research, use of the Internet, parental control, digital competence, family.
{"title":"“Sentidiño na rede” para un uso responsable de internetFor responsible internet use","authors":"Manuela Raposo-Rivas, M. Martínez-Figueira, Patricia González-Martínez, José Torres-Meira, Rogelio Carballo-Soria, Francisco Freire-Vila, J. Fernández-López, M. Cid, Miguel Roibás-Aguado, Teresa Gutiérrez-Manjón, Ángeles Parrilla Latas","doi":"10.17346/se.vol25.321","DOIUrl":"https://doi.org/10.17346/se.vol25.321","url":null,"abstract":"Utilizar Internet es una practica habitual entre los menores actualmente denominados “nativos digitales”, sin embargo, muchas veces el entorno familiar que les rodea no esta preparado para acompanarlos en este proceso y asegurar que su experiencia sea positiva. Este articulo plantea el contexto, proceso de construccion y desarrollo de una red de innovacion interprofesional, preocupada por fomentar un uso “con sentidino” (con sensated) y responsable de Internet. Dicha red forma parte de un proyecto de investigacion participativa en progreso, enmarcado en la ciudad de Pontevedra preocupado por la inclusion educativa y social. Se parte de un analisis de lo que se quiere transformar y la identificacion de recursos, para planificar, implementar y difundir, un kit multimodal de materiales formativos e informativos relacionados con la seguridad y las oportunidades de Internet, dirigido a las familias. Internet use is a common practice among minors currently called \"digital natives\", however, many times the family environment around them is not prepared to accompany them in this process and ensure that their experience is positive. This article presents the context, process of construction and development of a network of interprofessional innovation, concerned with promoting a \"sentidino\" (with sensated) use and responsible for the Internet. This network is part of a participatory research project in progress, framed in the city of Pontevedra, concerned about educational and social inclusion. It is based on an analysis of what is to be transformed and the identification of resources, to plan, implement and disseminate a multimodal kit of educational and informative materials related to security and Internet opportunities, aimed at families. KEYWORD : participatory research, use of the Internet, parental control, digital competence, family.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44935546","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}
Regiane da Silva Macuch, J. C. Rocha, Bruna Rafaele Milhorini Greinert, Letícia Fleig Dal Forno, R. G. Milani
Considerando que as novelas participam no espaco domestico familiar quase como um membro da familia e que ocupam o escasso tempo livre que poderia ser usado para promover o dialogo, o objetivo deste estudo foi descrever os habitos da crianca em relacao a televisao e o que os pais consideram sobre isto. O intuito foi avaliar os possiveis impactos no estilo de vida e no desenvolvimento socio afetivo de criancas que cursam o Ensino Fundamental. Pesquisa quantitativa e exploratoria, da qual, participaram 52 criancas e seus respectivos pais, de escola particular e publica, cursando o 1o e 3o ano do ensino fundamental, com idade entre 6 e 10 anos. Os resultados obtidos com a pesquisa demonstram que a maior parte das criancas assistem novelas e reconhecem alguma influencia da mesma em seu jeito de vestir e falar. Quanto aos pais, notou-se uma tendencia dos discursos serem mais restritivos e de nao aceitacao do que era transmitido pelas novelas, embora reconhecessem que os filhos assistem tais programas. Constatou-se a necessidade em se promover uma “Educacao para Midia” nas escolas, aos pais, professores e criancas, a fim de que se possa desenvolver capacidades para avaliar criticamente os conteudos veiculados por diferentes midias. Television media, socio-affective development, and lifestyle in children at elementary school Soap operas are present at some homes almost as an extended family member, at times occupying space which otherwise would be dedicated to conversation and family interaction. In this study, we describe the habits of children in regard to their television exposure, as well as parents' perception of that same exposure. Our goal is to assess the possible impacts that TV exposure might have in the lifestyle and socio-affective development of elementary school-aged children. Our sample includes 52 children, aged between 6 and 10, attending both public and private schools, across all elementary school grades. Our results show that most children watch soap operas and acknowledge influence therefrom in their way of dressing and talking. As far as parents are concerned, their narratives are more restrictive and point to non-acceptance of the content transmitted by soap operas, although they also recognize that their children watch such television shows. We argue that it is necessary to “promote education for media” at school, among parents, teachers, and children alike, such that all these groups can acquire the skills to critically assess the content made available by different types of media. KEYWORDS: Promote education for media; Violence; Parents and Childs.
{"title":"Mídia televisiva, desenvolvimento sócio-afetivo e estilo de vida de crianças do ensino fundamentalTelevision media, socio-affective development, and lifestyle in children at elementary school","authors":"Regiane da Silva Macuch, J. C. Rocha, Bruna Rafaele Milhorini Greinert, Letícia Fleig Dal Forno, R. G. Milani","doi":"10.17346/se.vol25.307","DOIUrl":"https://doi.org/10.17346/se.vol25.307","url":null,"abstract":"Considerando que as novelas participam no espaco domestico familiar quase como um membro da familia e que ocupam o escasso tempo livre que poderia ser usado para promover o dialogo, o objetivo deste estudo foi descrever os habitos da crianca em relacao a televisao e o que os pais consideram sobre isto. O intuito foi avaliar os possiveis impactos no estilo de vida e no desenvolvimento socio afetivo de criancas que cursam o Ensino Fundamental. Pesquisa quantitativa e exploratoria, da qual, participaram 52 criancas e seus respectivos pais, de escola particular e publica, cursando o 1o e 3o ano do ensino fundamental, com idade entre 6 e 10 anos. Os resultados obtidos com a pesquisa demonstram que a maior parte das criancas assistem novelas e reconhecem alguma influencia da mesma em seu jeito de vestir e falar. Quanto aos pais, notou-se uma tendencia dos discursos serem mais restritivos e de nao aceitacao do que era transmitido pelas novelas, embora reconhecessem que os filhos assistem tais programas. Constatou-se a necessidade em se promover uma “Educacao para Midia” nas escolas, aos pais, professores e criancas, a fim de que se possa desenvolver capacidades para avaliar criticamente os conteudos veiculados por diferentes midias. Television media, socio-affective development, and lifestyle in children at elementary school Soap operas are present at some homes almost as an extended family member, at times occupying space which otherwise would be dedicated to conversation and family interaction. In this study, we describe the habits of children in regard to their television exposure, as well as parents' perception of that same exposure. Our goal is to assess the possible impacts that TV exposure might have in the lifestyle and socio-affective development of elementary school-aged children. Our sample includes 52 children, aged between 6 and 10, attending both public and private schools, across all elementary school grades. Our results show that most children watch soap operas and acknowledge influence therefrom in their way of dressing and talking. As far as parents are concerned, their narratives are more restrictive and point to non-acceptance of the content transmitted by soap operas, although they also recognize that their children watch such television shows. We argue that it is necessary to “promote education for media” at school, among parents, teachers, and children alike, such that all these groups can acquire the skills to critically assess the content made available by different types of media. KEYWORDS: Promote education for media; Violence; Parents and Childs.","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44952864","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. Monteiro, Alcina Figueiroa, J. P. Couto, Orquídea Campos
Com a criacao de Ambientes Educativos Inovadores (AEI) procura-se incentivar uma mudanca no paradigma de ensinar e aprender, visando uma adequacao ao perfil e as competencias do estudante do seculo XXI. No sentido de promover uma aproximacao aos AEI implementados em Portugal, em termos de carateristicas, metodologias, competencias desenvolvidas e efeitos observados, foi elaborado um estudo exploratorio, de cariz descritivo e interpretativo junto de responsaveis por estes espacos. Os dados, obtidos atraves de um questionario com questoes abertas e tratados atraves de analise estatistica simples e analise de conteudo, evidenciam que apesar da diversidade a nivel das carateristicas dos espacos e de metodologias, existe uma confluencia para o perfil do aluno a saida da escolaridade obrigatoria. The development of Future Classroom Labs aims to encourage a change in the paradigm of teaching and learning to adapt to the 21st century student’s profile. In order to promote an approach to the AEIs implemented in Portugal, in terms of characteristics, methodologies, developed competencies and effects, a descriptive, interpretative and exploratory study was elaborated, with those responsible for these spaces. The data, obtained through a questionnaire with open questions and treated through simple statistical analysis and content analysis, show that despite the diversity in the characteristics of the spaces and methodologies, there is a confluence for the student's profile of after finishing compulsory education. Keywords: ICT; Future Classroom Labs; XXI century competences; Teaching-learning; Digital Educational Resources
{"title":"Ambientes Educativos Inovadores: a realidade de escolas portuguesasInnovative Educational Environments: Portuguese schools' reality","authors":"A. Monteiro, Alcina Figueiroa, J. P. Couto, Orquídea Campos","doi":"10.17346/se.vol25.309","DOIUrl":"https://doi.org/10.17346/se.vol25.309","url":null,"abstract":"Com a criacao de Ambientes Educativos Inovadores (AEI) procura-se incentivar uma mudanca no paradigma de ensinar e aprender, visando uma adequacao ao perfil e as competencias do estudante do seculo XXI. No sentido de promover uma aproximacao aos AEI implementados em Portugal, em termos de carateristicas, metodologias, competencias desenvolvidas e efeitos observados, foi elaborado um estudo exploratorio, de cariz descritivo e interpretativo junto de responsaveis por estes espacos. Os dados, obtidos atraves de um questionario com questoes abertas e tratados atraves de analise estatistica simples e analise de conteudo, evidenciam que apesar da diversidade a nivel das carateristicas dos espacos e de metodologias, existe uma confluencia para o perfil do aluno a saida da escolaridade obrigatoria. The development of Future Classroom Labs aims to encourage a change in the paradigm of teaching and learning to adapt to the 21st century student’s profile. In order to promote an approach to the AEIs implemented in Portugal, in terms of characteristics, methodologies, developed competencies and effects, a descriptive, interpretative and exploratory study was elaborated, with those responsible for these spaces. The data, obtained through a questionnaire with open questions and treated through simple statistical analysis and content analysis, show that despite the diversity in the characteristics of the spaces and methodologies, there is a confluence for the student's profile of after finishing compulsory education. Keywords: ICT; Future Classroom Labs; XXI century competences; Teaching-learning; Digital Educational Resources","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48797284","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 leitura e, nos dias de hoje, uma competencia transversal e necessaria ao sucesso escolar dos alunos. No entanto, o seu desenvolvimento requer uma aprendizagem formal e implica um ensino explicito de estrategias de compreensao leitora para que os alunos possam, autonomamente, mobilizar estas ferramentas nos diversos contextos do seu quotidiano. Neste artigo, apresenta-se um projeto de investigacao-acao, implementado numa turma de 3.o ano do 1.o Ciclo do Ensino Basico. O programa de intervencao incidiu no ensino explicito de estrategias de compreensao leitora, em particular a compreensao inferencial, a compreensao critica e a reorganizacao da informacao. Apos a intervencao, os tres dominios de compreensao leitora apresentaram indices evolutivos de 8%, 25% e 50% respetivamente. Os resultados do estudo demonstraram que o ensino explicito das estrategias de compreensao leitora contribuiu expressivamente para a melhoria do desempenho dos From the explicit teaching of reading comprehension strategies to the success in reading learning: an intervention program in Grade 3 alunos Reading is, today, a transversal and necessary competence for pupils' school success. However, it requires a formal learning and implies an explicit teaching of reading comprehension strategies so that pupils can autonomously mobilize these tools in the different contexts of their daily lives. In this article, we present an action-research project implemented in a 3rd grade class of the 1st Cycle of Basic Education. The intervention program focused on the explicit teaching of reading comprehension strategies, in particular inferential, critical and information reorganization. The domains of inferential comprehension, information reorganization and critical comprehension presented evolutionary indices of 8%, 25% and 50% respectively. In this context, the results of the study demonstrated that the explicit teaching of reading comprehension strategies contributed expressively to the improvement of pupils' performance. Keywords: reading comprehension strategies, explicit teaching, reading, assessment
{"title":"Do ensino explícito de estratégias de compreensão leitora ao sucesso na aprendizagem da leitura: programa de intervenção no 3.º ano de escolaridadeFrom the explicit teaching of reading comprehension strategies to the success in reading learning","authors":"Mafalda Ferreira, Carolina Gonçalves","doi":"10.17346/se.vol25.324","DOIUrl":"https://doi.org/10.17346/se.vol25.324","url":null,"abstract":"A leitura e, nos dias de hoje, uma competencia transversal e necessaria ao sucesso escolar dos alunos. No entanto, o seu desenvolvimento requer uma aprendizagem formal e implica um ensino explicito de estrategias de compreensao leitora para que os alunos possam, autonomamente, mobilizar estas ferramentas nos diversos contextos do seu quotidiano. Neste artigo, apresenta-se um projeto de investigacao-acao, implementado numa turma de 3.o ano do 1.o Ciclo do Ensino Basico. O programa de intervencao incidiu no ensino explicito de estrategias de compreensao leitora, em particular a compreensao inferencial, a compreensao critica e a reorganizacao da informacao. Apos a intervencao, os tres dominios de compreensao leitora apresentaram indices evolutivos de 8%, 25% e 50% respetivamente. Os resultados do estudo demonstraram que o ensino explicito das estrategias de compreensao leitora contribuiu expressivamente para a melhoria do desempenho dos From the explicit teaching of reading comprehension strategies to the success in reading learning: an intervention program in Grade 3 alunos Reading is, today, a transversal and necessary competence for pupils' school success. However, it requires a formal learning and implies an explicit teaching of reading comprehension strategies so that pupils can autonomously mobilize these tools in the different contexts of their daily lives. In this article, we present an action-research project implemented in a 3rd grade class of the 1st Cycle of Basic Education. The intervention program focused on the explicit teaching of reading comprehension strategies, in particular inferential, critical and information reorganization. The domains of inferential comprehension, information reorganization and critical comprehension presented evolutionary indices of 8%, 25% and 50% respectively. In this context, the results of the study demonstrated that the explicit teaching of reading comprehension strategies contributed expressively to the improvement of pupils' performance. Keywords: reading comprehension strategies, explicit teaching, reading, assessment","PeriodicalId":30495,"journal":{"name":"Saber Educar","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47044955","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：