Pub Date : 2024-06-04DOI: 10.5747/ch.2024.v20.h580
Andressa Pereira de Souza, Bettina Steren dos Santos
The objective of this research was to map Brazilian research publications on interventions in executive functions. This is an excerpt from a lato sensu postgraduate course conclusion work. The PRISMA-ScR protocol was used, and the databases consulted in June 2023 were the CAPES Periodicals Portal, the Virtual Health Library (VHL) and the Institute of Education Sciences (ERIC), using the descriptors “Executive Functions” AND “Intervention” in Portuguese and English. 35 articles were selected, which were divided into three thematic axes, based on the reading and similarity of the intervention proposals, namely: interventional research with children and/or adolescents, studies with adult and/or elderly individuals and interventions with individuals with diagnoses in specific clinical conditions. As a result, the largest publication flow occurred between 2019 and 2021, the largest target population was children and the elderly, and the Southeast, South and Northeast regions stood out in relation to the number of publications. The use of technological resources stands out as a powerful tool for the development and rehabilitation of Executive Functions, as well as the practice of physical exercises and multicomponent training, involving physical, cognitive and psychological aspects, at any stage of human development. The identification of the available national scope regarding the topic is relevant for understanding activities and strategies already used and the possibility of new proposals, based on available studies.
{"title":"INTERVENÇÕES E FUNÇÕES EXECUTIVAS: UMA REVISÃO DE LITERATURA","authors":"Andressa Pereira de Souza, Bettina Steren dos Santos","doi":"10.5747/ch.2024.v20.h580","DOIUrl":"https://doi.org/10.5747/ch.2024.v20.h580","url":null,"abstract":"The objective of this research was to map Brazilian research publications on interventions in executive functions. This is an excerpt from a lato sensu postgraduate course conclusion work. The PRISMA-ScR protocol was used, and the databases consulted in June 2023 were the CAPES Periodicals Portal, the Virtual Health Library (VHL) and the Institute of Education Sciences (ERIC), using the descriptors “Executive Functions” AND “Intervention” in Portuguese and English. 35 articles were selected, which were divided into three thematic axes, based on the reading and similarity of the intervention proposals, namely: interventional research with children and/or adolescents, studies with adult and/or elderly individuals and interventions with individuals with diagnoses in specific clinical conditions. As a result, the largest publication flow occurred between 2019 and 2021, the largest target population was children and the elderly, and the Southeast, South and Northeast regions stood out in relation to the number of publications. The use of technological resources stands out as a powerful tool for the development and rehabilitation of Executive Functions, as well as the practice of physical exercises and multicomponent training, involving physical, cognitive and psychological aspects, at any stage of human development. The identification of the available national scope regarding the topic is relevant for understanding activities and strategies already used and the possibility of new proposals, based on available studies.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"3 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141267422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.5747/ch.2024.v20.h577
Claudiele Carla Marques da Silva, Martha Menin
The article is an excerpt from the doctoral research entitled “Relationships between sociomoral environment, school performance and social perspective on moral judgment: analyzes in public schools” and aims to present and discuss the relationships that are established between the sociomoral environment of the school, school performance of students. students and the development of moral values according to the literature in the area. To meet the proposed objectives, this research is predominantly qualitative, in view of the complexity of the studied phenomenon. The school climate refers to the perceptions lived and experienced by the members that constitute the school and is configured as more lasting characteristics, capable of determining a certain stability to these perceptions and, for this reason, grants this space its own identity that distinguishes it other similar environments. The surveys analyzed show that the school climate has an intense connection with students' academic performance and personal and social development, as students are sensitive to the school environment, and this environment not only influences their behavior and adaptation, but also their learning in their own environment. In addition, the positive school climate influences how teachers feel at school, how they teach and how long they stay in the same institution. That is, research indicates that the school climate increases or minimizes emotional exhaustion and feelings of low personal fulfillment in teachers, having a direct and indirect impact on students' school performance.
{"title":"RELAÇÕES ENTRE CLIMA ESCOLAR, DESEMPENHO ESCOLAR E DESENVOLVIMENTO DE VALORES: ANÁLISE DA LITERATURA","authors":"Claudiele Carla Marques da Silva, Martha Menin","doi":"10.5747/ch.2024.v20.h577","DOIUrl":"https://doi.org/10.5747/ch.2024.v20.h577","url":null,"abstract":"The article is an excerpt from the doctoral research entitled “Relationships between sociomoral environment, school performance and social perspective on moral judgment: analyzes in public schools” and aims to present and discuss the relationships that are established between the sociomoral environment of the school, school performance of students. students and the development of moral values according to the literature in the area. To meet the proposed objectives, this research is predominantly qualitative, in view of the complexity of the studied phenomenon. The school climate refers to the perceptions lived and experienced by the members that constitute the school and is configured as more lasting characteristics, capable of determining a certain stability to these perceptions and, for this reason, grants this space its own identity that distinguishes it other similar environments. The surveys analyzed show that the school climate has an intense connection with students' academic performance and personal and social development, as students are sensitive to the school environment, and this environment not only influences their behavior and adaptation, but also their learning in their own environment. In addition, the positive school climate influences how teachers feel at school, how they teach and how long they stay in the same institution. That is, research indicates that the school climate increases or minimizes emotional exhaustion and feelings of low personal fulfillment in teachers, having a direct and indirect impact on students' school performance.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"130 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-28DOI: 10.5747/ch.2022.v19.h576
Suzanna Neves Ferreira, Renata Rinaldi Portela
This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.
{"title":"O QUE REVELAM OS DOCUMENTOS OFICIAIS PARA A FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO BÁSICA NO BRASIL E NO ESTADO DE SÃO PAULO","authors":"Suzanna Neves Ferreira, Renata Rinaldi Portela","doi":"10.5747/ch.2022.v19.h576","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h576","url":null,"abstract":"This investigation is part of research in the field of teacher training. It is the result of an ongoing doctoral study and its main objective is to analyze the conceptual guidelines for professional teacher training recommended in the resolutions on teacher training in Brazil. Based on the National Curriculum Guidelines for teacher training, the article asks: what is the professional teacher profile expressed in these documents for working in basic education schools? Documentary analysis was used to answer this question. The documentary corpus of this research comprises the following public documents available online: a) CNE/CP Resolutions 1/2002 and 2/2002; b) CNE/CP Resolution 2/2015; c) CNE/CP Resolution 2/2019; d) CNE/CP Resolution 1/2006; e) CEE/SP Deliberations 111/2012 and 154/2017; f) Political Pedagogical Project of the Pedagogy Course at São Paulo State University, Presidente Prudente Campus. The study signals a profound setback for teacher training. CNE/CP Resolution 2/2019 determines the organization of a standardized curriculum in line with the learning prescribed in the National Common Core Curriculum for Basic Education, with the centrality of practice as its guiding principles. In this way, it imposes a curriculum for the country's degree courses that vehemently affronts the constitutional principle of didactic-scientific and administrative autonomy and the plurality of pedagogical conception of Brazilian universities. In addition, the distance between the university and the school has an impact on the compulsory supervised internship.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"35 26","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140372479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-19DOI: 10.5747/ch.2024.v20.h575
Tamiris Aline Ferreira, Elaine Rosangela de Oliveira Lucas
In the pandemic context, it has become essential to maintain the actions of social movements, including those related to Education. In this sense, the Forums for Youth and Adult Education (EJA) have maintained and strengthened agendas related to EJA, denouncing, claiming, and creating networks of solidarity through live broadcasts on YouTube. Based on ongoing research on the mobilization of Youth and Adult Education Forums on YouTube and the narratives of individuals during the Covid-19 pandemic in the years 2020 and 2021, the article points out methodological aspects adopted based on Content Analysis. The article introduces the research topic on the performance of EJA Forums in live broadcasts and their interaction with individuals from different sectors concerned with the learners of EJA. The techniques used to access these materials are then presented, advancing in the stages of the methodology used. The article explores the process of data collection and organization, essential in the pre-analysis stage of Content Analysis. The account of the procedures for data collection demonstrates the paths taken to create a method in which efforts were made to reconcile web and programming tools, which were found to be essential for conducting the research, confirming the importance of learning about the transformations brought about by digital technologies.
{"title":"PARTICIPAÇÃO E MOBILIZAÇÃO DOS FÓRUNS DE EDUCAÇÃO DE JOVENS E ADULTOS NO YOUTUBE DURANTE A PANDEMIA DA COVID-19: ANÁLISE METODOLÓGICA","authors":"Tamiris Aline Ferreira, Elaine Rosangela de Oliveira Lucas","doi":"10.5747/ch.2024.v20.h575","DOIUrl":"https://doi.org/10.5747/ch.2024.v20.h575","url":null,"abstract":"In the pandemic context, it has become essential to maintain the actions of social movements, including those related to Education. In this sense, the Forums for Youth and Adult Education (EJA) have maintained and strengthened agendas related to EJA, denouncing, claiming, and creating networks of solidarity through live broadcasts on YouTube. Based on ongoing research on the mobilization of Youth and Adult Education Forums on YouTube and the narratives of individuals during the Covid-19 pandemic in the years 2020 and 2021, the article points out methodological aspects adopted based on Content Analysis. The article introduces the research topic on the performance of EJA Forums in live broadcasts and their interaction with individuals from different sectors concerned with the learners of EJA. The techniques used to access these materials are then presented, advancing in the stages of the methodology used. The article explores the process of data collection and organization, essential in the pre-analysis stage of Content Analysis. The account of the procedures for data collection demonstrates the paths taken to create a method in which efforts were made to reconcile web and programming tools, which were found to be essential for conducting the research, confirming the importance of learning about the transformations brought about by digital technologies.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140228715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-18DOI: 10.5747/ch.2024.v20.h574
Sarah Rodrigues Silva, Elison Carmo Da Costa
Moral Disengagement consists in the detachment of moral standards and self-sanctions for committing antisocial and harmful actions to others, without self-condemnation or changes in self-esteem. Based on this concept, it was aimed to obtain a mapping of what was produced on the topic in the Graduate Programs of Brazilian universities over the last ten years (2013-2023). A systematic review was carried out, with a quantitative survey of the studies and their qualitative analysis. The descriptor “moral disengagement” was used to search for theses and dissertations in the CAPES Catalog of Theses and Dissertations, between December 2022 and April 2023. The works were selected, followed by their quantitative and qualitative analysis. Five Doctoral dissertations and 12 Master’s theses were analyzed, defended in ten universities (nine public and one private), mainly from the Southeast and Northeast regions, with emphasis on the State University of Campinas and the Federal University of Maranhão. Studies in the areas of Psychology, Education, Teaching, Administration, Public Security and Scientific and Technological Policy stand out. Data shows more qualitative, exploratory, descriptive and correlational publications. The main topics found were: education, violence, aggression, work, technology. The most cited Moral Disengagement mechanisms were Moral Justification and Victim Blaming. The contributions in the area of Education were related to social aggression, bullying, behavior of helping victims, violence in the school context, racial prejudice in football, helping students and teachers in initial and continuing training to identify, understand, reflect and promote changes in the cognitive mechanisms used in Moral Disengagement.
{"title":"MAPEANDO PESQUISAS NACIONAIS SOBRE DESENGAJAMENTO MORAL NA PERSPECTIVA DA TEORIA SOCIAL COGNITIVA","authors":"Sarah Rodrigues Silva, Elison Carmo Da Costa","doi":"10.5747/ch.2024.v20.h574","DOIUrl":"https://doi.org/10.5747/ch.2024.v20.h574","url":null,"abstract":"Moral Disengagement consists in the detachment of moral standards and self-sanctions for committing antisocial and harmful actions to others, without self-condemnation or changes in self-esteem. Based on this concept, it was aimed to obtain a mapping of what was produced on the topic in the Graduate Programs of Brazilian universities over the last ten years (2013-2023). A systematic review was carried out, with a quantitative survey of the studies and their qualitative analysis. The descriptor “moral disengagement” was used to search for theses and dissertations in the CAPES Catalog of Theses and Dissertations, between December 2022 and April 2023. The works were selected, followed by their quantitative and qualitative analysis. Five Doctoral dissertations and 12 Master’s theses were analyzed, defended in ten universities (nine public and one private), mainly from the Southeast and Northeast regions, with emphasis on the State University of Campinas and the Federal University of Maranhão. Studies in the areas of Psychology, Education, Teaching, Administration, Public Security and Scientific and Technological Policy stand out. Data shows more qualitative, exploratory, descriptive and correlational publications. The main topics found were: education, violence, aggression, work, technology. The most cited Moral Disengagement mechanisms were Moral Justification and Victim Blaming. The contributions in the area of Education were related to social aggression, bullying, behavior of helping victims, violence in the school context, racial prejudice in football, helping students and teachers in initial and continuing training to identify, understand, reflect and promote changes in the cognitive mechanisms used in Moral Disengagement.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"49 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.5747/ch.2023.v20.h572
R. E. Anjos
This article conducts an analysis of the relationship between school education and the development of thinking through concepts, based on the contributions of the historical-cultural psychology and the historical-critical pedagogy. The text is part of a theoretical-conceptual research that seeks to understand the relationship between psychology and education, based on the theoretical-methodological approach of historical-dialectical materialism. To present the results, three axes of analysis were selected: human psyche from the perspective of the historical-cultural psychology and the role of conceptual thinking in its development process; the concept as an activity of thought; and the role of school education in the process of conceptual development. The text highlights that the concept is an activity composed of a series of thought processes that reach their formative peak from adolescence onwards. However, it emphasizes that this process does not occur naturally, requiring that systematized content such as science, art, and philosophy is internalized by students to enable the development of this new form of thinking.
{"title":"EDUCAÇÃO ESCOLAR E DESENVOLVIMENTO DO PENSAMENTO POR CONCEITOS: CONTRIBUIÇÕES DA PSICOLOGIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA","authors":"R. E. Anjos","doi":"10.5747/ch.2023.v20.h572","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h572","url":null,"abstract":"This article conducts an analysis of the relationship between school education and the development of thinking through concepts, based on the contributions of the historical-cultural psychology and the historical-critical pedagogy. The text is part of a theoretical-conceptual research that seeks to understand the relationship between psychology and education, based on the theoretical-methodological approach of historical-dialectical materialism. To present the results, three axes of analysis were selected: human psyche from the perspective of the historical-cultural psychology and the role of conceptual thinking in its development process; the concept as an activity of thought; and the role of school education in the process of conceptual development. The text highlights that the concept is an activity composed of a series of thought processes that reach their formative peak from adolescence onwards. However, it emphasizes that this process does not occur naturally, requiring that systematized content such as science, art, and philosophy is internalized by students to enable the development of this new form of thinking.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"35 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139003314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-12DOI: 10.5747/ch.2023.v20.h571
Ingrid Domene Eugenio, Leonardo Augusto Martins Silva, Caio Murilo dos Santos, G. Gibin
New forms of Artificial Intelligence are gaining more space at schools and among students. ChatGPT stands out for its easy use and, in Chemistry Teaching, this tool has stood out for the numerous possibilities, including problem solving. However, there is still not 100% certainty of the effectiveness of such instrument. This work aims to investigate the potential and capacity of ChatGPT to solve exercises involving stoichiometric calculations and balancing chemical equations. These problems were extracted from a textbook for 2nd year of high school widely used by Basic Education teachers and approved by the National Textbook Program. Due to the research exploratory nature, four questions were selected, two simpler and two more laborious and complex. Furthermore, in case the ChatGPT presented the result incorrectly, some tests were performed to analyze whether a change in the statement would also generate a change in the results. These, by the way, reveal that the chat excels in the language used, as it is simple and easy to understand. On the other hand, it disappointing when solving stoichiometry problems, as it confuses concepts and does not consider all atoms when balancing an equation. In other words, unless it is already balanced correctly, the use of ChatGPT it is not indicated for solving exercises of this type and despite being a promising tool with some qualities, it is not recommended for those who do not have complete knowledge and/or a necessary discernment to detect the mistakes it made and correct them.
{"title":"INTELIGÊNCIA ARTIFICIAL FRENTE A RESOLUÇÃO DE EXERCÍCIOS DE QUÍMICA: UM ESTUDO EXPLORATÓRIO COM O CHATGPT","authors":"Ingrid Domene Eugenio, Leonardo Augusto Martins Silva, Caio Murilo dos Santos, G. Gibin","doi":"10.5747/ch.2023.v20.h571","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h571","url":null,"abstract":"New forms of Artificial Intelligence are gaining more space at schools and among students. ChatGPT stands out for its easy use and, in Chemistry Teaching, this tool has stood out for the numerous possibilities, including problem solving. However, there is still not 100% certainty of the effectiveness of such instrument. This work aims to investigate the potential and capacity of ChatGPT to solve exercises involving stoichiometric calculations and balancing chemical equations. These problems were extracted from a textbook for 2nd year of high school widely used by Basic Education teachers and approved by the National Textbook Program. Due to the research exploratory nature, four questions were selected, two simpler and two more laborious and complex. Furthermore, in case the ChatGPT presented the result incorrectly, some tests were performed to analyze whether a change in the statement would also generate a change in the results. These, by the way, reveal that the chat excels in the language used, as it is simple and easy to understand. On the other hand, it disappointing when solving stoichiometry problems, as it confuses concepts and does not consider all atoms when balancing an equation. In other words, unless it is already balanced correctly, the use of ChatGPT it is not indicated for solving exercises of this type and despite being a promising tool with some qualities, it is not recommended for those who do not have complete knowledge and/or a necessary discernment to detect the mistakes it made and correct them.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"55 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139009695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.5747/ch.2023.v20.h570
Gisele C. P. Cabral, Érika Christina Kohle
This article is an excerpt from a Master's degree research, whose main objective was to understand the contribution of picture books to the formation of young readers of Children's Literature. Thus, its content contains some lines from one of the Dialogical Meetings held between the researcher and an illustrator about the gestation process of one of her works – Max Emiliano – with the intention of reading the illustrations towards a more in-depth understanding of the narrative present in the image book. To achieve this purpose, the methodology used was the analysis of a work based on dialogue with the illustrator and comparison with the theoretical framework of the philosophy of language with the thoughts of some researchers of Literature and illustrated books. As a result, teaching how to read images/illustrations at school, through Children's Literature books, contributes to the formation of readers from a young age, as it sensitively and aesthetically broadens their perspective. This process of attributing meanings to the image tends to expand throughout life as a result of each person's reading and imagery experiences and favors a more complete formation and development of the literary reader's understanding.
{"title":"CONTRIBUIÇÕES PARA A FORMAÇÃO DO LEITOR LITERÁRIO POR MEIO DO LIVRO DE IMAGEM","authors":"Gisele C. P. Cabral, Érika Christina Kohle","doi":"10.5747/ch.2023.v20.h570","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h570","url":null,"abstract":"This article is an excerpt from a Master's degree research, whose main objective was to understand the contribution of picture books to the formation of young readers of Children's Literature. Thus, its content contains some lines from one of the Dialogical Meetings held between the researcher and an illustrator about the gestation process of one of her works – Max Emiliano – with the intention of reading the illustrations towards a more in-depth understanding of the narrative present in the image book. To achieve this purpose, the methodology used was the analysis of a work based on dialogue with the illustrator and comparison with the theoretical framework of the philosophy of language with the thoughts of some researchers of Literature and illustrated books. As a result, teaching how to read images/illustrations at school, through Children's Literature books, contributes to the formation of readers from a young age, as it sensitively and aesthetically broadens their perspective. This process of attributing meanings to the image tends to expand throughout life as a result of each person's reading and imagery experiences and favors a more complete formation and development of the literary reader's understanding.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139230177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.5747/ch.2023.v20.h569
Rodrigo Rocha da Silva, Ana Paula Camilo Pereira
This article is part of this author's master's research, and aims to present a discussion about the specific continuing education for Geography teachers on the State Education System of Mato Grosso do Sul, at state schools located in the capital, Campo Grande, understanding that it should enable transformations in the teaching pedagogical practice, since it constitutes a permanent process of construction of pedagogical knowledge, helping teachers to improve their practices. As methodological procedures, in a qualitative approach, we present a bibliographical and documental analysis, having as sources texts and researches that deal with the theme, official statistical data, curriculum used in the continuing education of Geography teachers, projects aimed at these formations, both from the Ministry of Education and from the State Department of Education of Mato Grosso do Sul, and an interview with the superintendent of the Center for Continued Training (CFOR). Subsequently, questionnaires were used in order to understand the difficulties pointed out by the Geography teachers who work for that state system, as well as their perceptions in relation to continuing education actions. The time frame adopted for data analysis are the years 2015 to 2020, in order to verify how continuing education took place in the last half of this decade. As a result, it was possible to understand the complexity of factors that influence the pedagogical practices of Geography teachers, and the understanding that the Secretary of Education has not offered specific training for the curricular components, on the case of this article, Geography.
{"title":"FORMAÇÃO CONTINUADA: UM ESTUDO DAS FORMAÇÕES OFERTADAS NA REDE ESTADUAL DE ENSINO EM CAMPO GRANDE, MATO GROSSO DO SUL","authors":"Rodrigo Rocha da Silva, Ana Paula Camilo Pereira","doi":"10.5747/ch.2023.v20.h569","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h569","url":null,"abstract":"This article is part of this author's master's research, and aims to present a discussion about the specific continuing education for Geography teachers on the State Education System of Mato Grosso do Sul, at state schools located in the capital, Campo Grande, understanding that it should enable transformations in the teaching pedagogical practice, since it constitutes a permanent process of construction of pedagogical knowledge, helping teachers to improve their practices. As methodological procedures, in a qualitative approach, we present a bibliographical and documental analysis, having as sources texts and researches that deal with the theme, official statistical data, curriculum used in the continuing education of Geography teachers, projects aimed at these formations, both from the Ministry of Education and from the State Department of Education of Mato Grosso do Sul, and an interview with the superintendent of the Center for Continued Training (CFOR). Subsequently, questionnaires were used in order to understand the difficulties pointed out by the Geography teachers who work for that state system, as well as their perceptions in relation to continuing education actions. The time frame adopted for data analysis are the years 2015 to 2020, in order to verify how continuing education took place in the last half of this decade. As a result, it was possible to understand the complexity of factors that influence the pedagogical practices of Geography teachers, and the understanding that the Secretary of Education has not offered specific training for the curricular components, on the case of this article, Geography.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" 98","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135241146","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}
Brazilian higher education has its origins in an ingrained elitist tendency, serving a public from the highest social strata and with a tradition in higher education. However, there was a significant demand for progression in studies, putting pressure on the government to correct the gap between the supply of vacancies and the demand for higher education. Thus, several policies were aimed at democratizing this level of expansion. The present study seeks to carry out a survey and discussion about public policies aimed at the expansion of higher education implemented in the recent history of the country, since 1990. In order to obtain an understanding of how the current university structure in the country was conceived, and how its audience was characterized. This analysis was carried out through official documents available in the Official Gazette of the Union, as well as published by the responsible public entities. Also included are budgetary data from public transparency and statistical synopses from higher education educational censuses. It appears that the country's social inequalities are reflected in educational inequalities. In this way, public policies implemented aimed at mitigating such inequalities stand out. Faced with the difficulties of structuring the public system to absorb all high school graduates, private HEIs took better advantage of the public policies of that period and continued to expand.
{"title":"HISTÓRIA RECENTE DA EXPANSÃO DO ENSINO SUPERIOR NO BRASIL: 1990 A 2020","authors":"Léo Manoel Lopes da Silva Garcia, Raquel Salcedo Gomes, Daiany Francisca Lara","doi":"10.5747/ch.2023.v20.h566","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h566","url":null,"abstract":"Brazilian higher education has its origins in an ingrained elitist tendency, serving a public from the highest social strata and with a tradition in higher education. However, there was a significant demand for progression in studies, putting pressure on the government to correct the gap between the supply of vacancies and the demand for higher education. Thus, several policies were aimed at democratizing this level of expansion. The present study seeks to carry out a survey and discussion about public policies aimed at the expansion of higher education implemented in the recent history of the country, since 1990. In order to obtain an understanding of how the current university structure in the country was conceived, and how its audience was characterized. This analysis was carried out through official documents available in the Official Gazette of the Union, as well as published by the responsible public entities. Also included are budgetary data from public transparency and statistical synopses from higher education educational censuses. It appears that the country's social inequalities are reflected in educational inequalities. In this way, public policies implemented aimed at mitigating such inequalities stand out. Faced with the difficulties of structuring the public system to absorb all high school graduates, private HEIs took better advantage of the public policies of that period and continued to expand.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474850","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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