This article presents the main results of a study on the strategies and experiences of environmental education carried out by the network of Computer Reconditioning Centers (CRC) of the Computers for Inclusion Program, focusing on their relationship with space. The study, with a qualitative approach and exploratory-descriptive design, used documentary research as its main methodological procedure research. The analysis was carried out in two stages. The first, to get closer to the research object, was carried out by adapting the cartography of environmental education currents proposed by Lucie Sauvé. The second took as its categories of analysis references from Miltonian geography and the bibliography on Educating Cities, in which we sought to compose a theoretical-methodological framework to understand the relationship that this CRC network establishes with the different territories where it operates. From the systematization exercises carried out, it was possible to identify and describe the different approaches to environmental education carried out in this network. The intentions and actions expressed articulate two major challenges: the CRCs' action on socio-spatial inequalities and their confrontation with the logic of socio-digital exclusion. Environmental education, as a field of knowledge and a field of educational action in contemporary Brazil, needs to deal with processes of exclusion engendered in the technical-scientific-informational environment by a logic of production that is not at the service of life. Through different strategies, environmental education actions in CRCs invite young people and adults to take ownership of learning, knowledge and spaces, giving new meanings to their territories.
{"title":"TERRITÓRIOS DA EDUCAÇÃO AMBIENTAL: RESUMO DE ESTRATÉGIAS E EXPERIÊNCIAS EDUCATIVAS DE CENTROS DE RECONDICIONAMENTO DE COMPUTADORES","authors":"Jaqueline Ferreira Freitas Cortes de Oliveira, Alexandre Guilherme Motta Sarmento, Márcia Bento Moreira","doi":"10.5747/ch.2023.v20.h567","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h567","url":null,"abstract":"This article presents the main results of a study on the strategies and experiences of environmental education carried out by the network of Computer Reconditioning Centers (CRC) of the Computers for Inclusion Program, focusing on their relationship with space. The study, with a qualitative approach and exploratory-descriptive design, used documentary research as its main methodological procedure research. The analysis was carried out in two stages. The first, to get closer to the research object, was carried out by adapting the cartography of environmental education currents proposed by Lucie Sauvé. The second took as its categories of analysis references from Miltonian geography and the bibliography on Educating Cities, in which we sought to compose a theoretical-methodological framework to understand the relationship that this CRC network establishes with the different territories where it operates. From the systematization exercises carried out, it was possible to identify and describe the different approaches to environmental education carried out in this network. The intentions and actions expressed articulate two major challenges: the CRCs' action on socio-spatial inequalities and their confrontation with the logic of socio-digital exclusion. Environmental education, as a field of knowledge and a field of educational action in contemporary Brazil, needs to deal with processes of exclusion engendered in the technical-scientific-informational environment by a logic of production that is not at the service of life. Through different strategies, environmental education actions in CRCs invite young people and adults to take ownership of learning, knowledge and spaces, giving new meanings to their territories.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135928820","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 : 2023-10-31DOI: 10.5747/ch.2023.v20.h568
Mariana Marques Vitorino, Rodrigo Lima Nunes, Cíntia Regina de Fátima
The present study aims to investigate the playful aspects, represented by games and play activities, and their relationship with the teaching, learning, and development process of preschool children based on the concepts of Historical-cultural Psychology and Historical-critical Pedagogy, through the analysis of the new municipal curriculum of the city of Presidente Prudente. The research is grounded in the historical-dialectical materialist method, using documentary analysis as a research procedure, specifically concerning the Early Childhood Education section, more specifically the field of experience 'body, gestures, and movements.' Based on the assumptions of Historical-critical Pedagogy and Historical-cultural Psychology, the importance of playful activities for child development and the teaching-learning process of children in early childhood education is emphasized, justifying the analysis of the use of play activities in pedagogical practices in this stage of basic education. Through the curriculum analysis, the following thematic axes emerged: Body Culture as a means of cognitive development in early childhood education; the importance of role-playing games for the development of preschool children; the phases of play and play activities in the teaching-learning process; playfulness and its peculiarities regarding its contribution to psychological development in early childhood education. It can be concluded that the curriculum contains a vast body of knowledge that, when used as a pedagogical tool, can significantly contribute to child development. This demonstrates the importance and value of this document for the teaching-learning-development process of students in the municipal education system of Presidente Prudente.
{"title":"A ATIVIDADE LÚDICA COMO CONTEÚDO DA EDUCAÇÃO FÍSICA ESCOLAR E SUAS CONTRIBUIÇÕES PARA O DESENVOLVIMENTO INFANTIL: UMA ANÁLISE DO CURRÍCULO MUNICIPAL DE PRESIDENTE PRUDENTE","authors":"Mariana Marques Vitorino, Rodrigo Lima Nunes, Cíntia Regina de Fátima","doi":"10.5747/ch.2023.v20.h568","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h568","url":null,"abstract":"The present study aims to investigate the playful aspects, represented by games and play activities, and their relationship with the teaching, learning, and development process of preschool children based on the concepts of Historical-cultural Psychology and Historical-critical Pedagogy, through the analysis of the new municipal curriculum of the city of Presidente Prudente. The research is grounded in the historical-dialectical materialist method, using documentary analysis as a research procedure, specifically concerning the Early Childhood Education section, more specifically the field of experience 'body, gestures, and movements.' Based on the assumptions of Historical-critical Pedagogy and Historical-cultural Psychology, the importance of playful activities for child development and the teaching-learning process of children in early childhood education is emphasized, justifying the analysis of the use of play activities in pedagogical practices in this stage of basic education. Through the curriculum analysis, the following thematic axes emerged: Body Culture as a means of cognitive development in early childhood education; the importance of role-playing games for the development of preschool children; the phases of play and play activities in the teaching-learning process; playfulness and its peculiarities regarding its contribution to psychological development in early childhood education. It can be concluded that the curriculum contains a vast body of knowledge that, when used as a pedagogical tool, can significantly contribute to child development. This demonstrates the importance and value of this document for the teaching-learning-development process of students in the municipal education system of Presidente Prudente.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"532 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135928664","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 : 2023-10-19DOI: 10.5747/ch.2023.v20.h565
Aliny de Maria Oliveira Barbosa Vieira, Eliana de Sousa Alencar Marques
Based on the Vygotskian theory that good teaching is the one which produces human development, we discuss pedagogical practice with the purpose of collaborating with the humanization of students. In short, it is up to us to clarify the following question: how is pedagogical activity constituted at school with the potential to collaborate with the process of humanization of students? In other words, we are interested in discussing the links between education, human formation and pedagogical activity from a critical and emancipatory perspective, why not say, revolutionary. The bibliographical research is supported by Marxist philosophy, cultural-historical psychology and Critical Historical Pedagogy taking as reference the contributions of Marx and Engels (2009), Vigotski (2004, 1991, 1986), Leontiev (1978), Saviani (2007, 2015), Tuleski, Facci, Barroco (2013) and other theorists. Based on the assumption that education is a social activity that promotes the humanization of human beings as it favors the appropriation of the genericity. At school, this activity acquires pedagogical intentionality and collaborates with the appropriation of higher psychological functions, thus driving the development of more critical developed subjectivities. The process of appropriating the aforementioned theoretical contribution took place through the search and analysis of printed materials (books), and in digital research banks, studies that specifically dealt with the aforementioned theme of this work.
{"title":"EDUCAÇÃO, FORMAÇÃO HUMANA E ATIVIDADE PEDAGÓGICA: UMA ANÁLISE HISTÓRICO CULTURAL","authors":"Aliny de Maria Oliveira Barbosa Vieira, Eliana de Sousa Alencar Marques","doi":"10.5747/ch.2023.v20.h565","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h565","url":null,"abstract":"Based on the Vygotskian theory that good teaching is the one which produces human development, we discuss pedagogical practice with the purpose of collaborating with the humanization of students. In short, it is up to us to clarify the following question: how is pedagogical activity constituted at school with the potential to collaborate with the process of humanization of students? In other words, we are interested in discussing the links between education, human formation and pedagogical activity from a critical and emancipatory perspective, why not say, revolutionary. The bibliographical research is supported by Marxist philosophy, cultural-historical psychology and Critical Historical Pedagogy taking as reference the contributions of Marx and Engels (2009), Vigotski (2004, 1991, 1986), Leontiev (1978), Saviani (2007, 2015), Tuleski, Facci, Barroco (2013) and other theorists. Based on the assumption that education is a social activity that promotes the humanization of human beings as it favors the appropriation of the genericity. At school, this activity acquires pedagogical intentionality and collaborates with the appropriation of higher psychological functions, thus driving the development of more critical developed subjectivities. The process of appropriating the aforementioned theoretical contribution took place through the search and analysis of printed materials (books), and in digital research banks, studies that specifically dealt with the aforementioned theme of this work.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135781889","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 : 2023-10-19DOI: 10.5747/ch.2023.v20.h564
Raul das Neves Filho, Alex Sandro Gomes Pessoa, Neli Henriques Cacozza de Souza, Bárbara Cristina Soares Sena
This paper aimed to analyze, from the perspective of high school students considered undisciplined, the repercussions that the school structure and its organization has on their behavior within the school context. To this end, empirical research of an exploratory-descriptive nature was carried out, based on a qualitative approach and with a transversal temporal cut. The participants were six students, three boys and three girls, aged between 14 and 17 years old, indicated by the school for being considered undisciplined. Fieldwork was conducted at a state public school in a small town in São Paulo state, Brazil. Data collection took place through the production of photographs (classified as visual methods), semi-structured interviews and reflective interviews. Data was fully transcribed and subsequently analyzed using the Thematic Analysis Technique. The findings indicated strong criticism from students about the infrastructure of the school, as well as pointing out decontextualized pedagogical content, discontinued practices, and conflicted interpersonal relationships, especially with teachers. Summary, this study indicated that the students' negative perception of the school's structure may be associated with the production of indiscipline. It is hoped that the study will contribute to a more critical deepening of the understanding of the process of indiscipline in school environments.
{"title":"A (DES)ORGANIZAÇÃO DA ESCOLA PÚBLICA E A PRODUÇÃO DA INDISCIPLINA DE ESTUDANTES DO ENSINO MÉDIO","authors":"Raul das Neves Filho, Alex Sandro Gomes Pessoa, Neli Henriques Cacozza de Souza, Bárbara Cristina Soares Sena","doi":"10.5747/ch.2023.v20.h564","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h564","url":null,"abstract":"This paper aimed to analyze, from the perspective of high school students considered undisciplined, the repercussions that the school structure and its organization has on their behavior within the school context. To this end, empirical research of an exploratory-descriptive nature was carried out, based on a qualitative approach and with a transversal temporal cut. The participants were six students, three boys and three girls, aged between 14 and 17 years old, indicated by the school for being considered undisciplined. Fieldwork was conducted at a state public school in a small town in São Paulo state, Brazil. Data collection took place through the production of photographs (classified as visual methods), semi-structured interviews and reflective interviews. Data was fully transcribed and subsequently analyzed using the Thematic Analysis Technique. The findings indicated strong criticism from students about the infrastructure of the school, as well as pointing out decontextualized pedagogical content, discontinued practices, and conflicted interpersonal relationships, especially with teachers. Summary, this study indicated that the students' negative perception of the school's structure may be associated with the production of indiscipline. It is hoped that the study will contribute to a more critical deepening of the understanding of the process of indiscipline in school environments.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135821031","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 : 2023-09-05DOI: 10.5747/ch.2023.v20.h562
Irineu Aliprando Tuim Viotto Filho, José Ricardo Silva, Rod Parker-Rees
The present study was motivated by theoretical findings that indicate that, when working with babies in day care, in general, there are still conceptions that characterize the routine as household chores, focused on protection, food and hygiene, a non-directive teaching job, spontaneous, based on everyday life and waiting for the baby's development to come and that, for this reason, there is no pedagogical work to be done with him. This text aims to defend the pedagogical practices experienced at the daycare as promoters of the baby's awareness development. We understand consciousness as a typically human capacity that develops through social interactions and cultural appropriations since the birth of the baby. This theoretical-bibliographic study is based on historical-cultural theory and its understanding of child development process. This theory has helped us to understand human development from an early age in distinctive periods which each have their leading activities that contribute most to this process. As a result it shows us the necessity of intentional pedagogical practices mediations to provide babies with moments of objects exploration and relationships with more experienced individuals who use speech to signify human actions. Such discussion collaborates with the teacher in his function, who plans and organizes didactic elements in order to enable the baby's development of consciousness in the daycare center.
{"title":"PRACTICAL EXPERIENCES IN DAYCARE AND THE DEVELOPMENT OF BABY AWARENESS","authors":"Irineu Aliprando Tuim Viotto Filho, José Ricardo Silva, Rod Parker-Rees","doi":"10.5747/ch.2023.v20.h562","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h562","url":null,"abstract":"The present study was motivated by theoretical findings that indicate that, when working with babies in day care, in general, there are still conceptions that characterize the routine as household chores, focused on protection, food and hygiene, a non-directive teaching job, spontaneous, based on everyday life and waiting for the baby's development to come and that, for this reason, there is no pedagogical work to be done with him. This text aims to defend the pedagogical practices experienced at the daycare as promoters of the baby's awareness development. We understand consciousness as a typically human capacity that develops through social interactions and cultural appropriations since the birth of the baby. This theoretical-bibliographic study is based on historical-cultural theory and its understanding of child development process. This theory has helped us to understand human development from an early age in distinctive periods which each have their leading activities that contribute most to this process. As a result it shows us the necessity of intentional pedagogical practices mediations to provide babies with moments of objects exploration and relationships with more experienced individuals who use speech to signify human actions. Such discussion collaborates with the teacher in his function, who plans and organizes didactic elements in order to enable the baby's development of consciousness in the daycare center.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46718604","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 : 2023-08-17DOI: 10.5747/ch.2023.v20.h561
Aline de Novaes Conceição
This article presents the results of a research conducted within the scope of a Doctorate in Education with the overall objective of reconstructing historical elements of seven Children's Parks that operated in the municipality of Marília/SP, in the period from 1937 to 1978. These years correspond to the installation of the first Children's Park in the city and the year of changing the denomination from Children's Parks to Municipal Schools of Early Childhood Education, respectively. The specific aim was to comprehend the social elements of the Children's Parks that operated in Marília/SP. The research was conducted through a historical approach, centered on bibliographic and documentary research, involving procedures for locating, identifying, recovering, gathering, systematizing, selecting, analyzing, and interpreting sources on the subject. To achieve this, sources from the permanent archives of the Municipal Schools of Early Childhood Education where the Children's Parks operated were consulted. Additionally, legislations, Marília newspapers, manuscripts, photographs related to the Children's Parks, and texts about Early Childhood Education from that period, published in the Brazilian Journal of Pedagogical Studies, were also used. Among the results, it was possible to understand that in the Children's Parks that operated in Marília/SP, there was a Comprehensive Education approach, where social elements were valued, including the participation of families and other members of the external community. Various celebrations were organized and were predominantly related to institutional anniversaries, Easter, June Festivals, Brazilian Independence Day, Tree Week, Children's Day, and Christmas. During these celebrations, social elements were developed in connection with artistic elements.
{"title":"ELEMENTOS SOCIAIS DE PARQUES INFANTIS DO INTERIOR DE SÃO PAULO (1937-1978)","authors":"Aline de Novaes Conceição","doi":"10.5747/ch.2023.v20.h561","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h561","url":null,"abstract":"This article presents the results of a research conducted within the scope of a Doctorate in Education with the overall objective of reconstructing historical elements of seven Children's Parks that operated in the municipality of Marília/SP, in the period from 1937 to 1978. These years correspond to the installation of the first Children's Park in the city and the year of changing the denomination from Children's Parks to Municipal Schools of Early Childhood Education, respectively. The specific aim was to comprehend the social elements of the Children's Parks that operated in Marília/SP. The research was conducted through a historical approach, centered on bibliographic and documentary research, involving procedures for locating, identifying, recovering, gathering, systematizing, selecting, analyzing, and interpreting sources on the subject. To achieve this, sources from the permanent archives of the Municipal Schools of Early Childhood Education where the Children's Parks operated were consulted. Additionally, legislations, Marília newspapers, manuscripts, photographs related to the Children's Parks, and texts about Early Childhood Education from that period, published in the Brazilian Journal of Pedagogical Studies, were also used. Among the results, it was possible to understand that in the Children's Parks that operated in Marília/SP, there was a Comprehensive Education approach, where social elements were valued, including the participation of families and other members of the external community. Various celebrations were organized and were predominantly related to institutional anniversaries, Easter, June Festivals, Brazilian Independence Day, Tree Week, Children's Day, and Christmas. During these celebrations, social elements were developed in connection with artistic elements.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44953795","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 : 2023-07-26DOI: 10.5747/ch.2023.v20.h560
Lucas Martins de Avelar, Rones de Deus Paranhos
This is part of a Master's investigation and aims to understand the content-form-recipient relationship in postgraduate research with proposals for didactic intervention in Biology Teaching in Youth and Adult Education that present the Historical-Cultural Theory (THC) and Historical-Critical Pedagogy (PHC) as references or part of the theoretical framework. Methodologically, the study is of the State of Knowledge type and used the CAPES Catalog of Theses and Dissertations as a database. Fifteen dissertations defended between 2006 and 2019 were analyzed. The data show that the works do not only mobilize THC and PHC and present other theories with different epistemological bases, such as Genetic Epistemology, Meaningful Learning and Freirian Pedagogy. There is in the productions, the disarticulation between contents, forms and recipients and the daily life is the main selection criterion for the contents and forms which the research resorts to. Recipients are treated empirically, through characterizations that do not consider them as concrete subjects from their condition of precarious access and permanence in school. It is argued that studies linked to THC and PHC assume Historical-Dialectic Materialism (MHD) and constitute ways of organizing the teaching of biological knowledge that are really attuned to propositions for the working class
{"title":"A RELAÇÃO CONTEÚDO-FORMA-DESTINATÁRIO EM PESQUISAS DO ENSINO DE BIOLOGIA NA EDUCAÇÃO DE JOVENS E ADULTOS","authors":"Lucas Martins de Avelar, Rones de Deus Paranhos","doi":"10.5747/ch.2023.v20.h560","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h560","url":null,"abstract":"This is part of a Master's investigation and aims to understand the content-form-recipient relationship in postgraduate research with proposals for didactic intervention in Biology Teaching in Youth and Adult Education that present the Historical-Cultural Theory (THC) and Historical-Critical Pedagogy (PHC) as references or part of the theoretical framework. Methodologically, the study is of the State of Knowledge type and used the CAPES Catalog of Theses and Dissertations as a database. Fifteen dissertations defended between 2006 and 2019 were analyzed. The data show that the works do not only mobilize THC and PHC and present other theories with different epistemological bases, such as Genetic Epistemology, Meaningful Learning and Freirian Pedagogy. There is in the productions, the disarticulation between contents, forms and recipients and the daily life is the main selection criterion for the contents and forms which the research resorts to. Recipients are treated empirically, through characterizations that do not consider them as concrete subjects from their condition of precarious access and permanence in school. It is argued that studies linked to THC and PHC assume Historical-Dialectic Materialism (MHD) and constitute ways of organizing the teaching of biological knowledge that are really attuned to propositions for the working class","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41596148","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 : 2023-06-20DOI: 10.5747/ch.2023.v20.h559
Glaciane Cristina Xavier Mashiba, João Luiz Gasparin
This paper aims to establish the possible dialogue between the writings of Theodor Adorno and Paulo Freire, with a view to emancipatory education. Therefore, we start with the following question: What is the possible dialogue between emancipatory education in Adorno and Freire? The methodology used was bibliographic research, based from the collating of works by Adorno and Freire, as well as the material produced about the authors. It is concluded that both Adorno and Freire fought the capitalist society of their time and that both were against the alienation of man; hence, human emancipation was a common concern among these classics. The analysis carried out indicates that emancipatory education, in Adorno and Freire, presents some fundamental axes, which will be presented throughout the text. The central focus in Adorno's theory is social formation, however, education is also pursued, given that social deformation is reflected in school. In Freire, we have educations. In this sense, we imply that emancipatory education, both in Adorno and in Freire, impels the individual to move against the grain of heteronomy and protected thinking imposed by society, with a view to the process of liberation, autonomy, and awareness. Human emancipation, therefore, is a process.
{"title":"EDUCAÇÃO EMANCIPATÓRIA: UM DIÁLOGO POSSÍVEL ENTRE THEODOR ADORNO E PAULO FREIRE","authors":"Glaciane Cristina Xavier Mashiba, João Luiz Gasparin","doi":"10.5747/ch.2023.v20.h559","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h559","url":null,"abstract":"This paper aims to establish the possible dialogue between the writings of Theodor Adorno and Paulo Freire, with a view to emancipatory education. Therefore, we start with the following question: What is the possible dialogue between emancipatory education in Adorno and Freire? The methodology used was bibliographic research, based from the collating of works by Adorno and Freire, as well as the material produced about the authors. It is concluded that both Adorno and Freire fought the capitalist society of their time and that both were against the alienation of man; hence, human emancipation was a common concern among these classics. The analysis carried out indicates that emancipatory education, in Adorno and Freire, presents some fundamental axes, which will be presented throughout the text. The central focus in Adorno's theory is social formation, however, education is also pursued, given that social deformation is reflected in school. In Freire, we have educations. In this sense, we imply that emancipatory education, both in Adorno and in Freire, impels the individual to move against the grain of heteronomy and protected thinking imposed by society, with a view to the process of liberation, autonomy, and awareness. Human emancipation, therefore, is a process.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46261158","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 : 2023-06-15DOI: 10.5747/ch.2023.v20.h558
A. Millan, Adriana Correa Bueno, Michelle Roberta Pavão, C. Vilaronga
Considering that collaboration is a principle that guides educational practice, the objective of the study was to understand the scientific knowledge about teacher training opportunities focused on collaborative practices in the school environment as a proposal in Special Education. This is a systematic literature review that used the Brazilian Digital Library of Theses and Dissertations (BDTD) as a data platform, considering all works in Portuguese, available until October 2022. 45 studies were found, 24 of which were dissertations. and 21 theses developed in graduate programs focused on the areas of Education and Special Education in Brazil. We consider it relevant to analyze the following components to know the selected research in detail: year, thesis or dissertation, method, participants, characterization of the students involved in the research, characterization of the training actions proposed to the participating teachers andLimitations found in the studies, for collaboration between professionals. As a result, we found that the works point out that training focused on collaborative practices favored teaching actions with Special Education Target Public (EPAEE) Students, improving teaching for all, but we observed that the studies showed limitations related to the lack of resources human resources and collective time among professionals to develop and establish joint work, in addition to the need for continued training for teachers.
{"title":"PRÁTICAS COLABORATIVAS COMO PROPOSTA NA EDUCAÇÃO ESPECIAL: REVISÃO SISTEMÁTICA SOBRE FORMAÇÃO DOCENTE","authors":"A. Millan, Adriana Correa Bueno, Michelle Roberta Pavão, C. Vilaronga","doi":"10.5747/ch.2023.v20.h558","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h558","url":null,"abstract":"Considering that collaboration is a principle that guides educational practice, the objective of the study was to understand the scientific knowledge about teacher training opportunities focused on collaborative practices in the school environment as a proposal in Special Education. This is a systematic literature review that used the Brazilian Digital Library of Theses and Dissertations (BDTD) as a data platform, considering all works in Portuguese, available until October 2022. 45 studies were found, 24 of which were dissertations. and 21 theses developed in graduate programs focused on the areas of Education and Special Education in Brazil. We consider it relevant to analyze the following components to know the selected research in detail: year, thesis or dissertation, method, participants, characterization of the students involved in the research, characterization of the training actions proposed to the participating teachers andLimitations found in the studies, for collaboration between professionals. As a result, we found that the works point out that training focused on collaborative practices favored teaching actions with Special Education Target Public (EPAEE) Students, improving teaching for all, but we observed that the studies showed limitations related to the lack of resources human resources and collective time among professionals to develop and establish joint work, in addition to the need for continued training for teachers.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41566609","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 : 2023-05-29DOI: 10.5747/ch.2023.v20.h557
A. G. Brandt, Giovanna Ofretorio de Oliveira MARTIN-FRANCHI, Nadja Regina Sousa Magalhães
This article proposes to discuss issues inherent to education in the context of the Covid-19 pandemic, specifically with regard to scientific productions in the format of a scientific article that addressed the theme 'teaching work' in the aforementioned context. It started with the following research questions: what was produced about teaching work with regard to issues related to the pandemic? Which themes were contemplated and which were absent? The objective was to analyze the proposed theme within the scope of the production of scientific articles published in the period from April 2020 to June 2022. The research, with a qualitative approach, was based on the bibliographic study, as techniques and research instruments the document analysis and content analysis for the organization of data discussion. The theoretical contribution is based on authors such as: Cunha (2006), Duarte (2010), Freire (1998), Gatti (2017), Nóvoa e Alvim (2022), Nóvoa (2022), among others. The research corpus consisted of nine scientific articles about teaching work in the Covid-19 pandemic, in the area of Education, a large area of Human Sciences, written in Portuguese and published in online scientific journals of national reach. The results found indicate that both the perspective of teaching work in the pandemic via remote work and the absence of discussion on issues related to the necessary and adequate continuing education for remote teaching work in the aforementioned period.
本文建议讨论新冠肺炎大流行背景下教育的固有问题，特别是以科学文章的形式进行的科学生产，该文章在上述背景下以“教学工作”为主题。它从以下研究问题开始：在与疫情相关的问题上，教学工作产生了什么？考虑了哪些主题，没有考虑哪些主题？目的是在2020年4月至2022年6月期间发表的科学文章的制作范围内分析拟议的主题。这项研究采用了定性方法，以书目研究为基础，将文献分析和内容分析作为技术和研究工具，用于组织数据讨论。理论贡献基于以下作者：Cunha（2006）、Duarte（2010）、Freire（1998）、Gatti（2017）、Nóvoa e Alvim（2022）、Növoa（2022）等。该研究语料库由9篇关于新冠肺炎大流行期间教育领域教学工作的科学文章组成，这些文章是用葡萄牙语撰写的，并发表在全国范围内的在线科学期刊上。研究结果表明，在疫情期间，通过远程工作进行教学工作的观点，以及在上述时期缺乏对远程教学工作进行必要和充分的继续教育相关问题的讨论。
{"title":"FORMAÇÃO DE PROFESSORAS/ES E TRABALHO DOCENTE NA PANDEMIA: O QUE DIZEM OS ARTIGOS CIENTÍFICOS NA ÁREA DA EDUCAÇÃO","authors":"A. G. Brandt, Giovanna Ofretorio de Oliveira MARTIN-FRANCHI, Nadja Regina Sousa Magalhães","doi":"10.5747/ch.2023.v20.h557","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h557","url":null,"abstract":"This article proposes to discuss issues inherent to education in the context of the Covid-19 pandemic, specifically with regard to scientific productions in the format of a scientific article that addressed the theme 'teaching work' in the aforementioned context. It started with the following research questions: what was produced about teaching work with regard to issues related to the pandemic? Which themes were contemplated and which were absent? The objective was to analyze the proposed theme within the scope of the production of scientific articles published in the period from April 2020 to June 2022. The research, with a qualitative approach, was based on the bibliographic study, as techniques and research instruments the document analysis and content analysis for the organization of data discussion. The theoretical contribution is based on authors such as: Cunha (2006), Duarte (2010), Freire (1998), Gatti (2017), Nóvoa e Alvim (2022), Nóvoa (2022), among others. The research corpus consisted of nine scientific articles about teaching work in the Covid-19 pandemic, in the area of Education, a large area of Human Sciences, written in Portuguese and published in online scientific journals of national reach. The results found indicate that both the perspective of teaching work in the pandemic via remote work and the absence of discussion on issues related to the necessary and adequate continuing education for remote teaching work in the aforementioned period.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43482459","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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