Pub Date : 2023-05-17DOI: 10.5747/ch.2023.v20.h546
Dryelle Patricia Silva e Silva, Neide Cavalcante Guedes, Francisca das Chagas Silva Lima
Early Childhood Education is the first stage of Basic Education, which aims to develop the child from zero to five years of age in an integral way. Thus, daycare centers and preschools need to create methodologies, organize times and spaces aimed at these children. In this sense, we highlight the interactions and games as the axes that guide the practices of this stage, being fundamental the articulation between these two points to promote relevant educational actions. This article presents the study carried out from the legal bases among which we highlight our current federal Constitution, the last Law of Guidelines and Bases of National Education, the Statute of the Child and Adolescent (which is currently in force), the Curricular Reference National Framework for Early Childhood Education, the National Curriculum Guidelines for Early Childhood Education, and the current Common National Curriculum Base. We intertwine these official documents with authors who discuss interactions and games in Early Childhood Education. This work aims to analyze the configuration of interactions and games in the legislation and other documents that deal with the curriculum and other aspects inherent to this stage of basic education. First, we contextualize the conceptions and ideas that surround playing and interactions in Early Childhood Education and, later, we approach the conception of playing through curricular documents and other legal provisions, such as the Child and Adolescent Statute. We noticed that the neoliberal discourse involves the curricular documents and limits the practice of playing in Early Childhood Education.
{"title":"O PERCURSO DAS INTERAÇÕES E DAS BRINCADEIRAS NOS DOCUMENTOS CURRICULARES DA EDUCAÇÃO INFANTIL","authors":"Dryelle Patricia Silva e Silva, Neide Cavalcante Guedes, Francisca das Chagas Silva Lima","doi":"10.5747/ch.2023.v20.h546","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h546","url":null,"abstract":"Early Childhood Education is the first stage of Basic Education, which aims to develop the child from zero to five years of age in an integral way. Thus, daycare centers and preschools need to create methodologies, organize times and spaces aimed at these children. In this sense, we highlight the interactions and games as the axes that guide the practices of this stage, being fundamental the articulation between these two points to promote relevant educational actions. This article presents the study carried out from the legal bases among which we highlight our current federal Constitution, the last Law of Guidelines and Bases of National Education, the Statute of the Child and Adolescent (which is currently in force), the Curricular Reference National Framework for Early Childhood Education, the National Curriculum Guidelines for Early Childhood Education, and the current Common National Curriculum Base. We intertwine these official documents with authors who discuss interactions and games in Early Childhood Education. This work aims to analyze the configuration of interactions and games in the legislation and other documents that deal with the curriculum and other aspects inherent to this stage of basic education. First, we contextualize the conceptions and ideas that surround playing and interactions in Early Childhood Education and, later, we approach the conception of playing through curricular documents and other legal provisions, such as the Child and Adolescent Statute. We noticed that the neoliberal discourse involves the curricular documents and limits the practice of playing in Early Childhood Education.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41653030","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}
There are several contents of complex nature in chemistry teaching. Teaching such contents to deaf students requires re-signification, in addition to the Cultural-Historical Theory, the appropriation of these concepts demands the development of voluntary attention, perception, memory and thought. So, is possible to consider that the adapted games are mediating tools for the appropriation and generalization of Chemistry concepts by deaf students? The development and application of the Jenga Game resulted from studies developed in the subjects "Instrumentation for Teaching Chemistry II" and "Brazilian Sign Language (LIBRAS) II" at the Federal University of Latin American Integration (UNILA). The research of qualitative approach, is participatory with intervention and occurred in a Bilingual Education school for the deaf, located in western Paraná, in a high school class, with a sample of 12 deaf students over 18 years. The qualitative analysis revealed that: i) the stimuli that induced the voluntary attention of students occured only after the second round of the game ; ii) the proposed game led them to perception, because building structures, recognizing the correct pieces to be removed, was determinant; iii) the game promoted memorization, demanding from students, the structures building with the correct number of bonds for each compound; iv) the presence of the Translator and Interpreter of Sign Language (TILS) and the mastery of sign language, were essential for the access and appropriation of scientific concepts. As for the generalization of the concepts, this study would demand more time and conditions to fully explore the proposed content.
{"title":"JENGA DOS ALCANOS: UMA ADAPTAÇÃO PEDAGÓGICA E LÚDICA PARA ENSINAR QUÍMICA PARA ALUNOS SURDOS","authors":"Eliana Noelia Valdez Lugo, Dineia Ghizzo Neto Fellini, Juliana Franzi, R. Bogoni","doi":"10.5747/ch.2023.v20.h545","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h545","url":null,"abstract":"There are several contents of complex nature in chemistry teaching. Teaching such contents to deaf students requires re-signification, in addition to the Cultural-Historical Theory, the appropriation of these concepts demands the development of voluntary attention, perception, memory and thought. So, is possible to consider that the adapted games are mediating tools for the appropriation and generalization of Chemistry concepts by deaf students? The development and application of the Jenga Game resulted from studies developed in the subjects \"Instrumentation for Teaching Chemistry II\" and \"Brazilian Sign Language (LIBRAS) II\" at the Federal University of Latin American Integration (UNILA). The research of qualitative approach, is participatory with intervention and occurred in a Bilingual Education school for the deaf, located in western Paraná, in a high school class, with a sample of 12 deaf students over 18 years. The qualitative analysis revealed that: i) the stimuli that induced the voluntary attention of students occured only after the second round of the game ; ii) the proposed game led them to perception, because building structures, recognizing the correct pieces to be removed, was determinant; iii) the game promoted memorization, demanding from students, the structures building with the correct number of bonds for each compound; iv) the presence of the Translator and Interpreter of Sign Language (TILS) and the mastery of sign language, were essential for the access and appropriation of scientific concepts. As for the generalization of the concepts, this study would demand more time and conditions to fully explore the proposed content.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45647254","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 : 2023-03-27DOI: 10.5747/ch.2023.v20.h544
A. Manfré
This paper submitted to the Colloquium Humanarum Journal deals with the Project of Life, self-management and the culture of entrepreneurship. Our general objective is to analyze how the Project of Life – as a transversal curricular component – is associated with the culture of entrepreneurship. According to this culture, the Project of Life promises to develop the individuals in multiple dimensions, motivating them to solve problems and make decisions to achieve goals and accomplish professional fulfillment. When associated to the Project of Life, such culture imposes business devices – like competitiveness, performance and productivity – to the educational scope, submitting the training processes to a new governmentality. From that, we raise the following question: What have we made of ourselves under the control forms of life? We believe that the academic debate on the Project of Life is grounded in principles from the neoliberal market, prioritizing the formation of economically productive individuals, whose are, however, politically submissive and docile. Thus, we intend to discuss the role played by entrepreneurial pedagogical rationality in directing the forms of self-government. To develop our criticism, we adopt an analytical standpoint from Foucault's thoughts, which emerges as a theoretical framework capable of presenting the limits of neoliberal devices that place Education in the guidelines of productivity and effectiveness.
{"title":"GOVERNANDO OS CORPOS E EMPRESARIANDO A VIDA","authors":"A. Manfré","doi":"10.5747/ch.2023.v20.h544","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h544","url":null,"abstract":"This paper submitted to the Colloquium Humanarum Journal deals with the Project of Life, self-management and the culture of entrepreneurship. Our general objective is to analyze how the Project of Life – as a transversal curricular component – is associated with the culture of entrepreneurship. According to this culture, the Project of Life promises to develop the individuals in multiple dimensions, motivating them to solve problems and make decisions to achieve goals and accomplish professional fulfillment. When associated to the Project of Life, such culture imposes business devices – like competitiveness, performance and productivity – to the educational scope, submitting the training processes to a new governmentality. From that, we raise the following question: What have we made of ourselves under the control forms of life? We believe that the academic debate on the Project of Life is grounded in principles from the neoliberal market, prioritizing the formation of economically productive individuals, whose are, however, politically submissive and docile. Thus, we intend to discuss the role played by entrepreneurial pedagogical rationality in directing the forms of self-government. To develop our criticism, we adopt an analytical standpoint from Foucault's thoughts, which emerges as a theoretical framework capable of presenting the limits of neoliberal devices that place Education in the guidelines of productivity and effectiveness.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46197684","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 : 2023-03-27DOI: 10.5747/ch.2023.v20.h543
Sharmilla Tassiana de Souza, S. Yaegashi, Aparecida Meire Calegari-Falco, Emanuelle Tótoli de Oliveira Cezário
The present research aimed to investigate the state of knowledge regarding the social representations of teachers about students with Autism Spectrum Disorder (ASD), based on stricto sensu productions published in Brazil between 2005 and 2021. The methodological procedure used in this literature review was a systematic survey of dissertations and theses regarding the social representations of professors about students with ASD in the Brazilian Digital Library of Theses and Dissertations (BDTD), acronym in Brazilian Portuguese) and Catalog of Dissertation and Theses of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) databases. After applying the inclusion and exclusion criteria, six works were selected, of which five dissertations and one thesis, to compose the analysis. As a result, we identified that most professors are stucked in social representations marked by prejudice and stereotypes. Therefore, it is necessary a broad and continuous clarification of the potential of these students in order to attitudinal changes may occur. We conclude that it is extremely important to carry out further research and studies that approach the theme of social representations and ASD in the academic environment, based on the scarce literature on the subject.
本研究旨在调查教师对自闭症谱系障碍(ASD)学生的社会表征的知识状况，基于2005年至2021年在巴西发表的严格意义上的研究成果。本文献综述采用的方法学方法是系统调查巴西论文与论文数字图书馆(BDTD)和Nível Superior (CAPES)数据库的论文与论文目录中关于教授对ASD学生的社会表征的论文与论文。在应用纳入和排除标准后，选择了6篇作品，其中5篇论文和1篇论文组成分析。因此，我们发现，大多数教授都陷入了以偏见和刻板印象为标志的社会表征中。因此，有必要对这些学生的潜力进行广泛而持续的澄清，以使态度发生变化。我们的结论是，在学术环境中，基于关于社会表征和自闭症谱系障碍的稀缺文献，开展进一步的研究是非常重要的。
{"title":"O TRANSTORNO DO ESPECTRO AUTISTA E AS REPRESENTAÇÕES SOCIAIS DE PROFESSORES: UMA REVISÃO DE LITERATURA EM PRODUÇÕES ACADÊMICAS BRASILEIRAS","authors":"Sharmilla Tassiana de Souza, S. Yaegashi, Aparecida Meire Calegari-Falco, Emanuelle Tótoli de Oliveira Cezário","doi":"10.5747/ch.2023.v20.h543","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h543","url":null,"abstract":"The present research aimed to investigate the state of knowledge regarding the social representations of teachers about students with Autism Spectrum Disorder (ASD), based on stricto sensu productions published in Brazil between 2005 and 2021. The methodological procedure used in this literature review was a systematic survey of dissertations and theses regarding the social representations of professors about students with ASD in the Brazilian Digital Library of Theses and Dissertations (BDTD), acronym in Brazilian Portuguese) and Catalog of Dissertation and Theses of the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) databases. After applying the inclusion and exclusion criteria, six works were selected, of which five dissertations and one thesis, to compose the analysis. As a result, we identified that most professors are stucked in social representations marked by prejudice and stereotypes. Therefore, it is necessary a broad and continuous clarification of the potential of these students in order to attitudinal changes may occur. We conclude that it is extremely important to carry out further research and studies that approach the theme of social representations and ASD in the academic environment, based on the scarce literature on the subject.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47730811","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 : 2023-03-22DOI: 10.5747/ch.2023.v20.h542
Marcelo Salvador Celestino, Danielli Santos da Silva, Vânia Cristina Pires Nogueira Valente
This work presents the results of the feasibility test for the development of the digital tool “Aprendo”, for teaching practice, in the context of remote teaching and connectivism. Through this tool, it is intended to draw an overview of the profile or learning style of the predominant students in the classroom, which can help the teacher to use more specific didactic methodologies and practices, enhancing the results of the teaching-learning process. A qualitative-quantitative analysis was used, through the application of a survey (A) to 80 students of different educational levels and another survey (B) to 28 teachers in general. The data from survey A showed that 67.5% of students learn through examples and 56.3% prefer to correlate different sources of information. Regarding the structure of the classes, in 73.8% of the cases there was a diversity of opinions and 86.3% of the students stated that the participation of another person added something to their knowledge. This corroborates the principle of connectivism about the connection between information from different sources. The results of B indicated a favorable opinion on the development and usefulness of the tool for 100% of the teachers, since 96.4% stated that they would change their pedagogical practice after obtaining the results of the application of the tool, while only 3.6% declared that would not change.
{"title":"APRENDO: UNA HERRAMIENTA DE APOYO DOCENTE PARA LA ENSEÑANZA A DISTANCIA","authors":"Marcelo Salvador Celestino, Danielli Santos da Silva, Vânia Cristina Pires Nogueira Valente","doi":"10.5747/ch.2023.v20.h542","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h542","url":null,"abstract":"This work presents the results of the feasibility test for the development of the digital tool “Aprendo”, for teaching practice, in the context of remote teaching and connectivism. Through this tool, it is intended to draw an overview of the profile or learning style of the predominant students in the classroom, which can help the teacher to use more specific didactic methodologies and practices, enhancing the results of the teaching-learning process. A qualitative-quantitative analysis was used, through the application of a survey (A) to 80 students of different educational levels and another survey (B) to 28 teachers in general. The data from survey A showed that 67.5% of students learn through examples and 56.3% prefer to correlate different sources of information. Regarding the structure of the classes, in 73.8% of the cases there was a diversity of opinions and 86.3% of the students stated that the participation of another person added something to their knowledge. This corroborates the principle of connectivism about the connection between information from different sources. The results of B indicated a favorable opinion on the development and usefulness of the tool for 100% of the teachers, since 96.4% stated that they would change their pedagogical practice after obtaining the results of the application of the tool, while only 3.6% declared that would not change.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49658269","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 : 2023-03-15DOI: 10.5747/ch.2023.v20.h541
Fernanda Galvão dos Anjos, N. T. Ujiie
Hospital Pedagogy is a space for educational action, linked to the fields of education and health, which offers care to hospitalized children, adolescents and/or adults, considering their educational needs and demands. The study presented has an exploratory and documental methodological framework, mediated by the Scientific Electronic Library Online (SciELO) database and aims at carrying out an analytical survey of the studies published by the digital portal regarding the theme of Hospital Pedagogy. In the exploratory scope, it accessed theoretical-bibliographical contributions of different natures, wove the historicity of hospital pedagogy with emphasis on the Brazilian scenario, identifying the legislation pertinent to the theme and the pedagogical practices that support the pedagogue's performance in the hospital environment. In the documentary scope, the search originated 11 (eleven) scientific articles to be analyzed, published between 2005 and 2022, from which eight are written in Portuguese, one in English and two in Spanish. The survey made it possible to discuss the scientific studies on the theme, to identify its incipience, and to contextualize the need for more studies and research that focus on hospital pedagogy. Furthermore, it demonstrated that the pedagogue's pedagogical action in the hospital context demands essential training preparation, as it goes beyond mediating the teaching-learning process, having a humanizing dimension and aligned with attention to diversity and comprehensive training, which always focuses on care and education.
{"title":"PEDAGOGIA HOSPITALAR NA BASE SCIELO: UMA ANÁLISE DOCUMENTAL","authors":"Fernanda Galvão dos Anjos, N. T. Ujiie","doi":"10.5747/ch.2023.v20.h541","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h541","url":null,"abstract":"Hospital Pedagogy is a space for educational action, linked to the fields of education and health, which offers care to hospitalized children, adolescents and/or adults, considering their educational needs and demands. The study presented has an exploratory and documental methodological framework, mediated by the Scientific Electronic Library Online (SciELO) database and aims at carrying out an analytical survey of the studies published by the digital portal regarding the theme of Hospital Pedagogy. In the exploratory scope, it accessed theoretical-bibliographical contributions of different natures, wove the historicity of hospital pedagogy with emphasis on the Brazilian scenario, identifying the legislation pertinent to the theme and the pedagogical practices that support the pedagogue's performance in the hospital environment. In the documentary scope, the search originated 11 (eleven) scientific articles to be analyzed, published between 2005 and 2022, from which eight are written in Portuguese, one in English and two in Spanish. The survey made it possible to discuss the scientific studies on the theme, to identify its incipience, and to contextualize the need for more studies and research that focus on hospital pedagogy. Furthermore, it demonstrated that the pedagogue's pedagogical action in the hospital context demands essential training preparation, as it goes beyond mediating the teaching-learning process, having a humanizing dimension and aligned with attention to diversity and comprehensive training, which always focuses on care and education.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43842441","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 : 2023-02-17DOI: 10.5747/10.5747/ch.2023.v20.h539
Héllen Thaís dos Santos, Pamela Sanabria Duartez Cherni
The present work aims to identify possible challenges faced by beginning teachers in early childhood education. Therefore, we start from the following questions: what may be the challenges faced at the beginning of the career? Do these teachers have support from managers in their daily pedagogical practices? What are the possibilities that help you adapt and stabilize your career? To elucidate these questions, we carried out a qualitative research, and as a methodology we chose to carry out a bibliographic survey, on digital platforms, identifying in the literature in the area of early childhood education, its teaching specificities, and in the area of teaching professionalization, the beginning teacher. We also chose to carry out narrative interviews from the perspective of an autobiographical approach. As a result, we identified that the orientation of pedagogical work, by school managers, contributes to professional development. We infer that insecurity and emotional instability are present at the beginning of a career, and the possibilities to adapt to the profession are the learning acquired with more experienced teachers, and acting in teacher training programs, such as the Teaching Initiation Program (PIBID) are spaces for career engagement and professional construction. We also highlight the mandatory curricular internship role, in which it is possible to acquire knowledge that can minimize the shock of entry at the beginning of a career.
{"title":"APRENDIZ DE PROFESSORA: O INÍCIO DA CARREIRA NA EDUCAÇÃO INFANTIL","authors":"Héllen Thaís dos Santos, Pamela Sanabria Duartez Cherni","doi":"10.5747/10.5747/ch.2023.v20.h539","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2023.v20.h539","url":null,"abstract":"The present work aims to identify possible challenges faced by beginning teachers in early childhood education. Therefore, we start from the following questions: what may be the challenges faced at the beginning of the career? Do these teachers have support from managers in their daily pedagogical practices? What are the possibilities that help you adapt and stabilize your career? To elucidate these questions, we carried out a qualitative research, and as a methodology we chose to carry out a bibliographic survey, on digital platforms, identifying in the literature in the area of early childhood education, its teaching specificities, and in the area of teaching professionalization, the beginning teacher. We also chose to carry out narrative interviews from the perspective of an autobiographical approach. As a result, we identified that the orientation of pedagogical work, by school managers, contributes to professional development. We infer that insecurity and emotional instability are present at the beginning of a career, and the possibilities to adapt to the profession are the learning acquired with more experienced teachers, and acting in teacher training programs, such as the Teaching Initiation Program (PIBID) are spaces for career engagement and professional construction. We also highlight the mandatory curricular internship role, in which it is possible to acquire knowledge that can minimize the shock of entry at the beginning of a career.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46795826","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 : 2023-02-17DOI: 10.5747/ch.2023.v20.h540
P. Oliveira, Edmundo Escrivão Filho, Fernanda Castro Marques
The article purpose was to discuss the planning mechanisms of public schools in interior of the state of São Paulo, Brazil. The research theme is school planning, an essential factor of school management because it allows for defining commitments of action, developing ideas, and putting decisions into action. Regarding the research methods, a qualitative approach of the case study type was used in eight public schools in a municipality of the state of São Paulo, using eight interviews through a script, four focus group sessions, non-participant observation in two schools, and field diary in all stages. Content analysis was used for data analysis. The results revealed that strategic management practices do not represent significant events within school administration, as they are few and are included within the Pedagogical Political Project (PPP). We noticed that, in municipal public schools, there is a search for short-term results, which explains why strategic management with long-term goals are not significant events within the school administration; the PPP assumes the role of the school's administrative plan, in addition to verifying the pertinent school management plans. We concluded that there is a need for development actions to deal with the administrative activities of the public school.
{"title":"OS PROJETOS E PLANOS ESCOLARES NA ATIVIDADE PRÁTICA DO DIRETOR: ESTUDO DE CASOS EM ESCOLAS PÚBLICAS DE UM MUNICÍPIO DO INTERIOR DO ESTADO DE SÃO PAULO","authors":"P. Oliveira, Edmundo Escrivão Filho, Fernanda Castro Marques","doi":"10.5747/ch.2023.v20.h540","DOIUrl":"https://doi.org/10.5747/ch.2023.v20.h540","url":null,"abstract":"The article purpose was to discuss the planning mechanisms of public schools in interior of the state of São Paulo, Brazil. The research theme is school planning, an essential factor of school management because it allows for defining commitments of action, developing ideas, and putting decisions into action. Regarding the research methods, a qualitative approach of the case study type was used in eight public schools in a municipality of the state of São Paulo, using eight interviews through a script, four focus group sessions, non-participant observation in two schools, and field diary in all stages. Content analysis was used for data analysis. The results revealed that strategic management practices do not represent significant events within school administration, as they are few and are included within the Pedagogical Political Project (PPP). We noticed that, in municipal public schools, there is a search for short-term results, which explains why strategic management with long-term goals are not significant events within the school administration; the PPP assumes the role of the school's administrative plan, in addition to verifying the pertinent school management plans. We concluded that there is a need for development actions to deal with the administrative activities of the public school.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44503870","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 : 2023-01-11DOI: 10.5747/ch.2023.v20.h538
Lígia De Carvalho Abões Vercelli, A. Santos
In this article, we present an excerpt from our Professional Master's research defended in September 2022. It was guided by the following question: How to sensitize educators, in training moments, so that they advance in listening to babies? The general objective was to verify how teachers' awareness of listening to babies in a day care center occurs in the context of the pandemic. The universe of the research was a Municipal School of Basic Education located in the municipality of São Bernardo do Campo/SP, which caters exclusively to the nursery stage. The methodology used was of a qualitative nature and as instruments for data production we resorted to the life narratives of two teachers and the assistant in education of a Nursery class, as well as three proposals agreed together to raise awareness in listening to babies, in addition to the analysis of teaching records through logbooks, life books and individual reports, with regard to listening in the different phases of school attendance during the pandemic period. All material produced was analyzed in the light of Laurence Bardin's content analysis. The theoretical framework was based on authors of Critical Pedagogy. The results indicate that, for the teachers to effectively listen to the babies, they need awareness and ongoing training in service, in order to base their positions in defense of the principles present in participatory pedagogies, with theoretical knowledge about the importance of listening, as well as reflective partnerships who also relate to babies inside and outside the institution.
在这篇文章中，我们提供了我们在2022年9月答辩的专业硕士研究的摘录。它以以下问题为指导:如何在培训时刻敏感教育工作者，使他们在倾听婴儿方面取得进步?总体目标是验证在大流行背景下，日托中心教师倾听婴儿的意识是如何发生的。研究的范围是位于 o Bernardo do Campo/SP市的一所市政基础教育学校，该学校专门为幼儿园阶段提供服务。所使用的方法是定性的，作为制作数据的工具，我们采用了一个幼儿园班的两名教师和一名教育助理的生活叙述，以及共同商定的三项建议，以提高对婴儿倾听的认识，此外还通过日志、生活手册和个人报告分析了大流行期间上学不同阶段的听力教学记录。所有生产出来的材料都按照劳伦斯·巴丁的内容分析进行了分析。其理论框架以《批判教育学》一书的作者为基础。结果表明，教师要有效地倾听婴儿，他们需要意识和持续的服务培训，以便在捍卫参与式教学法原则的基础上立足，掌握倾听重要性的理论知识，以及与机构内外的婴儿有关的反思性伙伴关系。
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Pub Date : 2022-12-20DOI: 10.5747/ch.2022.v19.h536
Fabiano Elias Pereira, R. Silva
Este artigo é resultado de uma pesquisa que objetivou compreender a prática docente universitária no cenário do curso de graduação das engenharias, com base nas representações sociais da prática pedagógica dos professores dos centros de ensino de engenharia das instituições federais de ensino localizadas no âmbito da Região Metropolitana do Recife (RMR). Consonante a esse objetivo, a pesquisa se embasou na Teoria das Representações Sociais (MOSCOVICI, 2007), seguindo a abordagem estruturalista da teoria (ABRIC, 2001). Para a coleta dos dados aplicou-se a Questionários de Associação Livre de Palavras e entrevistas semiestruturadas. Para a análise e categorização das informações, a técnica de análise de conteúdo sustentada em Bardin (2011), e o tratamento dos dados através do software livre Iramuteq. Participaram da pesquisa 50 professores, dando origem a 50 questionários e 7 entrevistas. Os dados obtidos resultaram em um campo semântico que permeia três categorias: pedagógica, profissional e interacional. A primeira emerge como principal categoria semântica, seguida das demais. Demonstram uma representação do objeto concentrada em termos já consolidados numa prática docente tradicional, entendendo-a como relacionada ao ensino, aprendizagem e metodologias, assentando-se no tipo de formação e trajetória profissional dos docentes. Contudo, ainda que de forma incipiente, apresenta mudanças em sua região periférica, aludindo a uma representação voltada a uma prática docente que busca se centrar no aluno como sujeito ativo e na sua formação mais humanizada.
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