Pub Date : 2022-12-20DOI: 10.5747/10.5747/ch.2022.v19.h537
Daniel Novaes
This article discusses the resolution of a mathematics exercise of the large-scale evaluation of the More Literacy Program, performed by a student with autism in collaboration with the regular teacher and the intern. It starts from the problematic of educational policies that advocate education for all but culminates in the standardization of developmental assessment due to the initial diagnosis of disability. The study is based on the cultural-historical theory of human development, whose understanding of disability is not in what the subject lacks, but in the possibilities arising from the socio-historical-cultural environment. The investigations took place during the 2019 school year in a municipal school of basic education, in the second year of primary schools, with an 8-year-old student diagnosed with autism, with the fictitious name Miguel. The cut brought is from an exercise of the official evaluation of the Program, performed by the student in collaboration with the teacher and the intern. Classroom situations were analyzed in the light of the microgenetic approach of cultural-historical nature, recorded through photography and field diary. The results point to the resolution of the evaluative task in collaboration, which allowed the student with autism to participate in the task that was common to all in the room. They also revealed the need to think of a more democratic and collaborative school. In the final considerations, some indicators of the student's development are listed with focus on discussions about the man and the social function of the school present in the cultural-historical theory.
{"title":"REFLEXÕES SOBRE A AVALIAÇÃO DE MATEMÁTICA DO PROGRAMA MAIS ALFABETIZAÇÃO REALIZADA POR UM ALUNO COM AUTISMO DO ENSINO FUNDAMENTAL","authors":"Daniel Novaes","doi":"10.5747/10.5747/ch.2022.v19.h537","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2022.v19.h537","url":null,"abstract":"This article discusses the resolution of a mathematics exercise of the large-scale evaluation of the More Literacy Program, performed by a student with autism in collaboration with the regular teacher and the intern. It starts from the problematic of educational policies that advocate education for all but culminates in the standardization of developmental assessment due to the initial diagnosis of disability. The study is based on the cultural-historical theory of human development, whose understanding of disability is not in what the subject lacks, but in the possibilities arising from the socio-historical-cultural environment. The investigations took place during the 2019 school year in a municipal school of basic education, in the second year of primary schools, with an 8-year-old student diagnosed with autism, with the fictitious name Miguel. The cut brought is from an exercise of the official evaluation of the Program, performed by the student in collaboration with the teacher and the intern. Classroom situations were analyzed in the light of the microgenetic approach of cultural-historical nature, recorded through photography and field diary. The results point to the resolution of the evaluative task in collaboration, which allowed the student with autism to participate in the task that was common to all in the room. They also revealed the need to think of a more democratic and collaborative school. In the final considerations, some indicators of the student's development are listed with focus on discussions about the man and the social function of the school present in the cultural-historical theory.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42218292","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 : 2022-12-19DOI: 10.5747/ch.2022.v19.h535
Ana Luzia Videira Parisotto, Clara Sanches Sebastião
The present article brings some results of a scientific research (Fapesp/Process 2021/06003-8), which investigated the limits and potentialities of the textual correction marks left by teachers in texts productions of fourth and fifth grades of Elementary School. We delimited for this piece only the analysis of data related to the marks of correction in texts produced by students of the fifth grade of Elementary School. In this way, we aimed to verify the teacher correction marks in fifth grade students' texts, describe and analyze the types of textual correction identified in the corpus in the light of Serafini's (1995) and Ruiz's (2020) studies, and reflect on the potential contributions to text review that go beyond the orthographic-grammatical dimension. This investigation is characterized as qualitative research (GODOY, 1995), with a descriptive-analytical focus (MARTINS, 2008) on aspects related to the correction and evaluation of twenty written productions from the FPPEEBS Research Group writing bank. That said, the results indicate that depending on the type of correction that the teacher takes as a tool to mark the student's text, he can, by means of a dialogical interaction, of the teacher-reader and student-author, guide to a next stage in the process of textual production, the rewriting, stimulating the autonomy and active action of the student; on the other side, he can suppress the interactive character of the text taking the correction as a monologue, a sanitizing practice, of "hunting mistakes", and thus restrict the student's action.
{"title":"AS MARCAS DE CORREÇÃO TEXTUAL: ANÁLISE DE PRODUÇÕES TEXTUAIS CORRIGIDAS POR PROFESSORES DE QUINTOS ANOS DO ENSINO FUNDAMENTAL","authors":"Ana Luzia Videira Parisotto, Clara Sanches Sebastião","doi":"10.5747/ch.2022.v19.h535","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h535","url":null,"abstract":"The present article brings some results of a scientific research (Fapesp/Process 2021/06003-8), which investigated the limits and potentialities of the textual correction marks left by teachers in texts productions of fourth and fifth grades of Elementary School. We delimited for this piece only the analysis of data related to the marks of correction in texts produced by students of the fifth grade of Elementary School. In this way, we aimed to verify the teacher correction marks in fifth grade students' texts, describe and analyze the types of textual correction identified in the corpus in the light of Serafini's (1995) and Ruiz's (2020) studies, and reflect on the potential contributions to text review that go beyond the orthographic-grammatical dimension. This investigation is characterized as qualitative research (GODOY, 1995), with a descriptive-analytical focus (MARTINS, 2008) on aspects related to the correction and evaluation of twenty written productions from the FPPEEBS Research Group writing bank. That said, the results indicate that depending on the type of correction that the teacher takes as a tool to mark the student's text, he can, by means of a dialogical interaction, of the teacher-reader and student-author, guide to a next stage in the process of textual production, the rewriting, stimulating the autonomy and active action of the student; on the other side, he can suppress the interactive character of the text taking the correction as a monologue, a sanitizing practice, of \"hunting mistakes\", and thus restrict the student's action.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47405453","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 : 2022-11-17DOI: 10.5747/ch.2022.v19.h534
Luciane Batista Teixeira, Carla Ledi Korndörfer, Patrícia Cunha Gonzaga Silva, J. A. Aragão, M. Cruz, Márcia Percília Moura Parente, Antônia Carla de Jesus Oliveira, L. S. Figueirêdo
This work sought to investigate how the teaching of Sciences in Rural Education was constituted within the scope of the Escola Família Agrícola (EFA) project, through the instruments of the Pedagogy of Alternation. The EFA is located in the municipality of São Lourenço do Piauí and operates on an alternating basis, students spend 15 days at school and 15 days in the community where they live, a routine that is inspired by the guiding principles of the Pedagogy of Alternation. As for the methodology, a qualitative-quantitative approach was developed, also counting on the documentary and ethnographic method. Materials were consulted, including official documents that contribute to the understanding of the functioning of the EFA. In the field data collection, a version was used as a basic instrument for the Scientific Literacy Test (TACB), applied to students. For the monitors, in addition to the TACB, a semi-structured form was used to outline their profile. The results revealed that, of the 38 students in the 3rd year of the Integrated High School Technical Course in Agriculture and Animal Science, only 11 (28,9%) could be considered scientifically literate, while 27 (71,1%) didn´t reach the minimum number of hits in the three axes. The research carried out in this work indicated that the students´ results were unsatisfactory in relation to the Simplified Basic Scientific Literacy (TACB-S), which implies the quality of science teaching in this EFA.
{"title":"EDUCAÇÃO DO CAMPO: ALFABETIZAÇÃO CIENTÍFICA E A PEDAGOGIA DA ALTERNÂNCIA EM UMA ESCOLA FAMÍLIA AGRÍCOLA","authors":"Luciane Batista Teixeira, Carla Ledi Korndörfer, Patrícia Cunha Gonzaga Silva, J. A. Aragão, M. Cruz, Márcia Percília Moura Parente, Antônia Carla de Jesus Oliveira, L. S. Figueirêdo","doi":"10.5747/ch.2022.v19.h534","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h534","url":null,"abstract":"This work sought to investigate how the teaching of Sciences in Rural Education was constituted within the scope of the Escola Família Agrícola (EFA) project, through the instruments of the Pedagogy of Alternation. The EFA is located in the municipality of São Lourenço do Piauí and operates on an alternating basis, students spend 15 days at school and 15 days in the community where they live, a routine that is inspired by the guiding principles of the Pedagogy of Alternation. As for the methodology, a qualitative-quantitative approach was developed, also counting on the documentary and ethnographic method. Materials were consulted, including official documents that contribute to the understanding of the functioning of the EFA. In the field data collection, a version was used as a basic instrument for the Scientific Literacy Test (TACB), applied to students. For the monitors, in addition to the TACB, a semi-structured form was used to outline their profile. The results revealed that, of the 38 students in the 3rd year of the Integrated High School Technical Course in Agriculture and Animal Science, only 11 (28,9%) could be considered scientifically literate, while 27 (71,1%) didn´t reach the minimum number of hits in the three axes. The research carried out in this work indicated that the students´ results were unsatisfactory in relation to the Simplified Basic Scientific Literacy (TACB-S), which implies the quality of science teaching in this EFA.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443954","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 : 2022-11-17DOI: 10.5747/ch.2022.v19.h533
V. Gomes, Claudia Pereira de Pádua Sabia
The present study aims to identify the infrastructure conditions presented in state public schools in the municipality of Marília to receive the implementation of the High School Reform (EM), Law N. 13415/2017, Evidencing the important of evaluation beyond the standardized tests, with discussions about the contextual factors of schools that need to be considered in the search for quality. The research was developed in a documentary and bibliographic nature, with the support of the PIBIC scholarship UNESP´s Rectoty. As a result, we identified that although the regulations of the Reform contemplate the need to improve the infrastructure, its implementation, which began in 2021, is taking place with the existing structural conditions. According to the infrastructure scale proposed by Soares et al. (2013) organized into four levels of classification, we found that all 18 schools that offer the EM in this municipality are classified as basic infrastructure for their operation. Only five schools have a Science Laboratory, two schools have a Library and the other Reading Rooms. We also highlight that seven of the 18 schools investigated were selected by the “Programa Escola + Bonita” (SÃO PAULO, 2019) because they have a greater need for investment in infrastructure. We emphasize that changing the curricular organization as the Reform of the EM proposes without the availability of objective working conditions is not enough for the advancement of quality, at the same time it does not provide a human and emancipatory training for young people. Keywords: School infrastructure; High school reform; Marilia's high school; State public schools.
本研究旨在确定Marília市公立学校为实施第13415/2017号法律《高中改革》(EM)所呈现的基础设施条件，该法律证明了标准化测试之外的评估的重要性，并讨论了在寻求质量时需要考虑的学校背景因素。在PIBIC奖学金UNESP的Rectoty的支持下，这项研究是以文献和书目的形式进行的。因此，我们发现，尽管改革规定考虑到改善基础设施的必要性，但从2021年开始实施的改革是在现有结构条件下进行的。根据Soares等人(2013)提出的基础设施规模分为四个等级分类，我们发现该市所有18所提供EM的学校都被归类为基础设施。只有五所学校有科学实验室，两所学校有图书馆和其他阅览室。我们还强调，在被调查的18所学校中，有7所被“项目教育+博尼塔”(SÃO PAULO, 2019)选中，因为它们对基础设施投资的需求更大。我们强调，在没有客观工作条件的情况下，改革课程组织不足以提高教学质量，同时也不能为年轻人提供人性化和解放性的培训。关键词:学校基础设施;高中改革;玛丽莉亚的高中;公立学校。
{"title":"AVALIAÇÃO DA INFRAESTRUTURA DAS ESCOLAS PÚBLICAS DE ENSINO MÉDIO DO\u0000MUNICÍPIO DE MARÍLIA COMO SUBSÍDIOS PARA A IMPLEMENTAÇÃO DA\u0000LEI 13.415/2017","authors":"V. Gomes, Claudia Pereira de Pádua Sabia","doi":"10.5747/ch.2022.v19.h533","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h533","url":null,"abstract":"The present study aims to identify the infrastructure conditions presented in state public schools in the municipality of Marília to receive the implementation of the High School Reform (EM), Law N. 13415/2017, Evidencing the important of evaluation beyond the standardized tests, with discussions about the contextual factors of schools that need to be considered in the search for quality. The research was developed in a documentary and bibliographic nature, with the support of the PIBIC scholarship UNESP´s Rectoty. As a result, we identified that although the regulations of the Reform contemplate the need to improve the infrastructure, its implementation, which began in 2021, is taking place with the existing structural conditions. According to the infrastructure scale proposed by Soares et al. (2013) organized into four levels of classification, we found that all 18 schools that offer the EM in this municipality are classified as basic infrastructure for their operation. Only five schools have a Science Laboratory, two schools have a Library and the other Reading Rooms. We also highlight that seven of the 18 schools investigated were selected by the “Programa Escola + Bonita” (SÃO PAULO, 2019) because they have a greater need for investment in infrastructure. We emphasize that changing the curricular organization as the Reform of the EM proposes without the availability of objective working conditions is not enough for the advancement of quality, at the same time it does not provide a human and emancipatory training for young people.\u0000Keywords: School infrastructure; High school reform; Marilia's high school; State public schools.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46092968","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 : 2022-09-28DOI: 10.5747/ch.2022.v19.h532
L. Rufino, Samuel de Souza Neto
The aim was to analyze the process of constitution of the field of teachers’ knowledge, especially from its relations between the contexts of teacher education and educational practices. In this way, an attempt was made to put into perspective the potential and development of this field, its current challenges and possible future directions. Through a theoretical essay, three axes were thematized, which permeated the following engenders: 1) conceptual aspects and theoretical foundation of this field; 2) presentation of some typologies and classifications currently found on this theme; 3) contextualization about the idea of knowledge reservoir mobilized in pedagogical practice and its implications nowadays. It is concluded that an analysis of teachers’ knowledge encourages new ways of understanding the relationship between professional education and professional practice. This perspective offers analytical structures supported by new paradigms linked to teaching and learning processes based on the idea of professionalization. In the meantime, several analogies can be listed in the perspective of amalgamation of teaching knowledge, so that we propose to analyze it anecdotally as a "watercolor of knowledge" in the light of a kind of color palette in a watercolor used by the teacher during his everyday professional actions. Thus, analyzing the process of elucidation of pedagogical practices in the light of teaching knowledge presents itself as a fruitful field of action and scientific investigation that deserves to be fostered and explored in view of its possibilities of collaboration with research in the field of education.
{"title":"SABERES DOCENTES, PRÁTICAS EDUCATIVAS E FORMAÇÃO DE PROFESSORES: DESAFIOS, POSSIBILIDADES E DIREÇÕES FUTURAS","authors":"L. Rufino, Samuel de Souza Neto","doi":"10.5747/ch.2022.v19.h532","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h532","url":null,"abstract":"The aim was to analyze the process of constitution of the field of teachers’ knowledge, especially from its relations between the contexts of teacher education and educational practices. In this way, an attempt was made to put into perspective the potential and development of this field, its current challenges and possible future directions. Through a theoretical essay, three axes were thematized, which permeated the following engenders: 1) conceptual aspects and theoretical foundation of this field; 2) presentation of some typologies and classifications currently found on this theme; 3) contextualization about the idea of knowledge reservoir mobilized in pedagogical practice and its implications nowadays. It is concluded that an analysis of teachers’ knowledge encourages new ways of understanding the relationship between professional education and professional practice. This perspective offers analytical structures supported by new paradigms linked to teaching and learning processes based on the idea of professionalization. In the meantime, several analogies can be listed in the perspective of amalgamation of teaching knowledge, so that we propose to analyze it anecdotally as a \"watercolor of knowledge\" in the light of a kind of color palette in a watercolor used by the teacher during his everyday professional actions. Thus, analyzing the process of elucidation of pedagogical practices in the light of teaching knowledge presents itself as a fruitful field of action and scientific investigation that deserves to be fostered and explored in view of its possibilities of collaboration with research in the field of education.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427575","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 : 2022-09-13DOI: 10.5747/ch.2022.v19.h531
Késia Mendes Barbosa Oliveira, Keyla Andrea Santiago Oliveira
This review article aims to think about the relationships between Art, human formation and aesthetic experience, having as a reference the Critical Theory of society and its conceptual contributions about the powers of transformation and human and social formation. The theorists who support this analysis are Herbert Marcuse, Theodor W. Adorno and Walter Benjamin. To these authors, Art is conceived in its autonomy and transcendence, having in the aesthetic experience its space of constitution of the human, of otherness and desire for freedom. The dialogue with these works allowed us to understand the (trans)forming powers that constitute the relationship between Art, human formation and aesthetic experience insofar as they fight reification, by making people speak, dance, sing and contemplate.
{"title":"ARTE, FORMAÇÃO HUMANA E EXPERIÊNCIA ESTÉTICA: POTÊNCIAS (TRANS) FORMADORAS À LUZ DA TEORIA CRÍTICA","authors":"Késia Mendes Barbosa Oliveira, Keyla Andrea Santiago Oliveira","doi":"10.5747/ch.2022.v19.h531","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h531","url":null,"abstract":"This review article aims to think about the relationships between Art, human formation and aesthetic experience, having as a reference the Critical Theory of society and its conceptual contributions about the powers of transformation and human and social formation. The theorists who support this analysis are Herbert Marcuse, Theodor W. Adorno and Walter Benjamin. To these authors, Art is conceived in its autonomy and transcendence, having in the aesthetic experience its space of constitution of the human, of otherness and desire for freedom. The dialogue with these works allowed us to understand the (trans)forming powers that constitute the relationship between Art, human formation and aesthetic experience insofar as they fight reification, by making people speak, dance, sing and contemplate.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42171701","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 : 2022-08-25DOI: 10.5747/ch.2022.v19.h530
Sabrina Skrebsky Richter, Cibele Aparecida de Araújo, C. Pereira
The article presents two proposals for didactic sequences (SD) for Basic Education, Physical and Portuguese Language disciplines, focusing on working with students with autistic spectrum, but in a regular classroom environment shared with other students, encouraging the organization of classes that promote inclusion in the school environment. The process of elaborating the SD is based on the experience of the researchers in the exercise of teaching, although the proposals still lack application and, naturally, adapted to the reality of the classes. The Physics SD focuses on the second year of high school, with a forecast of six classes. The Portuguese Language SD was planned to occupy five classes, focusing on the final years of elementary school. It is expected that the proposal will contribute to the daily work of teachers and encourage them to organize activities that promote innovation and inclusion (in fact) in their pedagogical practices.
{"title":"SEQUÊNCIAS DIDÁTICAS PARA UMA EDUCAÇÃO INCLUSIVA: PROPOSTAS PARA O ENSINO DE FÍSICA E DE LÍNGUA PORTUGUESA","authors":"Sabrina Skrebsky Richter, Cibele Aparecida de Araújo, C. Pereira","doi":"10.5747/ch.2022.v19.h530","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h530","url":null,"abstract":"The article presents two proposals for didactic sequences (SD) for Basic Education, Physical and Portuguese Language disciplines, focusing on working with students with autistic spectrum, but in a regular classroom environment shared with other students, encouraging the organization of classes that promote inclusion in the school environment. The process of elaborating the SD is based on the experience of the researchers in the exercise of teaching, although the proposals still lack application and, naturally, adapted to the reality of the classes. The Physics SD focuses on the second year of high school, with a forecast of six classes. The Portuguese Language SD was planned to occupy five classes, focusing on the final years of elementary school. It is expected that the proposal will contribute to the daily work of teachers and encourage them to organize activities that promote innovation and inclusion (in fact) in their pedagogical practices.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44837422","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 : 2022-08-08DOI: 10.5747/ch.2022.v19.h529
Aline Cristina Santana Rossi
The present article is an instrument through which we approach the problem that is established in the real and in the theoretical plane between the ideological phenomenon and the formation of teachers. It was not our aim to map all the research that has already been carried out on this issue. On the contrary, our goal was to demonstrate how education and ideology can be approached in a lukácsian ontological perspective. In this way, we explain that every educational dimension inevitably has an ideological aspect. Ideology is understood in its real, historical and procedural character and aims to guide social practice in the face of conflict. In this aspect, we conclude, in the wake of historical-critical pedagogy, defending the need for an effectively critical, materialist and scientific ideological orientation in teacher training.
{"title":"IDEOLOGIA E FORMAÇÃO DE PROFESSORES","authors":"Aline Cristina Santana Rossi","doi":"10.5747/ch.2022.v19.h529","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h529","url":null,"abstract":"The present article is an instrument through which we approach the problem that is established in the real and in the theoretical plane between the ideological phenomenon and the formation of teachers. It was not our aim to map all the research that has already been carried out on this issue. On the contrary, our goal was to demonstrate how education and ideology can be approached in a lukácsian ontological perspective. In this way, we explain that every educational dimension inevitably has an ideological aspect. Ideology is understood in its real, historical and procedural character and aims to guide social practice in the face of conflict. In this aspect, we conclude, in the wake of historical-critical pedagogy, defending the need for an effectively critical, materialist and scientific ideological orientation in teacher training.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47968084","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 : 2022-05-31DOI: 10.5747/ch.2021.v19.h527
Juliana de Souza Borges Munhoz, Carmen Lúcia Dias, Daniel Ferreira dos Santos
Students with intellectual disabilities account for 67% of students targeted by special education. It is a neurodevelopmental disorder, characterized by deficits in intellectual and adaptive functions, it is possible to observe an extra time to appropriate reading and writing, to understand written language and difficulties related to abstract thinking. Thus, it is important that teachers know the methods and the theories that are available in the literacy process. The objective of this research consisted in gathering Brazilian experiences that contributed to the advance of the process of reading and writing acquisition of students with intellectual deficiency. For this purpose, we developed a bibliographic research, consulting the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination for the Improvement of Higher Education Personnel - CAPES), Biblioteca Digital Brasileira de Teses e Dissertações (Brazilian Digital Library of Theses and Dissertations - BDTD), Scientific Electronic Library Online (Scielo) and Academic Google databases (GA). As a result, we verified experiments that used the Phonovisuoarticulatory, Abacada and Phonic methods and a practice that did not use a specific method. We observed that none of the practices started from the whole to the parts, being common to all of them the teaching of letters, syllables and the commitment of those involved in providing a methodology to achieve the proposed objective. We hope that this work will contribute to a rethinking of the proposed activities, towards inclusion, the development of the maximum potential and the comprehensive education of the student.
智障学生占特殊教育对象学生的67%。它是一种神经发育障碍，以智力和适应功能的缺陷为特征，有可能观察到额外的时间来适当地阅读和写作，理解书面语言和抽象思维相关的困难。因此，教师了解识字过程中可用的方法和理论是很重要的。本研究的目的在于收集有助于促进智力缺陷学生阅读和写作习得过程的巴西经验。为此，我们进行了书目研究，参考了协调高等教育人员发展(CAPES)， Biblioteca Digital Brasileira de Teses e Dissertações(巴西数字论文图书馆- BDTD)，科学电子图书馆在线(Scielo)和学术谷歌数据库(GA)。因此，我们验证了使用Phonovisuoarticulatory, Abacada和Phonic方法的实验和不使用特定方法的实践。我们观察到，没有一种做法是从整体到部分开始的，所有这些做法都是共同的:字母、音节的教学，以及参与提供实现拟议目标的方法的人的承诺。我们希望这项工作将有助于重新思考拟议的活动，朝着包容，发展最大的潜力和学生的全面教育。
{"title":"A LEITURA E A ESCRITA NA DEFICIÊNCIA INTELECTUAL: EXPERIÊNCIAS QUE FAVORECERAM O PROCESSO DE ALFABETIZAÇÃO","authors":"Juliana de Souza Borges Munhoz, Carmen Lúcia Dias, Daniel Ferreira dos Santos","doi":"10.5747/ch.2021.v19.h527","DOIUrl":"https://doi.org/10.5747/ch.2021.v19.h527","url":null,"abstract":"Students with intellectual disabilities account for 67% of students targeted by special education. It is a neurodevelopmental disorder, characterized by deficits in intellectual and adaptive functions, it is possible to observe an extra time to appropriate reading and writing, to understand written language and difficulties related to abstract thinking. Thus, it is important that teachers know the methods and the theories that are available in the literacy process. The objective of this research consisted in gathering Brazilian experiences that contributed to the advance of the process of reading and writing acquisition of students with intellectual deficiency. For this purpose, we developed a bibliographic research, consulting the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination for the Improvement of Higher Education Personnel - CAPES), Biblioteca Digital Brasileira de Teses e Dissertações (Brazilian Digital Library of Theses and Dissertations - BDTD), Scientific Electronic Library Online (Scielo) and Academic Google databases (GA). As a result, we verified experiments that used the Phonovisuoarticulatory, Abacada and Phonic methods and a practice that did not use a specific method. We observed that none of the practices started from the whole to the parts, being common to all of them the teaching of letters, syllables and the commitment of those involved in providing a methodology to achieve the proposed objective. We hope that this work will contribute to a rethinking of the proposed activities, towards inclusion, the development of the maximum potential and the comprehensive education of the student.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44853455","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 : 2022-05-27DOI: 10.5747/ch.2022.v19.h526
Wesley Piante Chotolli
Considering the need to analyze violence and its determinations in the environment of educational institutions and their ramifications in the spheres of domination and social segregation, the objective is to discuss the impacts of formal education practices and their possible relations with biopolitics. To this end, we proceed from the bibliographic research of authors problematizing the networks of power involved in the educational scenario and their possible consequences in the reproduction of the cultural hegemonic elements of objective reality, legitimizing the discourse of universalization of teaching as opposed to respect for differences. Thus, it is observed that educational institutions help in the perpetuation of social inequalities, using violence in their various dimensions in pedagogical acts and in the absence of problematization of symbolic markers of differences, which allows us to conclude the need for denaturalization and strangeness of the actions carried out within these socialization agencies and the construction of social subjects.
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