Pub Date : 2022-03-22DOI: 10.5747/10.5747/ch.2022.v19.h525
Mirella Horvatte Pacitti, Heitor Perrud Tardin, L. Romero
The aim of this article is to identify in the National Common Curricular Base (BNCC) of High School how the Digital Information and Communication Technologies (TDIC) are being mentioned and to discuss whether these mentions are sufficient to contemplate critical media education for Teaching Average. Digital language is present in society and should be explored as a means of communication, information, interactivity and especially as a way of conceiving new devices. Therefore, it is expected that High School will offer subsidies to use and reflect on these technologies since they are increasingly present in the daily lives of young people. As a methodology, the document analysis of the BNCC was applied using the Adobe Acrobat Reader DC software, using the Word Search command “Ctrl + F”. The search resulted in only eleven mentions in the part destined to High School, and most of these mentions are located in the Area of Languages and its Technologies. Based on the evidence provided by the literature, the importance of the document and the relevance of TIDC's in today's society, it is concluded that the chosen theme needs qualitative and quantitative expansion in the BNCC. Technologies are important parts of contemporary reality and their value is increasingly proven, whether scientifically or in everyday use, but this study is limited to the documentary field, since no observational research was carried out. Keywords: Information and communication technology; High school; Media Education; Education Contents.
{"title":"AS TECNOLOGIAS DIGITAIS DA INFORMAÇÃO E COMUNICAÇÃO: UMA ANÁLISE DOCUMENTAL NA BASE NACIONAL COMUM CURRICULAR DO ENSINO MÉDIO","authors":"Mirella Horvatte Pacitti, Heitor Perrud Tardin, L. Romero","doi":"10.5747/10.5747/ch.2022.v19.h525","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2022.v19.h525","url":null,"abstract":"The aim of this article is to identify in the National Common Curricular Base (BNCC) of High School how the Digital Information and Communication Technologies (TDIC) are being mentioned and to discuss whether these mentions are sufficient to contemplate critical media education for Teaching Average. Digital language is present in society and should be explored as a means of communication, information, interactivity and especially as a way of conceiving new devices. Therefore, it is expected that High School will offer subsidies to use and reflect on these technologies since they are increasingly present in the daily lives of young people. As a methodology, the document analysis of the BNCC was applied using the Adobe Acrobat Reader DC software, using the Word Search command “Ctrl + F”. The search resulted in only eleven mentions in the part destined to High School, and most of these mentions are located in the Area of Languages and its Technologies. Based on the evidence provided by the literature, the importance of the document and the relevance of TIDC's in today's society, it is concluded that the chosen theme needs qualitative and quantitative expansion in the BNCC. Technologies are important parts of contemporary reality and their value is increasingly proven, whether scientifically or in everyday use, but this study is limited to the documentary field, since no observational research was carried out.\u0000Keywords: Information and communication technology; High school; Media Education; Education Contents.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70905569","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 : 2022-03-11DOI: 10.5747/10.5747/ch.2022.v19.h523
Marta Aparecida de Mello Pereira
This article is the result of a research on Individualized Educational Planning (PEI) and collaborative practices developed at the School Professor Licurgo de Oliveira Bastos in Campo Grande, Mato Grosso do Sul. The development of the studied topics has involved the PEI, as it is an individual instrument that intermediates the students' learning, allowing a systematic evaluation of the teaching. The purpose of this study is to present an analysis of the creation and applicability of the PEI for students with intellectual disabilities, inserted in ordinary education. The data collection methodology took place via a documentary study with an in-depth look at the laws that regulate the actions on the PEI in Special Education. The studies have their theoretical basements centered, among others, in the following authors: Valadão (2018); Baptista (2013); Pletsch; Glat (2013); Vianna (2011); Peroni (2014). According to the studies, the preparation and applicability of the PEI have always been carried out for Special Education students in the school under analysis, however, the understanding about collaborative work in the implementation of the PEI is still lacking. Thus, it is corroborated that the pedagogical practices of teachers in individualized planning are still far from the real meaning established by the documents that regulate Special Education. Even so, the conclusion of the present study is that the PEI is an important pedagogical resource for Special Education; considering this educational instrument as a starting point, there are possible ways to be followed, enabling the teacher to use it in several ways, making his/her pedagogical practices more inclusive.
本文是南马托格罗索州坎波格兰德的Licurgo de Oliveira Bastos教授对个性化教育规划（PEI）和合作实践进行研究的结果。所研究主题的发展涉及PEI，因为它是一种中介学生学习的个人工具，允许对教学进行系统评估。本研究的目的是分析普通教育中智障学生PEI的创建和适用性。数据收集方法是通过一项文献研究进行的，该研究深入研究了规范特殊教育中PEI行为的法律。这些研究的理论基础集中在以下作者身上：Valadão（2018）；巴普蒂斯塔（2013）；Pletsch；格拉特（2013）；Vianna（2011）；Peroni（2014）。根据研究，PEI的准备和适用性一直是在分析学校特殊教育学生的情况下进行的，但对PEI实施中的合作工作仍缺乏了解。因此，证实了教师在个性化规划中的教学实践与规范特殊教育的文件所确立的真正意义仍然相去甚远。尽管如此，本研究的结论是，PEI是特殊教育的重要教学资源；考虑到这一教育工具是一个起点，有一些可能的方法可以遵循，使教师能够以多种方式使用它，使他/她的教学实践更具包容性。
{"title":"PLANEJAMENTO EDUCACIONAL INDIVIDUALIZADO: DESAFIOS E AVANÇOS NAS PRÁTICAS COLABORATIVAS DE ENSINO","authors":"Marta Aparecida de Mello Pereira","doi":"10.5747/10.5747/ch.2022.v19.h523","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2022.v19.h523","url":null,"abstract":"This article is the result of a research on Individualized Educational Planning (PEI) and collaborative practices developed at the School Professor Licurgo de Oliveira Bastos in Campo Grande, Mato Grosso do Sul. The development of the studied topics has involved the PEI, as it is an individual instrument that intermediates the students' learning, allowing a systematic evaluation of the teaching. The purpose of this study is to present an analysis of the creation and applicability of the PEI for students with intellectual disabilities, inserted in ordinary education. The data collection methodology took place via a documentary study with an in-depth look at the laws that regulate the actions on the PEI in Special Education. The studies have their theoretical basements centered, among others, in the following authors: Valadão (2018); Baptista (2013); Pletsch; Glat (2013); Vianna (2011); Peroni (2014). According to the studies, the preparation and applicability of the PEI have always been carried out for Special Education students in the school under analysis, however, the understanding about collaborative work in the implementation of the PEI is still lacking. Thus, it is corroborated that the pedagogical practices of teachers in individualized planning are still far from the real meaning established by the documents that regulate Special Education. Even so, the conclusion of the present study is that the PEI is an important pedagogical resource for Special Education; considering this educational instrument as a starting point, there are possible ways to be followed, enabling the teacher to use it in several ways, making his/her pedagogical practices more inclusive.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42896611","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 : 2022-03-11DOI: 10.5747/10.5747/ch.2022.v19.h524
Regilson Maciel Borges, K. Carvalho, Thaís Mariana de Freitas, Eder Adriano Mendonça
The research aimed to analyze the scientific production published in scientific articles, theses, dissertations and event proceedings on the uses of the results of external evaluations by the departments of education, school managers and teachers, seeking to understand how the authors of the productions analyzed point out that these instances of education networks appropriate the results of these evaluations. Methodologically, this is a bibliographic study, which was carried out in the Scientific Electronic Library Online (SciELO) databases and in the Portal Educ@ online education publications of the Carlos Chagas Foundation (articles), in the Brazilian Digital Library of Theses and Dissertations (BDTD) (theses and dissertations) and on the websites of the National Association of Education Policy and Administration (ANPAE) and the National Association for Research and Graduate Studies (ANPEd) (annals of events), having as search descriptors the words "external evaluation”, “secretariat of education/managers/teachers” and “use of results”. The results of the survey on the uses of the results of the external evaluation pointed to 12 studies referring to the departments of education, 8 studies focusing on school management and 10 dealing with uses by teachers, totaling 27 productions, considering that 3 works are repeated in the analyzed focuses. External assessment is centralized and predominantly focuses on student performance. These assessments are mainly based on Portuguese Language and Mathematics contents, which ends up leading to a narrowing of the curriculum, which also end up signaling the investment of education departments, school management and teachers in contents that will be charged for in exams carried out by the government.
{"title":"USOS DOS RESULTADOS DAS AVALIAÇÕES EXTERNAS PELAS SECRETARIAS DE EDUCAÇÃO, GESTORES ESCOLARES E PROFESSORES: ANÁLISE DA PRODUÇÃO CIENTÍFICA PUBLICADA NO BRASIL (2008-2018)","authors":"Regilson Maciel Borges, K. Carvalho, Thaís Mariana de Freitas, Eder Adriano Mendonça","doi":"10.5747/10.5747/ch.2022.v19.h524","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2022.v19.h524","url":null,"abstract":"The research aimed to analyze the scientific production published in scientific articles, theses, dissertations and event proceedings on the uses of the results of external evaluations by the departments of education, school managers and teachers, seeking to understand how the authors of the productions analyzed point out that these instances of education networks appropriate the results of these evaluations. Methodologically, this is a bibliographic study, which was carried out in the Scientific Electronic Library Online (SciELO) databases and in the Portal Educ@ online education publications of the Carlos Chagas Foundation (articles), in the Brazilian Digital Library of Theses and Dissertations (BDTD) (theses and dissertations) and on the websites of the National Association of Education Policy and Administration (ANPAE) and the National Association for Research and Graduate Studies (ANPEd) (annals of events), having as search descriptors the words \"external evaluation”, “secretariat of education/managers/teachers” and “use of results”. The results of the survey on the uses of the results of the external evaluation pointed to 12 studies referring to the departments of education, 8 studies focusing on school management and 10 dealing with uses by teachers, totaling 27 productions, considering that 3 works are repeated in the analyzed focuses. External assessment is centralized and predominantly focuses on student performance. These assessments are mainly based on Portuguese Language and Mathematics contents, which ends up leading to a narrowing of the curriculum, which also end up signaling the investment of education departments, school management and teachers in contents that will be charged for in exams carried out by the government.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719712","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 : 2022-01-11DOI: 10.5747/ch.2021.v18.h520
Luana Wandecy Pereira Silva, Jhenifer Prescilla Dias Fuzinelli, Rosemary Aparecida de Almeida Moraes, Fabiana Frolini Marques Mangili
Faced with the theme of inclusion, discussions about the importance of the family-school relationship are relevant with regard to the socialization of children with Down Syndrome. In this perspective, the main objective of this essay was to explore the scientific literature about the challenges faced by parents, family and teachers in the process of inclusion of children with Down syndrome. Specifically, this article sought to propose discussions on the importance of community awareness and collaboration to change the paradigm of inclusion. Therefore, scientific articles, books and academic papers found in the Google Scholar database were selected, between the period 2011 to 2021, based on the following keywords: People with disabilities; Down's syndrome; Inclusion; History of people with disabilities; Diagnosis of a child with a disability and; Family-School Relationship. Among the main factors influencing the inclusion process of children with Down's Syndrome, beliefs and stigmas of parents, family members, school professionals and society about the child's ability to deal with other people and learn, stand out. family support and the lack of support/guidance from an interdisciplinary team. The inclusion of people with disabilities still faces barriers and challenges that need to be overcome, however, through the active participation of the scientific community and political-social movements, studies on the theme of inclusion show that changes in this scenario have occurred gradually.
{"title":"INCLUSÃO DE CRIANÇAS COM SÍNDROME DE DOWN: UM ENSAIO TEÓRICO SOBRE A IMPORTÂNCIA DA RELAÇÃO FAMÍLIA-ESCOLA","authors":"Luana Wandecy Pereira Silva, Jhenifer Prescilla Dias Fuzinelli, Rosemary Aparecida de Almeida Moraes, Fabiana Frolini Marques Mangili","doi":"10.5747/ch.2021.v18.h520","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h520","url":null,"abstract":"Faced with the theme of inclusion, discussions about the importance of the family-school relationship are relevant with regard to the socialization of children with Down Syndrome. In this perspective, the main objective of this essay was to explore the scientific literature about the challenges faced by parents, family and teachers in the process of inclusion of children with Down syndrome. Specifically, this article sought to propose discussions on the importance of community awareness and collaboration to change the paradigm of inclusion. Therefore, scientific articles, books and academic papers found in the Google Scholar database were selected, between the period 2011 to 2021, based on the following keywords: People with disabilities; \u0000Down's syndrome; Inclusion; History of people with disabilities; Diagnosis of a child with a disability and; Family-School Relationship. Among the main factors influencing the inclusion process of children with Down's Syndrome, beliefs and stigmas of parents, family members, school professionals and society about the child's ability to deal with other people and learn, stand out. family support and the lack of support/guidance from an interdisciplinary team. The inclusion of people with disabilities still faces barriers and challenges that need to be overcome, however, through the active participation of the scientific community and political-social movements, studies on the theme of inclusion show that changes in this scenario have occurred gradually.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43943308","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 : 2022-01-11DOI: 10.5747/ch.2021.v18.h519
Rafael Rossi, Aline Santana Rossi
This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally "applying" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals withthe social and historical bases of Greece and the elements present in the work "Ethics to Nicomaches", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation.
{"title":"ARISTÓTELES E O DEBATE EDUCACIONAL:UMA ANÁLISE A PARTIR DA PEDAGOGIA HISTÓRICO-CRÍTICA","authors":"Rafael Rossi, Aline Santana Rossi","doi":"10.5747/ch.2021.v18.h519","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h519","url":null,"abstract":"This article deals with a classic of educational reflection, both from the point of view of research and from the point of view of teaching practice: the philosopher Aristotle from the contributions of Historical-Critical Pedagogy. It is not a matter of literally \"applying\" the views of this thinker in a hasty and uncritical way to school and research in contemporary education without major concerns. On the contrary, we understand that the study of Aristotelian work, as well as of Greek society, can provide subsidies for understanding the importance of the classics in education. This text deals withthe social and historical bases of Greece and the elements present in the work \"Ethics to Nicomaches\", which help to understand the particularity of the educational dimension and the relevance of human culture developed for the development of individualities in formation.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151734","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 : 2022-01-11DOI: 10.5747/ch.2021.v18.h522
Gabriel Batista Mota
This work promotes an initial analysis, about the teaching knowledge about LGBTphobia present within the public education system, carried out based on the data acquired through anonline survey conducted in the second half of 2019 with teachers from the state schools of the São Paulo and which aimed to investigate the level of knowledge of these professionals about LGBTphobic bullying in the educational sphere of São Paulo. The methodological resources used in the data collection were of a quantitative nature and the phase of preparation of this article made use of the qualitative and bibliographic. As a result, it was concluded that LGBTs are the main target group of discriminationin public schools of the state of São Paulo, in addition to the little knowledge and skill of teachers on issues involving sexualitiesand prejudice in contemporary's Brazil.
{"title":"O BULLYING NA SALA DE AULA: ANÁLISE DO CONHECIMENTO DE PROFESSORES DA REDE ESTADUAL PAULISTA SOBRE A LGBTFOBIA ESCOLAR","authors":"Gabriel Batista Mota","doi":"10.5747/ch.2021.v18.h522","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h522","url":null,"abstract":"This work promotes an initial analysis, about the teaching knowledge about LGBTphobia present within the public education system, carried out based on the data acquired through anonline survey conducted in the second half of 2019 with teachers from the state schools of the São Paulo and which aimed to investigate the level of knowledge of these professionals about LGBTphobic bullying in the educational sphere of São Paulo. The methodological resources used in the data collection were of a quantitative nature and the phase of preparation of this article made use of the qualitative and bibliographic. As a result, it was concluded that LGBTs are the main target group of discriminationin public schools of the state of São Paulo, in addition to the little knowledge and skill of teachers on issues involving sexualitiesand prejudice in contemporary's Brazil.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49428677","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 : 2021-11-17DOI: 10.5747/ch.2021.v18.h517
Gabriela Tacaci Michelis, J. Galvão, Samara Almeida de Freitas, Camélia Santina Murgo, Celeste Corral Tacaci Neves Baptista
Research shows that university students are more vulnerable to the occurrence of mental disorders than the general population. In this sense, the medical course is considered a great source of stress. This study aimed to characterize the variables of academic adaptation (personal, interpersonal, career, study and institutional) of students facing the pandemic period of COVID-19, as well as to present descriptive statistics regarding emotional, physical and behavioral variables associated with mental health (stress, depression and anxiety). 513 medical students participated in the research, with ages varying between 18 and 29 years (M = 22.41; SD = 2.49), coming from public (18.7%; n = 96) and private universities (81, 3%; n = 417). Three questionnaires were used for data collection: the Academic Experiences Questionnaire - short version (QVA-r); the Depression Scale, Anxiety and Stress DASS-21 and a sociodemographic questionnaire. It was observed that most of the sample reported losses in concentration levels (79.5%) and academic performance (59.8%) during the pandemic, and this contingent also did not feel supported by the university to deal with the issues of this period. Regarding professional performance, most students (53.6%) do not feel prepared to guide conduct, as well as the perception that pandemic interferes in the relationship with patients in primary care (93.8%). Regarding the levels of depression, anxiety and stress, the first and second year students had higher averages when compared to students in more advanced stages. This article contributed to identify the impact of remote education on the training of future doctors and, thus, encourage research and study of this new adaptation in the face of the current pandemic of COVID-19.
{"title":"ADAPTAÇÃO ACADÊMICA E SAÚDE MENTAL DE ESTUDANTES DE MEDICINA NA COVID19: ESTUDO EXPLORATÓRIO NO BRASIL","authors":"Gabriela Tacaci Michelis, J. Galvão, Samara Almeida de Freitas, Camélia Santina Murgo, Celeste Corral Tacaci Neves Baptista","doi":"10.5747/ch.2021.v18.h517","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h517","url":null,"abstract":"Research shows that university students are more vulnerable to the occurrence of mental disorders than the general population. In this sense, the medical course is considered a great source of stress. This study aimed to characterize the variables of academic adaptation (personal, interpersonal, career, study and institutional) of students facing the pandemic period of COVID-19, as well as to present descriptive statistics regarding emotional, physical and behavioral variables associated with mental health (stress, depression and anxiety). 513 medical students participated in the research, with ages varying between 18 and 29 years (M = 22.41; SD = 2.49), coming from public (18.7%; n = 96) and private universities (81, 3%; n = 417). Three questionnaires were used for data collection: the Academic Experiences Questionnaire - short version (QVA-r); the Depression Scale, Anxiety and Stress DASS-21 and a sociodemographic questionnaire. It was observed that most of the sample reported losses in concentration levels (79.5%) and academic performance (59.8%) during the pandemic, and this contingent also did not feel supported by the university to deal with the issues of this period. Regarding professional performance, most students (53.6%) do not feel prepared to guide conduct, as well as the perception that pandemic interferes in the relationship with patients in primary care (93.8%). Regarding the levels of depression, anxiety and stress, the first and second year students had higher averages when compared to students in more advanced stages. This article contributed to identify the impact of remote education on the training of future doctors and, thus, encourage research and study of this new adaptation in the face of the current pandemic of COVID-19.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41874034","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 : 2021-11-17DOI: 10.5747/ch.2021.v18.h518
Alencar Rampelotto da Silva, R. A. Martins
This article works on Vygotsky’s (1987) conceptions of the relationship between thought and language from a perspective of influence on cognitive development and the formation of the view on gender proposed by the school. In this sense, we also noted the construction of stereotypes understood by Brunneli (2016) as major influences on social behavior and discourse, relating, from this perspective, and being able to explain actions and interactions that are studied by social psychology. Nevertheless, the studies of Cunha and Góes (2002), Xavier, Ribeiro and Noronha (1994) were used to understand how the formation of these stereotypes that were disseminated influenced the educational organization and cooperated to maintain the status quo, that is, inequality and its justifications. Also, to understand the new questions that arise about sexuality, it was necessary to analyze the studies of Louro (1997) and Oliveira e Santos (2012) to understand these new dynamics and perspectives that arise to think about a school concerned with the present, leaving aside your worries about yesterday. Therefore, it was perceived how these relations coexisted and fostered a social organization based on a purpose not only to justify hierarchical power relations, but also to maintain them using strategic sectors such as education and, consequently, the school.
本文从对认知发展的影响和维果茨基学派提出的性别观形成的角度，对维果茨基(1987)关于思维与语言关系的观点进行了研究。在这个意义上，我们还注意到Brunneli(2016)所理解的刻板印象的构建对社会行为和话语的主要影响，从这个角度来看，它与社会心理学所研究的行为和互动有关，并且能够解释这些行为和互动。然而，Cunha和Góes (2002)， Xavier, Ribeiro和Noronha(1994)的研究被用来理解这些被传播的刻板印象的形成如何影响教育组织，并合作维持现状，即不平等及其理由。此外，为了理解关于性的新问题，有必要分析Louro(1997)和Oliveira e Santos(2012)的研究，以理解这些新的动态和观点，这些新的动态和观点出现在思考一个关注现在的学校，抛开你对昨天的担忧。因此，人们认识到这些关系是如何共存的，并培育了一个社会组织，其目的不仅是证明等级权力关系的合理性，而且还利用教育等战略部门，从而利用学校来维持这种关系。
{"title":"GÊNERO E SOCIEDADE: EXPLICAÇÕES DE SUAS RELAÇÕES E EFEITOS EDUCACIONAIS","authors":"Alencar Rampelotto da Silva, R. A. Martins","doi":"10.5747/ch.2021.v18.h518","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h518","url":null,"abstract":"This article works on Vygotsky’s (1987) conceptions of the relationship between thought and language from a perspective of influence on cognitive development and the formation of the view on gender proposed by the school. In this sense, we also noted the construction of stereotypes understood by Brunneli (2016) as major influences on social behavior and discourse, relating, from this perspective, and being able to explain actions and interactions that are studied by social psychology. Nevertheless, the studies of Cunha and Góes (2002), Xavier, Ribeiro and Noronha (1994) were used to understand how the formation of these stereotypes that were disseminated influenced the educational organization and cooperated to maintain the status quo, that is, inequality and its justifications. Also, to understand the new questions that arise about sexuality, it was necessary to analyze the studies of Louro (1997) and Oliveira e Santos (2012) to understand these new dynamics and perspectives that arise to think about a school concerned with the present, leaving aside your worries about yesterday. Therefore, it was perceived how these relations coexisted and fostered a social organization based on a purpose not only to justify hierarchical power relations, but also to maintain them using strategic sectors such as education and, consequently, the school.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41861481","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 : 2021-11-09DOI: 10.5747/10.5747/ch.2021.v18.h516
M. S. F. Sforni, Tacyemy da Silva dos Santos
Historical and Cultural Theory states that the higher psychic functions, which includes attention, are developed by the appropriation of culture and, consequently, school education has an important role in the process. The statement, however, is insufficient so that teachers develop children´s attention in classroom activities. We would like to ask: Are there productions within academic literature that may subsidize teachers´ work in the execution of a type of teaching that boosts the development of attention? Research has been undertaken in the Catalogue of Dissertations and Theses of the Coordination for the Upgrading of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTG), the Scientific Electronic Library Online (SciELO) and CAPES´s portal of journals, to investigate the contents of publications on voluntary attention based on the presuppositions of the Historical and Cultural Theory. Current paper forwards an analysis of studies in school education specifically focused on voluntary attention. Results show that the number of researches that employ methodologies which analyze ways which are favorable for the development of voluntary attention within the school context is small. In the wake of the great need of pedagogical methods for lack of attention, investigations that produce knowledge on teaching organization with such capacity should be broadened and intensified.
{"title":"RELAÇÃO ENTRE A ORGANIZAÇÃO DO ENSINO E O DESENVOLVIMENTO DA ATENÇÃO VOLUNTÁRIA NA PRODUÇÃO ACADÊMICA","authors":"M. S. F. Sforni, Tacyemy da Silva dos Santos","doi":"10.5747/10.5747/ch.2021.v18.h516","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2021.v18.h516","url":null,"abstract":"Historical and Cultural Theory states that the higher psychic functions, which includes attention, are developed by the appropriation of culture and, consequently, school education has an important role in the process. The statement, however, is insufficient so that teachers develop children´s attention in classroom activities. We would like to ask: Are there productions within academic literature that may subsidize teachers´ work in the execution of a type of teaching that boosts the development of attention? Research has been undertaken in the Catalogue of Dissertations and Theses of the Coordination for the Upgrading of Higher Education Personnel (CAPES), the Brazilian Digital Library of Theses and Dissertations (BDTG), the Scientific Electronic Library Online (SciELO) and CAPES´s portal of journals, to investigate the contents of publications on voluntary attention based on the presuppositions of the Historical and Cultural Theory. Current paper forwards an analysis of studies in school education specifically focused on voluntary attention. Results show that the number of researches that employ methodologies which analyze ways which are favorable for the development of voluntary attention within the school context is small. In the wake of the great need of pedagogical methods for lack of attention, investigations that produce knowledge on teaching organization with such capacity should be broadened and intensified.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929663","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 : 2021-09-10DOI: 10.5747/ch.2021.v18.h515
Evelyn Clara Luz, Geise Hellen da Silva Caxiado, N. D. Azevedo
This work has as general objective to reflect on the curricular transformations for literacy from the 1980s on. As specific objectives, it is intended to: a) discuss the degree of importance in the teaching and learning process attributed by the BNCC to literacy; b) reflect on the BNCC construction process; c) to discuss the findings made by research on the theme "literacy and BNCC" that occurred between 2015 and 2020. Characterized as a research of qualitative and bibliographic approach, studied the theme through books and articles made available in virtual libraries, scientific journals and in the Capes Database considering the research published between 2015 and 2020. We conclude that there are many problems in the BNCC proposal, such as not offering more concrete actions related to literacy, while focusing much of this function only on the teacher. Finally, we answer ed the main question of this research: "Habemos Base"? If we are going to think of a document that has the text as the main work, we can mention that we have a basic proposal. However, if we think of the student as a subject and the teacher who needs resources at his disposal, as well as a continuous quality training, we can measure that only the BNCC does not guarantee this evolution that we want, and there is a risk that, once again, it will be a proposal that does not leave the role with the expected effectiveness.
{"title":"\"HABEMUS BASE\"?REFLEXÕES SOBRE O PROCESSO DE ALFABETIZAÇÃO NA BASE NACIONAL COMUM CURRICULAR","authors":"Evelyn Clara Luz, Geise Hellen da Silva Caxiado, N. D. Azevedo","doi":"10.5747/ch.2021.v18.h515","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h515","url":null,"abstract":"This work has as general objective to reflect on the curricular transformations for literacy from the 1980s on. As specific objectives, it is intended to: a) discuss the degree of importance in the teaching and learning process attributed by the BNCC to literacy; b) reflect on the BNCC construction process; c) to discuss the findings made by research on the theme \"literacy and BNCC\" that occurred between 2015 and 2020. Characterized as a research of qualitative and bibliographic approach, studied the theme through books and articles made available in virtual libraries, scientific journals and in the Capes Database considering the research published between 2015 and 2020. We conclude that there are many problems in the BNCC proposal, such as not offering more concrete actions related to literacy, while focusing much of this function only on the teacher. Finally, we answer ed the main question of this research: \"Habemos Base\"? If we are going to think of a document that has the text as the main work, we can mention that we have a basic proposal. However, if we think of the student as a subject and the teacher who needs resources at his disposal, as well as a continuous quality training, we can measure that only the BNCC does not guarantee this evolution that we want, and there is a risk that, once again, it will be a proposal that does not leave the role with the expected effectiveness.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42865966","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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