Pub Date : 2021-09-10DOI: 10.5747/ch.2021.v18.h514
J. Malanchen
The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from the Historical-Critical Theory, differentiating it from other existing curricular theories, especially multiculturalism, which is often misinterpreted as a Marxist theory. Finally, we point out the need to organize ourselves as a working class in collective resistance to the current anti-national government, which attacks education and public health, and in doing so, denies science and life, deepening the serious health crisis in national territory .
{"title":"CURRÍCULO ESCOLAR E PEDAGOGIA HISTÓRICO-CRÍTICA: FORMAÇÃO EMANCIPADORA E RESISTÊNCIA AO CAPITAL","authors":"J. Malanchen","doi":"10.5747/ch.2021.v18.h514","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h514","url":null,"abstract":"The intention of this paper is to contribute elements to the understanding of the etymology of the word Curriculum and the various forms of interpretation of this theme in studies and research. On the other hand, we describe some principles that demarcate the definition of a school curriculum from the Historical-Critical Theory, differentiating it from other existing curricular theories, especially multiculturalism, which is often misinterpreted as a Marxist theory. Finally, we point out the need to organize ourselves as a working class in collective resistance to the current anti-national government, which attacks education and public health, and in doing so, denies science and life, deepening the serious health crisis in national territory .","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":"42764300","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 : 2021-07-05DOI: 10.5747/CH.2021.V18.H513
A. D. Carvalho, G. V. Junior, Pedro Pugliesi Abdalla, Nandhara Gabriela Ferreira da Silva, Mariana Pardinho Lacerda, Aline Madia Mantovani, Jair Rodrigues Garcia Júnior
The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training.Method:a bibliographical survey ofbooks andcientificarticles was carried out. For this,thekeywords“Teacher training”, “professionaltraining” and “physical education”, were used exclusively in Portuguese language.The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results:It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process.The focus aspects during initial training are “the relationship between theory and practice "," the role of self-assessment in the teaching construct ","constant update", "beginning and path of teaching","convergence between technical and applied training". Conclusion:It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulatecritical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process.
{"title":"UMA REFLEXÃO CRÍTICA SOBRE O INÍCIO DA FORMAÇÃO DOCENTE EM EDUCAÇÃO FÍSICA","authors":"A. D. Carvalho, G. V. Junior, Pedro Pugliesi Abdalla, Nandhara Gabriela Ferreira da Silva, Mariana Pardinho Lacerda, Aline Madia Mantovani, Jair Rodrigues Garcia Júnior","doi":"10.5747/CH.2021.V18.H513","DOIUrl":"https://doi.org/10.5747/CH.2021.V18.H513","url":null,"abstract":"The purpose of this study was to understand the teaching formation in Physical Education and its different aspects developed during initial training.Method:a bibliographical survey ofbooks andcientificarticles was carried out. For this,thekeywords“Teacher training”, “professionaltraining” and “physical education”, were used exclusively in Portuguese language.The focus of the bibliographic research was the survey of authors who discuss the thematic of teacher education in Physical Education. Results:It was identified that teaching formal higher education aims to ensure the training of teachers to work in the environment social so that they can assist students in developing their intellectual ability. Thus, training in Physical Education has the duty to subsidize theoretical and practical content to future teachers for transformative teaching during the educational process.The focus aspects during initial training are “the relationship between theory and practice \",\" the role of self-assessment in the teaching construct \",\"constant update\", \"beginning and path of teaching\",\"convergence between technical and applied training\". Conclusion:It is necessary during teacher training to develop an understanding of the future teachers values, such as feelings, emotions, the desire to overcome insecurity. That is, It is necessary to stimulatecritical reflection on the practice of the future physical education teacher. it is necessary to encourage the teacher to think critically to better develop the educational process.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43928419","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 : 2021-07-05DOI: 10.5747/ch.2021.v18.h512
Aletheia Machado de Oliveira
One of the great challenges faced by education is to reflect on the effective uses of digital information and communication technologies, in order to provide students with contextualized and meaningful learning. Therefore, the objective of the article is to reflect on the effective uses of digital information and communication technologies in education in these technological times, to achieve other ways of providing education. The teaching of programming can generate stimuli for the development of computational thinking, allowing the child to become a builder of digital artifacts. We emphasize, therefore, that our study is theoretical and reflective, consisting of bibliographical research, with contributions from Castells (1999), Coll and Monereo (2010), Papert (1994), Selwyn (2017), among other scholars. We present, at first, an explanation about the constructionist approach and education, based on the studies of its creator Seymour Papert. In a second moment, we reflect on teaching programming to children to then contextualize the computational thinking and implementation strategies adopted. From this study, we glimpse a horizon of possibilities for the necessary paradigm shift in education.
{"title":"ENSINO DE PROGRAMAÇÃO PARA CRIANÇAS E O DESENVOLVIMENTO DO PENSAMENTO COMPUTACIONAL: ALGUMAS REFLEXÕES","authors":"Aletheia Machado de Oliveira","doi":"10.5747/ch.2021.v18.h512","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h512","url":null,"abstract":"One of the great challenges faced by education is to reflect on the effective uses of digital information and communication technologies, in order to provide students with contextualized and meaningful learning. Therefore, the objective of the article is to reflect on the effective uses of digital information and communication technologies in education in these technological times, to achieve other ways of providing education. The teaching of programming can generate stimuli for the development of computational thinking, allowing the child to become a builder of digital artifacts. We emphasize, therefore, that our study is theoretical and reflective, consisting of bibliographical research, with contributions from Castells (1999), Coll and Monereo (2010), Papert (1994), Selwyn (2017), among other scholars. We present, at first, an explanation about the constructionist approach and education, based on the studies of its creator Seymour Papert. In a second moment, we reflect on teaching programming to children to then contextualize the computational thinking and implementation strategies adopted. From this study, we glimpse a horizon of possibilities for the necessary paradigm shift in education.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47350542","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 : 2021-07-05DOI: 10.5747/ch.2021.v18.h510
Maria Luiza Evangelista Gil, L. Arrais
The objective of this article to discuss the process of teaching multiplication, having as principles the assumptions of the Historical-Cultural Theory -THC. Mathematics is present in our daily life and allows us tocommunicate, solve problems and promote social relations. This proves the importance and need for the appropriation of the concepts involved in the aritmetic operations is essential, especially multiplication. Therefore, through a bibliographical research, studies were made on Vygostki, Davydov, Moura Rosa, Galdino and other contemporary authors linked to this same perspective, the search for understanding principles that help us teach multiplication in the early years of schooling. We found that teaching needs to go beyond empirical aspects towards the development of theoretical thinking, being indispensable the execution of tasks and actions that make the student enter into study activity and understand the concept. The research shows that the theme needsmore investigated in order to have more propositions and referrals to ensure the learning of the multiplicative concept.
{"title":"A MULTIPLICAÇÃO E O ENSINO: UM ESTUDO A PARTIR DAS PROPOSIÇÕES DE DAVYDOV","authors":"Maria Luiza Evangelista Gil, L. Arrais","doi":"10.5747/ch.2021.v18.h510","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h510","url":null,"abstract":"The objective of this article to discuss the process of teaching multiplication, having as principles the assumptions of the Historical-Cultural Theory -THC. Mathematics is present in our daily life and allows us tocommunicate, solve problems and promote social relations. This proves the importance and need for the appropriation of the concepts involved in the aritmetic operations is essential, especially multiplication. Therefore, through a bibliographical research, studies were made on Vygostki, Davydov, Moura Rosa, Galdino and other contemporary authors linked to this same perspective, the search for understanding principles that help us teach multiplication in the early years of schooling. We found that teaching needs to go beyond empirical aspects towards the development of theoretical thinking, being indispensable the execution of tasks and actions that make the student enter into study activity and understand the concept. The research shows that the theme needsmore investigated in order to have more propositions and referrals to ensure the learning of the multiplicative concept.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46410816","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 : 2021-07-05DOI: 10.5747/ch.2021.v18.h511
Mariana Rodrigues Sapateiro, Ana Carolina da Silva, Eloisa Carlucci Gouveia, Amanda Lays Monteiro Inácio, Maíra Bonafé Sei
The objective of the present study was to describe the realization of the study group aimed at training in clinical psychology during the COVID-19 pandemic and to analyze its contributions to the theoretical and practical improvement of the members. This is an experience report of the activities developed between the months of april to december 2020 in a group offered through an extension project of a public university in the interior of Paraná. In total, 28 meetings were held, with about 7 participants. The materials inherent to group discussions will be portrayed and discussed in the light of the scientific literature and the perceptions of three students who were part of the group, through the systematizationof three theoretical axes: (1) Specificities of the Psychology School Service and its contributions to practice professional; (2) Medicalization and Psychoanalysis; (3) Psychoanalysis with children and adolescents: the theories of Melanie Klein, Donald Winnicott, Anna Freud and Françoise Dolto. The analysis of the discussions showed that the potential of the group referred not only to the development of theoretical knowledge, given that the group had a plurality of knowledge, but also to the deepening of that knowledge and exchange of experiences, which, in a context of uncertainties and difficulties, also made it possible to accommodate the evidenced demands.
{"title":"FORMAÇÃO EM PSICOLOGIA CLÍNICA NO CONTEXTO PANDÊMICO: POSSIBILIDADES DA EXTENSÃO POR MEIO DE UM GRUPO DE ESTUDOS","authors":"Mariana Rodrigues Sapateiro, Ana Carolina da Silva, Eloisa Carlucci Gouveia, Amanda Lays Monteiro Inácio, Maíra Bonafé Sei","doi":"10.5747/ch.2021.v18.h511","DOIUrl":"https://doi.org/10.5747/ch.2021.v18.h511","url":null,"abstract":"The objective of the present study was to describe the realization of the study group aimed at training in clinical psychology during the COVID-19 pandemic and to analyze its contributions to the theoretical and practical improvement of the members. This is an experience report of the activities developed between the months of april to december 2020 in a group offered through an extension project of a public university in the interior of Paraná. In total, 28 meetings were held, with about 7 participants. The materials inherent to group discussions will be portrayed and discussed in the light of the scientific literature and the perceptions of three students who were part of the group, through the systematizationof three theoretical axes: (1) Specificities of the Psychology School Service and its contributions to practice professional; (2) Medicalization and Psychoanalysis; (3) Psychoanalysis with children and adolescents: the theories of Melanie Klein, Donald Winnicott, Anna Freud and Françoise Dolto. The analysis of the discussions showed that the potential of the group referred not only to the development of theoretical knowledge, given that the group had a plurality of knowledge, but also to the deepening of that knowledge and exchange of experiences, which, in a context of uncertainties and difficulties, also made it possible to accommodate the evidenced demands.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46350392","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 : 2021-05-28DOI: 10.5747/CH.2021.V18.H509
Gleice Mari Machado de Miranda Rodrigues, C. E. Blaszko, N. T. Ujiie
The study discusses theinfluence of affectivity on teacher-student relationships and their contributions to the teaching-learning process. The objective is to highlightthe importance of affectivity throughout the schooling process and its respective impacts on student preparation and learning, also alerting to the need for new academic research on affectivity in the classroom. The problem that guided this study is what are the contributions of affectivity in the teacher-student relationship and its impacts on the teaching-learning process.The structure of the article is divided into three main themes, which are: conceptualizations and reflections on learning and affectivity, the importance of affectivity in the teacher-student relationship and in learning, and finally, the datasurvey and analysis. The methodology is bibliographic in nature, enriched with the state of knowledge, from the Periodic Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), in the last decade. Of the articles found, nineteen focus on the descriptor affectivity, covering the stages of early childhood education, elementary school, high school, higher education and distance education, which showed the importance of the teacher and his influence through the development of interactions, harmonious and affective relationships established from early childhood education to higher education. It was concluded that, throughout the schooling process, affectivity is an essential factor, which generates positive reflexes in education, and that the teacher is essential to the development of affective relationships established at all levels of education.
{"title":"A AFETIVIDADE NA RELAÇÃO PROFESSOR-ALUNO E O PROCESSO ENSINO-APRENDIZAGEM: DISCUSSÃO DE DADOS MEDIATIZADA PELO PORTAL CAPES","authors":"Gleice Mari Machado de Miranda Rodrigues, C. E. Blaszko, N. T. Ujiie","doi":"10.5747/CH.2021.V18.H509","DOIUrl":"https://doi.org/10.5747/CH.2021.V18.H509","url":null,"abstract":"The study discusses theinfluence of affectivity on teacher-student relationships and their contributions to the teaching-learning process. The objective is to highlightthe importance of affectivity throughout the schooling process and its respective impacts on student preparation and learning, also alerting to the need for new academic research on affectivity in the classroom. The problem that guided this study is what are the contributions of affectivity in the teacher-student relationship and its impacts on the teaching-learning process.The structure of the article is divided into three main themes, which are: conceptualizations and reflections on learning and affectivity, the importance of affectivity in the teacher-student relationship and in learning, and finally, the datasurvey and analysis. The methodology is bibliographic in nature, enriched with the state of knowledge, from the Periodic Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), in the last decade. Of the articles found, nineteen focus on the descriptor affectivity, covering the stages of early childhood education, elementary school, high school, higher education and distance education, which showed the importance of the teacher and his influence through the development of interactions, harmonious and affective relationships established from early childhood education to higher education. It was concluded that, throughout the schooling process, affectivity is an essential factor, which generates positive reflexes in education, and that the teacher is essential to the development of affective relationships established at all levels of education.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"18 1","pages":"61-76"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43920797","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 : 2021-04-19DOI: 10.5747/CH.2021.V18.H508
Isis Azevedo Chaves, Rafael Rossi
This text is an instrument through which we demonstrate the origin, nature and social function of scientific knowledge and its historical importance in school education from the contributions of the marxian ontological perspective, historical-critical pedagogy and historical-cultural theory. The objective is to demonstrate, based on the historical process of human self-construction, the essence of science, as well as the need for more and more school education to defend it. Our intention is to reflect on the constitution and humanizing potential of scientific knowledge in the school environment. We emphasize that these elements are essential for the development of the human psyche and their appropriation requires the teaching, research, teaching and learning task in the school space-time.
{"title":"A IMPORTÂNCIA DA CIÊNCIA NA EDUCAÇÃO ESCOLAR: REFLEXÕES DA TEORIA HISTÓRICO-CULTURAL E DA PEDAGOGIA HISTÓRICO-CRÍTICA","authors":"Isis Azevedo Chaves, Rafael Rossi","doi":"10.5747/CH.2021.V18.H508","DOIUrl":"https://doi.org/10.5747/CH.2021.V18.H508","url":null,"abstract":"This text is an instrument through which we demonstrate the origin, nature and social function of scientific knowledge and its historical importance in school education from the contributions of the marxian ontological perspective, historical-critical pedagogy and historical-cultural theory. The objective is to demonstrate, based on the historical process of human self-construction, the essence of science, as well as the need for more and more school education to defend it. Our intention is to reflect on the constitution and humanizing potential of scientific knowledge in the school environment. We emphasize that these elements are essential for the development of the human psyche and their appropriation requires the teaching, research, teaching and learning task in the school space-time.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"18 1","pages":"49-60"},"PeriodicalIF":0.0,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45390656","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 : 2021-04-15DOI: 10.5747/CH.2020.V17.H504
J. Puziol, Ana Cristina Teodoro da Silva
The purpose of this theoretical essay is to discuss queer power in the context of school practice based on educational policies carried out from the perspective of difference and not diversity. Thinkingabout educational policies under the conception of difference enables transformations in the relationship with others and with oneself, in order to face social, economic, cultural and historical conflicts, based on the privileges of gender, color, ethnicity, sexual orientation and class. The perspective of diversity is based on the idea of tolerance and the contour of historical conflicts, coloring reality without questioning the cause of inequalities. In the context of school practice, even in the face of hegemonic diversity discourse, it is possible to carry out educational policies from the perspective of difference, such as, for example, the obligation to teach Afro-Brazilian History and Culture (2003) in elementary and high school and the Brasil Sem Homofobia Program (2004), because even though it is a fundamental place in the standardization of life, the school is also a powerful space, it is part of the margins that lead to rethinking education, incorporating historically subordinated groups and experiences, thereby breaking down borders. The article dialogues Deleuze's (1996) philosophy of difference with the queer perspective of the discussions on gender and sexuality by Butler (2015), Scott (2005) and Miskolci (2012), seeking to constitute subversive theoretical territories.
{"title":"POLÍTICAS EDUCACIONAIS SOB A PERSPECTIVA DA DIFERENÇA: A POTÊNCIA QUEER DAS ESCOLAS NO CONTEXTO DA PRÁTICA","authors":"J. Puziol, Ana Cristina Teodoro da Silva","doi":"10.5747/CH.2020.V17.H504","DOIUrl":"https://doi.org/10.5747/CH.2020.V17.H504","url":null,"abstract":"The purpose of this theoretical essay is to discuss queer power in the context of school practice based on educational policies carried out from the perspective of difference and not diversity. Thinkingabout educational policies under the conception of difference enables transformations in the relationship with others and with oneself, in order to face social, economic, cultural and historical conflicts, based on the privileges of gender, color, ethnicity, sexual orientation and class. The perspective of diversity is based on the idea of tolerance and the contour of historical conflicts, coloring reality without questioning the cause of inequalities. In the context of school practice, even in the face of hegemonic diversity discourse, it is possible to carry out educational policies from the perspective of difference, such as, for example, the obligation to teach Afro-Brazilian History and Culture (2003) in elementary and high school and the Brasil Sem Homofobia Program (2004), because even though it is a fundamental place in the standardization of life, the school is also a powerful space, it is part of the margins that lead to rethinking education, incorporating historically subordinated groups and experiences, thereby breaking down borders. The article dialogues Deleuze's (1996) philosophy of difference with the queer perspective of the discussions on gender and sexuality by Butler (2015), Scott (2005) and Miskolci (2012), seeking to constitute subversive theoretical territories.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166811","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 : 2021-03-30DOI: 10.5747/CH.2021.V18.H506
Luis Henrique Saute Zago, A. A. Ferreira, N. Silva
This article seeks to analyze the concept of imagination in relation to other functions of the personality and some aspects of how it has been addressed in school education. The resources and methods used for writing the text involve bibliographic researchof articles and books by authors linked to historical-cultural theory and dialectical historical materialism such as Vigotski, Leontiev, Marino Filho, Heller, Marx, etc. The human capacity to jointly articulate several actions to produce something new is to be fundamental in the organization of the human psychological system. Representing the real in images has enabled artistic, philosophical and scientific advancement throughout history. Throughout the text, we demystified the idea that imagination is something typical of genius people, but rather something that is present in all moments of life. We conclude that although the creative processes of the imagination are vital for human development and have been intensively worked on in school education today,the intentionality that permeates this education has a market and capitalist bias in the search for the development of skills to maximize the exploitation of work. Even if the scope of the educational work for the development of the imagination is to promote capital, we consider that it still impacts the personality and enhances human capacities.
{"title":"A IMAGINAÇÃO COMO ATIVIDADE CRIADORA","authors":"Luis Henrique Saute Zago, A. A. Ferreira, N. Silva","doi":"10.5747/CH.2021.V18.H506","DOIUrl":"https://doi.org/10.5747/CH.2021.V18.H506","url":null,"abstract":"This article seeks to analyze the concept of imagination in relation to other functions of the personality and some aspects of how it has been addressed in school education. The resources and methods used for writing the text involve bibliographic researchof articles and books by authors linked to historical-cultural theory and dialectical historical materialism such as Vigotski, Leontiev, Marino Filho, Heller, Marx, etc. The human capacity to jointly articulate several actions to produce something new is to be fundamental in the organization of the human psychological system. Representing the real in images has enabled artistic, philosophical and scientific advancement throughout history. Throughout the text, we demystified the idea that imagination is something typical of genius people, but rather something that is present in all moments of life. We conclude that although the creative processes of the imagination are vital for human development and have been intensively worked on in school education today,the intentionality that permeates this education has a market and capitalist bias in the search for the development of skills to maximize the exploitation of work. Even if the scope of the educational work for the development of the imagination is to promote capital, we consider that it still impacts the personality and enhances human capacities.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"18 1","pages":"20-31"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710673","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 : 2021-03-30DOI: 10.5747/CH.2021.V18.H507
Daniel Novaes, A. Freitas
The complexity of the autism spectrum disorder has mobilized the teaching profession in the school context. So, it is necessary to reflect on teacher training to deal with the teaching of students with that diagnosis. This paper, which is the result of a master's research carried out in a special education school located in a country town in the state of São Paulo, aims to discuss how the teacher, who becomes a researcher of his own practice, articulates the relationships between the cultural-historical theoretical framework and the pedagogical practice. The participants were the teacher, graduated in Pedagogy with a Masters Degree in Education, and his student with autism spectrum disorder. During the school year, the teacher recorded his classes on video, which waslater transcribed. When basing his practice on the aforementioned theory, he started to consider activities that favored the student's immersion in the symbolic sphere, having as a primordial element, the role of sign language. The microgenetic analyzes show evidence that: 1. the change in teaching practice was a (in) tense process; 2. the comings and goings of the transformation process reveal the tensions between the appropriation of a theoretical framework and the way of carrying out the pedagogical practice; 3. the production of pedagogical knowledge comes from the movement between theory andpractice.
{"title":"(TRANS)FORMAÇÕES DO PROFESSOR NO CONTEXTO DA ESCOLA DE EDUCAÇÃO ESPECIAL: CONTRIBUIÇÕES DA TEORIA HISTÓRICO-CULTURAL","authors":"Daniel Novaes, A. Freitas","doi":"10.5747/CH.2021.V18.H507","DOIUrl":"https://doi.org/10.5747/CH.2021.V18.H507","url":null,"abstract":"The complexity of the autism spectrum disorder has mobilized the teaching profession in the school context. So, it is necessary to reflect on teacher training to deal with the teaching of students with that diagnosis. This paper, which is the result of a master's research carried out in a special education school located in a country town in the state of São Paulo, aims to discuss how the teacher, who becomes a researcher of his own practice, articulates the relationships between the cultural-historical theoretical framework and the pedagogical practice. The participants were the teacher, graduated in Pedagogy with a Masters Degree in Education, and his student with autism spectrum disorder. During the school year, the teacher recorded his classes on video, which waslater transcribed. When basing his practice on the aforementioned theory, he started to consider activities that favored the student's immersion in the symbolic sphere, having as a primordial element, the role of sign language. The microgenetic analyzes show evidence that: 1. the change in teaching practice was a (in) tense process; 2. the comings and goings of the transformation process reveal the tensions between the appropriation of a theoretical framework and the way of carrying out the pedagogical practice; 3. the production of pedagogical knowledge comes from the movement between theory andpractice.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":"18 1","pages":"32-48"},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49656482","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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