Jocasta Maria Oliveira Morais, Francisco Thiago Chaves DE Oliveira, S. M. NÓBREGA-THERRIEN, Sarlene Gomes DE Souza
ABSTRACT: Even 50 years after the launch of Paulo Freire's Pedagogy of the Oppressed, his current contributions to the field of education are perceptible. This article discusses the education for young people and adults guided by Freire's principles. To do so, we developed a narrative review based on the book Pedagogy of the Oppressed and analyzed four themes, namely: (I) the human essence and knowledge; (II) the individual-society relationship; (III) the theory-practice relationship and the objectivity-subjectivity relationship; (IV) the social purposes of education and the teacher's place in the educational process. As a result, we perceived that Paulo Freire's pedagogy is the result of a long life journey, a man's journey between his origins, his world, experiences, readings, and contact with other subjects. His pedagogical and humanistic ideas depart from the micro to the macrocosms, from the world of the less privileged classes in opposition to the privileged ones. In the educational field of young people and adults, taking Paulo Freire as an inclusive educator means, among other aspects, building types of knowledge that consider diverse worldviews and enables the humanization process.
{"title":"PAULO FREIRE'S CONTRIBUTIONS TO THE EDUCATION OF YOUNG PEOPLE AND ADULTS: A NARRATIVE REVIEW","authors":"Jocasta Maria Oliveira Morais, Francisco Thiago Chaves DE Oliveira, S. M. NÓBREGA-THERRIEN, Sarlene Gomes DE Souza","doi":"10.1590/0102-469840514t","DOIUrl":"https://doi.org/10.1590/0102-469840514t","url":null,"abstract":"ABSTRACT: Even 50 years after the launch of Paulo Freire's Pedagogy of the Oppressed, his current contributions to the field of education are perceptible. This article discusses the education for young people and adults guided by Freire's principles. To do so, we developed a narrative review based on the book Pedagogy of the Oppressed and analyzed four themes, namely: (I) the human essence and knowledge; (II) the individual-society relationship; (III) the theory-practice relationship and the objectivity-subjectivity relationship; (IV) the social purposes of education and the teacher's place in the educational process. As a result, we perceived that Paulo Freire's pedagogy is the result of a long life journey, a man's journey between his origins, his world, experiences, readings, and contact with other subjects. His pedagogical and humanistic ideas depart from the micro to the macrocosms, from the world of the less privileged classes in opposition to the privileged ones. In the educational field of young people and adults, taking Paulo Freire as an inclusive educator means, among other aspects, building types of knowledge that consider diverse worldviews and enables the humanization process.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67518356","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}
Camila Peres Nogues, Fábio Dos Santos Jardim, Elielson Magalhães Lima, Beatriz Vargas Dorneles
ABSTRACT: This article presents a study that aimed to identify general and specific cognitive skills as predictors of arithmetic achievement. Through a quantitative analysis, we evaluated 127 students in the 3rd and 4th grades on the following skills: working memory, phonemic awareness, reading comprehension, number transcoding, number line estimation, and quantitative reasoning. We assessed these cognitive skills in two moments, at the beginning and the end of the school year. In this second moment, we also assessed the students' arithmetic achievement. The results specifically indicated a direct influence of number transcoding, quantitative reasoning, and phonemic awareness on arithmetic performance. In addition, the findings showed that number transcoding is a mediator in the relation between quantitative reasoning and phonemic awareness with arithmetic performance. Thus, we emphasize the importance of general and specific skills for students' arithmetic performance. Furthermore, we highlight the prioritization of teaching based on the understanding of the number system and the relations between amounts (quantitative reasoning) for arithmetic learning, as well as for preventing future mathematical difficulties.
{"title":"COGNITIVE SKILLS AS PREDICTORS OF ARITHMETIC ACHIEVEMENT OF 3th AND 4th GRADERS","authors":"Camila Peres Nogues, Fábio Dos Santos Jardim, Elielson Magalhães Lima, Beatriz Vargas Dorneles","doi":"10.1590/0102-469836538t","DOIUrl":"https://doi.org/10.1590/0102-469836538t","url":null,"abstract":"ABSTRACT: This article presents a study that aimed to identify general and specific cognitive skills as predictors of arithmetic achievement. Through a quantitative analysis, we evaluated 127 students in the 3rd and 4th grades on the following skills: working memory, phonemic awareness, reading comprehension, number transcoding, number line estimation, and quantitative reasoning. We assessed these cognitive skills in two moments, at the beginning and the end of the school year. In this second moment, we also assessed the students' arithmetic achievement. The results specifically indicated a direct influence of number transcoding, quantitative reasoning, and phonemic awareness on arithmetic performance. In addition, the findings showed that number transcoding is a mediator in the relation between quantitative reasoning and phonemic awareness with arithmetic performance. Thus, we emphasize the importance of general and specific skills for students' arithmetic performance. Furthermore, we highlight the prioritization of teaching based on the understanding of the number system and the relations between amounts (quantitative reasoning) for arithmetic learning, as well as for preventing future mathematical difficulties.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67514424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/0102-469836571-t
E. Nardi, Rosilene Lagares, Ana Elica Bearzi
ABSTRACT: In the context of the growing implementation of accountability measures in basic education identified with policies of regulation by results, this paper analyzes possible reconfigurations of institutional arrangements to account for democratic school government in terms of participation and social control. We conducted this documental research in two Brazilian capitals (Fortaleza [CE] and Palmas [TO]). We surveyed, examined, and systematized target documents, guidelines, measures, and conditions for the democratic government of public basic education, which were in line with result-based regulation policies carried out since the 2000s. Nonetheless, we conclude that the ensemble of changes in each capital may indicate some favoring of the institutional conditions of participation and social control. However, we highlight that the suggested potential of these changes seems to lose power when faced with a political-institutional framework that emphasizes measures identified with policies of regulation by results.
{"title":"REGULATION BY RESULTS AND RECONFIGURATIONS IN INSTITUTIONAL ARRANGEMENTS AIMED AT THE DEMOCRATIC SCHOOL GOVERNMENT","authors":"E. Nardi, Rosilene Lagares, Ana Elica Bearzi","doi":"10.1590/0102-469836571-t","DOIUrl":"https://doi.org/10.1590/0102-469836571-t","url":null,"abstract":"ABSTRACT: In the context of the growing implementation of accountability measures in basic education identified with policies of regulation by results, this paper analyzes possible reconfigurations of institutional arrangements to account for democratic school government in terms of participation and social control. We conducted this documental research in two Brazilian capitals (Fortaleza [CE] and Palmas [TO]). We surveyed, examined, and systematized target documents, guidelines, measures, and conditions for the democratic government of public basic education, which were in line with result-based regulation policies carried out since the 2000s. Nonetheless, we conclude that the ensemble of changes in each capital may indicate some favoring of the institutional conditions of participation and social control. However, we highlight that the suggested potential of these changes seems to lose power when faced with a political-institutional framework that emphasizes measures identified with policies of regulation by results.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67514446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/0102-469836778-t
Diomar Caríssimo Selli Deconto, F. Ostermann
ABSTRACT: Based on Bakhtinian thought, we developed dimensions of a perspective of counter-hegemonic training of Science teachers. This training perspective, which we call “dialogical-responsible teacher education,” consists of seven dimensions - practical, ethics, aesthetics, investigative, political, contextual, and knowledge. The last three will be developed in this paper. The development of these dimensions was built up from the collating of Bakhtinian Circle texts with texts from the literature on teacher education, tensions, and contrasts, showing insufficiencies and proposing advances concerning the hegemonic training model guided by technical rationality. In this process, formative dimensions emerged that distanced from a prescriptive profile, are constituted as principles that allow rethinking, transforming, giving directions, and structuring formations that break with the hegemonic perspective. We argue that our dimensions make it possible to resignify teacher education regarding the broad understanding of reality, criticality, teaching autonomy, organicity of training processes, and dialogicity in constructing knowledge.
{"title":"POLITICAL, CONTEXTUAL AND KNOWLEDGE DIMENSIONS OF TEACHER EDUCATION: A PERSPECTIVE IN THE LIGHT OF BAKHTINIAN THOUGHT","authors":"Diomar Caríssimo Selli Deconto, F. Ostermann","doi":"10.1590/0102-469836778-t","DOIUrl":"https://doi.org/10.1590/0102-469836778-t","url":null,"abstract":"ABSTRACT: Based on Bakhtinian thought, we developed dimensions of a perspective of counter-hegemonic training of Science teachers. This training perspective, which we call “dialogical-responsible teacher education,” consists of seven dimensions - practical, ethics, aesthetics, investigative, political, contextual, and knowledge. The last three will be developed in this paper. The development of these dimensions was built up from the collating of Bakhtinian Circle texts with texts from the literature on teacher education, tensions, and contrasts, showing insufficiencies and proposing advances concerning the hegemonic training model guided by technical rationality. In this process, formative dimensions emerged that distanced from a prescriptive profile, are constituted as principles that allow rethinking, transforming, giving directions, and structuring formations that break with the hegemonic perspective. We argue that our dimensions make it possible to resignify teacher education regarding the broad understanding of reality, criticality, teaching autonomy, organicity of training processes, and dialogicity in constructing knowledge.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67515153","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}
Emanuelle DA Silva Ferreira, Ana Cláudia Rodrigues Gonçalves Pessoa
ABSTRACT: The present study aims at the general analysis of the pedagogical hospital monitoring carried out in the oncology sector of a public hospital in Recife with regard to children in the literacy process. The specific objectives are to verify the knowledge of parents and teachers of oncology about the laws that ensure the continuity of the teaching-learning process in the hospital environment; analyze whether and how the relationship between the school and how oncology teachers occur in the children's literacy process; investigate the actions of the educator in hospital care in the oncology sector. We conducted research with a qualitative approach, using data collection, decoding and semi-structured changes as tools. Through the study, it was possible to verify that the access to hospital pedagogy offers a child and adolescent in a situation of hospitalization, not only the continuity of the schooling process, but offers a perspective for the future, I contributed to a cure so desired, for the continuation of life projects. We emphasize the need to develop new research aimed at contributing to the continuity of the teaching-learning process of children undergoing treatment, especially those who are in the process of literacy.
{"title":"HOSPITAL PEDAGOGICAL SUPPORT TO CHILDREN WITH CANCER IN THE LITERACY PROCESS","authors":"Emanuelle DA Silva Ferreira, Ana Cláudia Rodrigues Gonçalves Pessoa","doi":"10.1590/0102-469837031t","DOIUrl":"https://doi.org/10.1590/0102-469837031t","url":null,"abstract":"ABSTRACT: The present study aims at the general analysis of the pedagogical hospital monitoring carried out in the oncology sector of a public hospital in Recife with regard to children in the literacy process. The specific objectives are to verify the knowledge of parents and teachers of oncology about the laws that ensure the continuity of the teaching-learning process in the hospital environment; analyze whether and how the relationship between the school and how oncology teachers occur in the children's literacy process; investigate the actions of the educator in hospital care in the oncology sector. We conducted research with a qualitative approach, using data collection, decoding and semi-structured changes as tools. Through the study, it was possible to verify that the access to hospital pedagogy offers a child and adolescent in a situation of hospitalization, not only the continuity of the schooling process, but offers a perspective for the future, I contributed to a cure so desired, for the continuation of life projects. We emphasize the need to develop new research aimed at contributing to the continuity of the teaching-learning process of children undergoing treatment, especially those who are in the process of literacy.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/0102-469838405-t
Luiz Gilberto Kronbauer, Paulo Evaldo Fensterseifer
Abstract: Inspired by the Aristotelian notion of Phronesis, we developed a reflection on teacher formation, in the perspective of learning as an exercise continuously done and redone, grounded on a reflexive and theoretical attitude. We approximated the concept of the contemplative life to one of the reflexive teachers aiming to advance toward praxis as a dialectic process of action-reflection-action, the background to pre-service education of teachers, which intertwines theory and practice as the horizon of a “living teaching”. This re-reading of Aristotle’s practical philosophy is followed by Hans-Georg-Gadamer’s interpretation, in his work Wahrheit und Methode, using the concepts of practical wisdom and mimesis, the productivity of the concept of experience, and Aristotle’s hermeneutic topicality, which structure the following text.
摘要:受亚里斯多德的Phronesis概念的启发，我们基于反思和理论的态度，从学习作为一种不断进行和重复的练习的角度，对教师的形成进行了反思。我们将沉思生活的概念近似为反思性教师，旨在将实践作为行动-反思-行动的辩证过程推进，这是教师职前教育的背景，它将理论与实践交织在一起，作为“生活教学”的视界。在对亚里士多德实践哲学的重新解读之后，伽达默尔在他的著作《Wahrheit und Methode》中解释了实践智慧和模仿的概念，经验概念的生产力，以及亚里士多德的解释学话题性，这构成了下面的文本。
{"title":"TEACHER EDUCATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE","authors":"Luiz Gilberto Kronbauer, Paulo Evaldo Fensterseifer","doi":"10.1590/0102-469838405-t","DOIUrl":"https://doi.org/10.1590/0102-469838405-t","url":null,"abstract":"Abstract: Inspired by the Aristotelian notion of Phronesis, we developed a reflection on teacher formation, in the perspective of learning as an exercise continuously done and redone, grounded on a reflexive and theoretical attitude. We approximated the concept of the contemplative life to one of the reflexive teachers aiming to advance toward praxis as a dialectic process of action-reflection-action, the background to pre-service education of teachers, which intertwines theory and practice as the horizon of a “living teaching”. This re-reading of Aristotle’s practical philosophy is followed by Hans-Georg-Gadamer’s interpretation, in his work Wahrheit und Methode, using the concepts of practical wisdom and mimesis, the productivity of the concept of experience, and Aristotle’s hermeneutic topicality, which structure the following text.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517504","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}
ABSTRACT: The present research aimed to analyze the perceptions and opinions about the existence of a code of ethics for the teaching profession among the following groups: teacher educators, Basic Education teachers, and undergraduate students. The data were collected through a digital form filled out by the groups. The analysis indicated the need for an instrument that guides the actions of teachers when facing thorny situations, which are not discussed during study but are often part of everyday school life. Conversely, a concern was raised over who would develop this instrument and how it would be used by institutions. The results point to the demand of undergraduates, teachers, and teacher educators for educational processes that emphasize aspects of guidance, reflection, and decision-making in day-to-day school situations. The inclusion of these topics in teacher education courses is essential so that they can actively and critically participate in the continuous construction of a possible code of ethics or reflective practices regarding the principles and values that guide their profession. It is argued that the presence of the subject “code of ethics” in teacher education curricula is fundamental, as trainees need to be warned that future attributions in their daily work are not only limited to teaching, but also involve responsibilities arising from issues that emerge in this context and from the impact of their decisions on students, teachers, and institutions.
{"title":"CODE OF ETHICS FOR THE TEACHING PROFESSION: EDUCATORS’ PERCEPTIONS AND OPINIONS","authors":"Paulo Fraga DA Silva, I. Ishii, Myriam Krasilchik","doi":"10.1590/0102-469841031t","DOIUrl":"https://doi.org/10.1590/0102-469841031t","url":null,"abstract":"ABSTRACT: The present research aimed to analyze the perceptions and opinions about the existence of a code of ethics for the teaching profession among the following groups: teacher educators, Basic Education teachers, and undergraduate students. The data were collected through a digital form filled out by the groups. The analysis indicated the need for an instrument that guides the actions of teachers when facing thorny situations, which are not discussed during study but are often part of everyday school life. Conversely, a concern was raised over who would develop this instrument and how it would be used by institutions. The results point to the demand of undergraduates, teachers, and teacher educators for educational processes that emphasize aspects of guidance, reflection, and decision-making in day-to-day school situations. The inclusion of these topics in teacher education courses is essential so that they can actively and critically participate in the continuous construction of a possible code of ethics or reflective practices regarding the principles and values that guide their profession. It is argued that the presence of the subject “code of ethics” in teacher education curricula is fundamental, as trainees need to be warned that future attributions in their daily work are not only limited to teaching, but also involve responsibilities arising from issues that emerge in this context and from the impact of their decisions on students, teachers, and institutions.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67518673","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}
J. Carvalho, Sandra Ribeiro Suzana Cunha Manuel Moreira da Silva
ABSTRACT: The article discuss how curricula that use art with its sensitive signs can enable a movement of thought around a countercultural education that affirms life in counterpoint to capitalist processes. It dialogues, with post-fundamentalist theoretical intercessors, the concepts of cultures, curricula, teachings, and images of artistic signs when forming people to come. Methodologically it is a training research carried out with teachers of a municipal school network, virtually via Google Meet, in the year 2021. Therefore, it aims to think about the strength of artistic signs in cultural and curricular inventions and compositions. In the results, the text points out some destabilizing points that teachers, during encounters with the signs of the arts, excavate, open fissures in dogmatic thinking —thought as representation —opening gaps for the passage of inventive nomadic thought, the one that escapes, which experiences and creates possibilities for power flows of forces. This process expands differentiation processes and thus invents new images for the curricula, cultures, and schools with the force of difference.
{"title":"CURRICULA AND ART SIGNS AROUND A COUNTERCULTURAL EDUCATION","authors":"J. Carvalho, Sandra Ribeiro Suzana Cunha Manuel Moreira da Silva","doi":"10.1590/0102-469840555t","DOIUrl":"https://doi.org/10.1590/0102-469840555t","url":null,"abstract":"ABSTRACT: The article discuss how curricula that use art with its sensitive signs can enable a movement of thought around a countercultural education that affirms life in counterpoint to capitalist processes. It dialogues, with post-fundamentalist theoretical intercessors, the concepts of cultures, curricula, teachings, and images of artistic signs when forming people to come. Methodologically it is a training research carried out with teachers of a municipal school network, virtually via Google Meet, in the year 2021. Therefore, it aims to think about the strength of artistic signs in cultural and curricular inventions and compositions. In the results, the text points out some destabilizing points that teachers, during encounters with the signs of the arts, excavate, open fissures in dogmatic thinking —thought as representation —opening gaps for the passage of inventive nomadic thought, the one that escapes, which experiences and creates possibilities for power flows of forces. This process expands differentiation processes and thus invents new images for the curricula, cultures, and schools with the force of difference.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67518786","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}
Javier Giovanny Sánchez Molano, Rosiléia Oliveira de Almeida
RESUMEN: El tejido textual corresponde a una revisión crítica, cuya primera versión basó los análisis y discusiones relacionadas con experiencias de campo producidas en una investigación cualitativa (SÁNCHEZ MOLANO, 2020) en instituciones escolares de la periferia de una metrópoli latinoamericana. En el recorrido del texto nos acompañarán las Epistemologías del Sur, cuyas ideas principales darán consistencia al hilo argumental, en relación con proposiciones sobre ciencias contrahegemónicas, ciencias contemporáneas, ambientalismo latinoamericano y a la noción de ecología de saberes, así como a las enseñanzas de las ciencias que pueden anclarse en estas proposiciones. Se avanza en la comprensión de la práctica científica desde los postulados del pragmatismo epistemológico y el pluralismo metodológico, que serían complementarios a perspectivas educativas inspiradas en la interculturalidad crítica y en la educación ambiental insurgente. Con base en lo anterior, se proponen actualizaciones nomenclaturales en el campo de las enseñanzas de las ciencias, más acordes con perspectivas emancipatorias que se proyectan desde América Latina.
{"title":"ENSEÑANZAS DE CIENCIAS INSURGENTES: AMBIENTALIZANDO CIENCIAS Y EDUCACIONES","authors":"Javier Giovanny Sánchez Molano, Rosiléia Oliveira de Almeida","doi":"10.1590/0102-469839408e","DOIUrl":"https://doi.org/10.1590/0102-469839408e","url":null,"abstract":"RESUMEN: El tejido textual corresponde a una revisión crítica, cuya primera versión basó los análisis y discusiones relacionadas con experiencias de campo producidas en una investigación cualitativa (SÁNCHEZ MOLANO, 2020) en instituciones escolares de la periferia de una metrópoli latinoamericana. En el recorrido del texto nos acompañarán las Epistemologías del Sur, cuyas ideas principales darán consistencia al hilo argumental, en relación con proposiciones sobre ciencias contrahegemónicas, ciencias contemporáneas, ambientalismo latinoamericano y a la noción de ecología de saberes, así como a las enseñanzas de las ciencias que pueden anclarse en estas proposiciones. Se avanza en la comprensión de la práctica científica desde los postulados del pragmatismo epistemológico y el pluralismo metodológico, que serían complementarios a perspectivas educativas inspiradas en la interculturalidad crítica y en la educación ambiental insurgente. Con base en lo anterior, se proponen actualizaciones nomenclaturales en el campo de las enseñanzas de las ciencias, más acordes con perspectivas emancipatorias que se proyectan desde América Latina.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.1590/0102-469837884-t
Beatriz Staimbach Albino
ABSTRACT: Since the 1980s there has been a certain fascination with the theme of the reflective/researching teacher. Little is said, however, that this discussion is part of a larger one, which criticizes positivism and rationality. Following the tradition of Critical Social Theory, some theoretical and methodological assumptions were discussed in order to then reflect on the teaching practice and the school context in which this author is inserted. Violence and indifference as inherent to the civilizing process, of which education is part, and the confrontation of the contradictions between the teacher’s being and “must be” as an antidote to the reproduction of barbarism, appear as central themes. The use of records and memories of the period of initiation to teaching and insertion in the work environment (years 2019 and 2020) was made, with attention to my doing teaching and a latent “teacher must be” in daily school life, in its interconnections with social and cultural aspects. In the elaboration work (cognitive and affective) of the experience, the little rationality prevailing in the school space was one of the key points of the analysis, revealing itself, among others: the insistence on rhetoric and educational postulates, at the expense of denying reality; the predominance of the principle of competition, especially among peers and with singularities that relate to gender issues; and the difficulty of facing violence in physical education classes. It ends with some notes on teacher self-reflection, especially the urgency that the ethical-political principle overlaps merely instrumental/performative objectives in this process.
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