Pub Date : 2023-01-01DOI: 10.1590/0102-469836869-t
Jailton Rodrigues DE Sousa, Emanoela Moreira Maciel
ABSTRACT: Thinking about education and its processes is not a simple task, given the large number of resources involved and the complexity of the human being. From the universe of variables that produce the educational process, this text aims to discuss relevant aspects of the planning and organization of educational practices in Professional and Technological Education (EPT), having the integrative perspective and the omnilateral formation of the subjects as references. The methodological route was composed of bibliographical research on the theme, field research with teachers who work in EPT, and analysis and discussion of collected data, according to Bardin's content analysis technique (1977). In theory, during the planning of integrative teaching practices, it is necessary to consider the following elements: collaborative and participatory teaching, involving the other agents of the educational process; linking educational practices, preferably in a contextualized manner, to the reality of the life of the learning subjects; overcoming disciplinarity; taking into account the cyclical and material aspects of the school and students. The data analysis results suggest that the educational practices planned by the interviewed teachers encompass the contextualization and the scenario in which they are executed, the required educational resources, and the relationship between the subject and the course's educational proposal. However, it was found that it is necessary to expand the teachers' perception of the formation process, decentralize the planning of educational practices, advance in overcoming disciplinarity, and also to expand the purpose of the subjects' education beyond professional preparation.
{"title":"PLANNING INTEGRATIVE EDUCATIONAL PRACTICES FOR PROFESSIONAL AND TECHNOLOGICAL EDUCATION","authors":"Jailton Rodrigues DE Sousa, Emanoela Moreira Maciel","doi":"10.1590/0102-469836869-t","DOIUrl":"https://doi.org/10.1590/0102-469836869-t","url":null,"abstract":"ABSTRACT: Thinking about education and its processes is not a simple task, given the large number of resources involved and the complexity of the human being. From the universe of variables that produce the educational process, this text aims to discuss relevant aspects of the planning and organization of educational practices in Professional and Technological Education (EPT), having the integrative perspective and the omnilateral formation of the subjects as references. The methodological route was composed of bibliographical research on the theme, field research with teachers who work in EPT, and analysis and discussion of collected data, according to Bardin's content analysis technique (1977). In theory, during the planning of integrative teaching practices, it is necessary to consider the following elements: collaborative and participatory teaching, involving the other agents of the educational process; linking educational practices, preferably in a contextualized manner, to the reality of the life of the learning subjects; overcoming disciplinarity; taking into account the cyclical and material aspects of the school and students. The data analysis results suggest that the educational practices planned by the interviewed teachers encompass the contextualization and the scenario in which they are executed, the required educational resources, and the relationship between the subject and the course's educational proposal. However, it was found that it is necessary to expand the teachers' perception of the formation process, decentralize the planning of educational practices, advance in overcoming disciplinarity, and also to expand the purpose of the subjects' education beyond professional preparation.","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":"67516971","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: 10.1590/0102-469837704-t
Marta Nörnberg, Maurício Cardoso Dias, Josiane Jarline Jäger
ABSTRACT: The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practices of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction between text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elements of the interactive model of reading. Concerning the reading practices, the activities of extraction of meanings from the text for the development of textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercises that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, are less frequently used. Finally, we highlight the importance of analyzing theoretical and methodological assumptions of continuous training programs in order to understand how these help the teachers to analyze their practices and rethink them according to the student’s needs.
摘要:本文旨在介绍和讨论《全国适龄识字公约》(National Pact for Literacy at The Right Age, PNAIC)训练笔记中探讨的阅读概念和实践。对笔记本内容的分析过程是基于以下问题:pnac笔记本收集带来了什么样的阅读观念和什么样的教学实践?对阅读的概念和实践的讨论是在理论研究的基础上进行的，这些理论研究将阅读视为文本与读者之间互动的一种认知行为。分析结果表明，训练笔记文本从互动阅读模式的要素来构思阅读。在阅读练习中，从文本中提取意义以发展文本理解的活动是优先的。在报告中，共享阅读活动的记录占主导地位，其中问题的制定是帮助学生查找信息和推断意义的主要策略。然而，旨在激活读者先前知识或阅读系统化活动的练习，如论文写作，则较少使用。最后，我们强调了分析持续培训计划的理论和方法假设的重要性，以便了解这些假设如何帮助教师分析他们的实践，并根据学生的需求重新思考他们。
{"title":"READING AS AN INTERACTION BETWEEN THE READER AND THE TEXT: CONCEPTIONS AND PRACTICES IN THE PNAIC NOTEBOOKS","authors":"Marta Nörnberg, Maurício Cardoso Dias, Josiane Jarline Jäger","doi":"10.1590/0102-469837704-t","DOIUrl":"https://doi.org/10.1590/0102-469837704-t","url":null,"abstract":"ABSTRACT: The article aims at presenting and discussing the conceptions and practices of reading explored in the training notebooks of the National Pact for Literacy at the Right Age (PNAIC). The analysis process of the content of the notebooks was conducted based on the following question: what conception of reading and what teaching practices are brought in the collection of notebooks of PNAIC? The discussion on the conceptions and practices of reading was carried out based on theoretical studies that see reading as a cognitive act set in the interaction between text-reader. The results of the analysis show that the texts of the training notebooks conceive the reading from elements of the interactive model of reading. Concerning the reading practices, the activities of extraction of meanings from the text for the development of textual understanding are prioritized. In the reports, there is a predominance of records of shared reading activity, in which the formulation of questions is the main strategy to help the student to find information and infer meanings. Yet the exercises that aim at activating previous knowledge of the reader or activities of reading systematization, such as essay writing, are less frequently used. Finally, we highlight the importance of analyzing theoretical and methodological assumptions of continuous training programs in order to understand how these help the teachers to analyze their practices and rethink them according to the student’s needs.","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":"67517327","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 context evaluation is based on a participatory methodology that articulates two axes: i) “the negotiation of quality” and ii) “the promotion from the inside”, which combine self-assessment with external assessment, in a dialogic process of confrontation of viewpoints. The objective of this evaluation is to systematize hypotheses and projects for educational improvement based on the items evaluated. It is a reflective evaluation, in which the claims, concerns and questions of interest groups are the basis for determining the problematizations and necessary changes. It is a participatory and formative evaluation process organized in stages. The present work aims to analyze one of the stages of context evaluation, in its initial phase, in two context evaluation experiences: one carried out in Rio de Janeiro-RJ and the other in Pinhais-PR. This step consists in carrying out a critical analysis of the evaluation instrument carried out by the teachers together with the external evaluator. The entire process was recorded in audio, transcribed and analyzed, having as theoretical reference the studies of Bondioli and Savio (2015), Moro and Coutinho (2018), Corsino and Branco (2019), among others. It was observed that in the two contexts evaluated, throughout the evaluation process, the results showed the importance of analyzing the instruments for the teacher training process, due to the teachers' awareness of the aspects to be evaluated, as well as for the construction of common understandings in the teams, in a participatory, dialogic and democratic process.
摘要:语境评价以参与式方法论为基础，在观点对立的对话过程中，围绕“质量协商”和“内部提升”两个轴线展开，将自我评价与外部评价相结合。这项评估的目的是系统化的假设和项目，以评估项目为基础的教育改进。它是一种反思性的评价，在这种评价中，利益集团的主张、关切和问题是确定问题化和必要变革的基础。这是一个分阶段组织的参与性和形成性评价过程。本工作的目的是分析背景评价的一个阶段，在其初始阶段，在两个背景评价经验:一个在bbbbo de Janeiro-RJ进行，另一个在Pinhais-PR进行。这一步包括对教师与外部评估者共同实施的评估工具进行批判性分析。整个过程以音频记录，转录和分析，作为理论参考Bondioli和Savio (2015)， Moro和Coutinho (2018)， Corsino和Branco(2019)等人的研究。有人指出，在评估的两种情况下，在整个评估过程中，结果表明，由于教师对待评估方面的认识，分析工具对教师培训过程的重要性，以及对在参与、对话和民主进程中在小组中建立共同理解的重要性。
{"title":"ARTICLE - CONTEXT EVALUATION: COLLECTIVE ANALYSIS OF EVALUATIVE INSTRUMENTS","authors":"Catarina Moro, J. C. Branco, Patrícia Corsino","doi":"10.1590/0102-469838402t","DOIUrl":"https://doi.org/10.1590/0102-469838402t","url":null,"abstract":"ABSTRACT: The context evaluation is based on a participatory methodology that articulates two axes: i) “the negotiation of quality” and ii) “the promotion from the inside”, which combine self-assessment with external assessment, in a dialogic process of confrontation of viewpoints. The objective of this evaluation is to systematize hypotheses and projects for educational improvement based on the items evaluated. It is a reflective evaluation, in which the claims, concerns and questions of interest groups are the basis for determining the problematizations and necessary changes. It is a participatory and formative evaluation process organized in stages. The present work aims to analyze one of the stages of context evaluation, in its initial phase, in two context evaluation experiences: one carried out in Rio de Janeiro-RJ and the other in Pinhais-PR. This step consists in carrying out a critical analysis of the evaluation instrument carried out by the teachers together with the external evaluator. The entire process was recorded in audio, transcribed and analyzed, having as theoretical reference the studies of Bondioli and Savio (2015), Moro and Coutinho (2018), Corsino and Branco (2019), among others. It was observed that in the two contexts evaluated, throughout the evaluation process, the results showed the importance of analyzing the instruments for the teacher training process, due to the teachers' awareness of the aspects to be evaluated, as well as for the construction of common understandings in the teams, in a participatory, dialogic and democratic 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":"67517459","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}
Adriano Ineia, Rogério C. Turchetti, W. Priesnitz Filho, Angela Isabel dos Santos Dullius, R. M. Ellensohn
ABSTRACT: The purpose of this study is to map the current status of research in engineering education from the perspective of sustainability, bibliometrix and biblioshiny packages were employed to perform data mining and quantitative analysis of publications in this area of knowledge from 2012 to 2022 in the Web of Science database. The results showed that in the last 10 years, the number of articles on teaching sustainability in engineering has increased. The increase was gradual and can be divided into three stages, between 2012 and 2016 the publications ranged from 130 to 150, from 2017 to 2019 the publications went from 150 to 190 and from 2020 to 2021 it exceeded 200 articles. The top countries in terms of research development in the area of sustainability education in engineering are the United States, Spain, China, Australia, the United Kingdom, Germany, Canada, and Italy, as well as being the most important countries for international cooperation in this area. Sustainable development, engineering education, students, education, curriculum, teaching, and sustainability were the most frequently mentioned keywords in this field in the last 10 years. Within this field, the use of active methodologies, sustainable development, good pedagogical and sustainability practices, and the construction of competencies and skills are emerging as research topics. The teaching of sustainability in engineering is a relatively new theme, however, due to the urgency of the subject many studies have been developed and many others are unfolding, however, the complexity of the theme does not exhaust the gaps in the subject
摘要:本研究旨在从可持续性的视角描绘工程教育研究的现状，采用文献计量矩阵(bibliometrix)和文献信息包(biblioshiny packages)对Web of Science数据库2012 - 2022年该领域的出版物进行数据挖掘和定量分析。结果表明，近10年来，有关工程教学可持续性的文章数量有所增加。增加是渐进的，可分为三个阶段，2012年至2016年，出版物从130到150，从2017年到2019年，出版物从150到190，从2020年到2021年，超过200篇。美国、西班牙、中国、澳大利亚、英国、德国、加拿大和意大利在工程可持续发展教育领域的研究发展方面名列前茅，同时也是该领域国际合作最重要的国家。可持续发展、工程教育、学生、教育、课程、教学和可持续性是过去10年该领域最常提到的关键词。在这一领域内，积极方法的使用、可持续发展、良好的教学和可持续性做法以及能力和技能的建设正在成为研究主题。工程中的可持续性教学是一个相对较新的主题，然而，由于这一主题的紧迫性，许多研究已经发展起来，许多其他研究正在展开，然而，主题的复杂性并没有穷尽这一主题的空白
{"title":"GLOBAL VISIONS AND FUTURE PERSPECTIVES IN TEACHING SUSTAINABILITY IN ENGINEERING","authors":"Adriano Ineia, Rogério C. Turchetti, W. Priesnitz Filho, Angela Isabel dos Santos Dullius, R. M. Ellensohn","doi":"10.1590/0102-469841308t","DOIUrl":"https://doi.org/10.1590/0102-469841308t","url":null,"abstract":"ABSTRACT: The purpose of this study is to map the current status of research in engineering education from the perspective of sustainability, bibliometrix and biblioshiny packages were employed to perform data mining and quantitative analysis of publications in this area of knowledge from 2012 to 2022 in the Web of Science database. The results showed that in the last 10 years, the number of articles on teaching sustainability in engineering has increased. The increase was gradual and can be divided into three stages, between 2012 and 2016 the publications ranged from 130 to 150, from 2017 to 2019 the publications went from 150 to 190 and from 2020 to 2021 it exceeded 200 articles. The top countries in terms of research development in the area of sustainability education in engineering are the United States, Spain, China, Australia, the United Kingdom, Germany, Canada, and Italy, as well as being the most important countries for international cooperation in this area. Sustainable development, engineering education, students, education, curriculum, teaching, and sustainability were the most frequently mentioned keywords in this field in the last 10 years. Within this field, the use of active methodologies, sustainable development, good pedagogical and sustainability practices, and the construction of competencies and skills are emerging as research topics. The teaching of sustainability in engineering is a relatively new theme, however, due to the urgency of the subject many studies have been developed and many others are unfolding, however, the complexity of the theme does not exhaust the gaps in the subject","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":"67518810","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: We live in a society in which habits, customs, values and beliefs have been modified as a result of globalization and the information and communication technologies that have entered and occupied public and private spaces, in an intense and meaningful way. Education, in turn, even with some pertinent advances, still presents fragmented teaching in Brazilian classrooms, a traditional model that is out of context in the everyday life of students. When considering that it is in and through language that human beings interact, this article aims to present a critical-formative action developed with Portuguese language trainers, from the Education Department of the State of Acre, in the discussion of concepts of discursive genres, didactic sequence and multi-stages, as a possibility of transformation of the subjects involved. Methodologically, we are anchored in the Critical Collaboration Research (PCCol) in which all involved act, in a critical, collaborative and reflective way, in the activities developed, in order to intervene and transform the existing reality. The results found verified the need for revision in: a) concepts considered internalized and, b) in the role of the trainer as someone who needs to articulate theory and practice in a more collaborative, critical and effective way with the teachers.
{"title":"CRITICAL-FORMATIVE ACTION IN THE CONTEXT OF PORTUGUESE LANGUAGE TEACHER TRAINERS","authors":"G. C. D. A. Oliveira, A. B. C. T. Lessa","doi":"10.1590/0102-469825019t","DOIUrl":"https://doi.org/10.1590/0102-469825019t","url":null,"abstract":"ABSTRACT: We live in a society in which habits, customs, values and beliefs have been modified as a result of globalization and the information and communication technologies that have entered and occupied public and private spaces, in an intense and meaningful way. Education, in turn, even with some pertinent advances, still presents fragmented teaching in Brazilian classrooms, a traditional model that is out of context in the everyday life of students. When considering that it is in and through language that human beings interact, this article aims to present a critical-formative action developed with Portuguese language trainers, from the Education Department of the State of Acre, in the discussion of concepts of discursive genres, didactic sequence and multi-stages, as a possibility of transformation of the subjects involved. Methodologically, we are anchored in the Critical Collaboration Research (PCCol) in which all involved act, in a critical, collaborative and reflective way, in the activities developed, in order to intervene and transform the existing reality. The results found verified the need for revision in: a) concepts considered internalized and, b) in the role of the trainer as someone who needs to articulate theory and practice in a more collaborative, critical and effective way with the teachers.","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":"67509816","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: 10.1590/0102-469836854-t
Ellen Aniszewski, José Henrique
ABSTRACT: This study shows causes for the lack of interest of sixth and ninth-grade students in physical education classes based on the satisfaction of Basic Psychological Needs (BPN) and by the interpretation of reasons given by students for being apart of subject classes. The sequential mixed method was used. The sample of the initial phase of quantitative characteristics (extensive) was composed of 153 students, followed by the intensive phase of qualitative nature, which had 12 students. The result shows that girls feel less attended to their BPN compared to boys, in sixth grade, with an emphasis on the competence dimension, expanding to autonomy and relatedness in the ninth grade. In line with the research objectives, this study indicates that lack of ability (competence), lack of diversification of contents beyond popular coletive sports (competence/autonomy), and lack of opportunities to participate in decision-making (autonomy) are some of the reasons that lead to students to develop disinterest in physical education classes.
{"title":"THE RELATIONSHIP BETWEEN COMPETENCE, AUTONOMY, AND RELATEDNESS SATISFACTION AND DISINTEREST IN PHYSICAL EDUCATION CLASSES IN ELEMENTARY SCHOOL","authors":"Ellen Aniszewski, José Henrique","doi":"10.1590/0102-469836854-t","DOIUrl":"https://doi.org/10.1590/0102-469836854-t","url":null,"abstract":"ABSTRACT: This study shows causes for the lack of interest of sixth and ninth-grade students in physical education classes based on the satisfaction of Basic Psychological Needs (BPN) and by the interpretation of reasons given by students for being apart of subject classes. The sequential mixed method was used. The sample of the initial phase of quantitative characteristics (extensive) was composed of 153 students, followed by the intensive phase of qualitative nature, which had 12 students. The result shows that girls feel less attended to their BPN compared to boys, in sixth grade, with an emphasis on the competence dimension, expanding to autonomy and relatedness in the ninth grade. In line with the research objectives, this study indicates that lack of ability (competence), lack of diversification of contents beyond popular coletive sports (competence/autonomy), and lack of opportunities to participate in decision-making (autonomy) are some of the reasons that lead to students to develop disinterest in physical education classes.","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":"67517282","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: Foucault said that governing is shaping the conduct of individuals: more broadly, says Michel Feher, specific modes of government have established throughout history different representations of the human condition, shaping values, aspirations, and ways of being. Now, the sensitivity inherent to neoliberalism is characterized by the reinforcement of narcissism, by little attention to the other, by indifference. The article presents the answer that Judith Butler and Athena Athanasiou offer to this framework, based on a radical critique of the theory of recognition and the figure of the owner, «sovereign and unitary subject», who thinks he has assured safety and comfort. Their defense of the political performativity of the precarious situation - a condition that, after all, we all share - opens undoubtedly the way for thinking about ethical education today.
{"title":"POLITICAL SENSITIVITY AND PERFORMATIVITY OF ETHICAL EDUCATION","authors":"L. Valle","doi":"10.1590/0102-469837943t","DOIUrl":"https://doi.org/10.1590/0102-469837943t","url":null,"abstract":"ABSTRACT: Foucault said that governing is shaping the conduct of individuals: more broadly, says Michel Feher, specific modes of government have established throughout history different representations of the human condition, shaping values, aspirations, and ways of being. Now, the sensitivity inherent to neoliberalism is characterized by the reinforcement of narcissism, by little attention to the other, by indifference. The article presents the answer that Judith Butler and Athena Athanasiou offer to this framework, based on a radical critique of the theory of recognition and the figure of the owner, «sovereign and unitary subject», who thinks he has assured safety and comfort. Their defense of the political performativity of the precarious situation - a condition that, after all, we all share - opens undoubtedly the way for thinking about ethical education today.","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":"67517755","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}
R. C. Novaes, Antonio Jorge Gonçalves Soares, F. S. Triani, S. Telles
ABSTRACT: Physical Education was included in the National Textbook Plan (PNLD) in 2019, and the teacher's manual was the adopted book model. This article analyzes the insertion of Physical Education in this program and considers the context of textbooks in this curricular component and the alignment of teacher manuals with the neoliberal curricular policies that have invaded the field of Brazilian education in the recent decades. First, we present the context of Physical Education textbooks in Brazil, from gymnastics guides to textbooks, and to PNLD manuals, a moment in which school Physical Education obtains new relevance in the publishing market. Then, we conduct an analysis of the textbook collection with the highest number of copies sold in 2019 and 2020, named Corporal Practices, from the Editora Moderna publishing company, revealing how it can be seen as one of the signs of ongoing neoliberal curricular reforms. Finally, we sound an alarm regarding the emergence of a sense of school Physical Education shaped by the market and point out alternatives to teacher manuals in order to escape the current market-oriented logic.
{"title":"THE PHYSICAL EDUCATION TEACHER'S MANUALS IN THE NATIONAL TEXTBOOK PLAN","authors":"R. C. Novaes, Antonio Jorge Gonçalves Soares, F. S. Triani, S. Telles","doi":"10.1590/0102-469838185t","DOIUrl":"https://doi.org/10.1590/0102-469838185t","url":null,"abstract":"ABSTRACT: Physical Education was included in the National Textbook Plan (PNLD) in 2019, and the teacher's manual was the adopted book model. This article analyzes the insertion of Physical Education in this program and considers the context of textbooks in this curricular component and the alignment of teacher manuals with the neoliberal curricular policies that have invaded the field of Brazilian education in the recent decades. First, we present the context of Physical Education textbooks in Brazil, from gymnastics guides to textbooks, and to PNLD manuals, a moment in which school Physical Education obtains new relevance in the publishing market. Then, we conduct an analysis of the textbook collection with the highest number of copies sold in 2019 and 2020, named Corporal Practices, from the Editora Moderna publishing company, revealing how it can be seen as one of the signs of ongoing neoliberal curricular reforms. Finally, we sound an alarm regarding the emergence of a sense of school Physical Education shaped by the market and point out alternatives to teacher manuals in order to escape the current market-oriented logic.","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":"67517779","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: 10.1590/0102-469838834-t
Maria DO Carmo Galiazzi, Robson Simplicio DE Sousa
ABSTRACT: This text begins with a theoretical research program that seeks to map the tradition of Philosophical Hermeneutics (PH) in Science Education (SE), producing syntheses of works by different authors who assumed the PH in SE. The objective is to present research programs that articulated PH and SE as we tailored our own research program based on them. We started with the research on the work of Martin Eger, one of the pioneers in this discussion in English, who proposed a Philosophy of Science Education (PSE). The justification for this program is that PH provides arguments for understanding the role of language, which contributes to facing the daily challenges of teachers in Natural Sciences teaching and learning. In this text, based on a brief discussion of PH as developed by Hans-Georg Gadamer, we have studied Martin Eger's work. Some of the concepts proposed by Gadamer, such as the hermeneutic circle and the expansion and fusion of horizons, as well as the triple hermeneutics, proposed by Eger, have supported the understanding of the language of Natural Sciences, thus undoing the separation between subject and object; in this way, students, teachers in training, professors and researchers in Education and Science Education, as well as scientists, can be seen as interpreters of the Natural Sciences. By bringing together the work of Natural Sciences and the work of art in a cascade of interpretations throughout the production of scientific knowledge and its learning by students, Eger's academic production provides arguments to understand the very history of Science Teaching, by rescuing paths and reviews. At the same time, it brings inspiration to think about the present.
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ABSTRACT: Education for Sustainability in higher education is considered to be a challenge that demands the integration of a training method based on values, attitudes and principles that reflect on the professional formation. That said, this research intended to analyze the approach that Biology Bachelor Degree students in the Amazon region of Pará take on Education for Sustainability in their Final Papers. The exploratory study with documental analysis considered the Final Papers written by students from five different HEIs, prepared between the years 2017 and 2021, using an analysis instrument based on seven categories that investigate the approach to the principles of Education for Sustainability in three phases. By analyzing 145 papers, it was found that the most discussed principles are related to the right to education and the right to biodiversity. The study provides contributions of a theoretical-scientific, practical-instrumental and social nature, highlighting formative principles that HEIs should consider in the training of their students so that we have professionals concerned with the socio-environmental problems that destroy humanity.
{"title":"EDUCATION FOR SUSTAINABILITY IN THE FINAL PAPERS OF A BIOLOGY BACHELOR DEGREE COURSE IN THE AMAZON REGION OF PARÁ","authors":"Natanael Charles da Silva, Magnólia Araújo","doi":"10.1590/0102-469840382t","DOIUrl":"https://doi.org/10.1590/0102-469840382t","url":null,"abstract":"ABSTRACT: Education for Sustainability in higher education is considered to be a challenge that demands the integration of a training method based on values, attitudes and principles that reflect on the professional formation. That said, this research intended to analyze the approach that Biology Bachelor Degree students in the Amazon region of Pará take on Education for Sustainability in their Final Papers. The exploratory study with documental analysis considered the Final Papers written by students from five different HEIs, prepared between the years 2017 and 2021, using an analysis instrument based on seven categories that investigate the approach to the principles of Education for Sustainability in three phases. By analyzing 145 papers, it was found that the most discussed principles are related to the right to education and the right to biodiversity. The study provides contributions of a theoretical-scientific, practical-instrumental and social nature, highlighting formative principles that HEIs should consider in the training of their students so that we have professionals concerned with the socio-environmental problems that destroy humanity.","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":"67518135","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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