ABSTRACT: A didactic wind tunnel was designed and built as a pedagogical proposal aimed at teachers and students of a technical course in mechatronics integrated into the high school at the Federal Institute of São Paulo. The proposal aimed to analyze the learning results from the implementation of the project added to an experimental test; as well as to investigate the integration of contents and the interdisciplinarity in this didactic practice, and also present the technical-mathematical analysis involved in the construction of the equipment and the experimental test. The simultaneous and integrated approach between analysis of pedagogical practice and technical-mathematical investigation constitutes a differential of this research. Positive points arising from the pedagogical practice were evidenced and may support future didactic interactions in the development of projects with experimental testing. Besides proving existing theories about air dynamics, the proposal sought to bring students closer to the universe of applied science through a dialogic and encouraging teacher mediation, as well as providing a holistic view between theory and practice set in high school integrated with professional and technological training.
{"title":"CONSTRUCTION OF A DIDACTIC WIND TUNNEL AS A PEDAGOGICAL APPLICATION IN TECHNICAL EDUCATION","authors":"P. C. Mioralli, E. Avallone","doi":"10.1590/0102-469839236t","DOIUrl":"https://doi.org/10.1590/0102-469839236t","url":null,"abstract":"ABSTRACT: A didactic wind tunnel was designed and built as a pedagogical proposal aimed at teachers and students of a technical course in mechatronics integrated into the high school at the Federal Institute of São Paulo. The proposal aimed to analyze the learning results from the implementation of the project added to an experimental test; as well as to investigate the integration of contents and the interdisciplinarity in this didactic practice, and also present the technical-mathematical analysis involved in the construction of the equipment and the experimental test. The simultaneous and integrated approach between analysis of pedagogical practice and technical-mathematical investigation constitutes a differential of this research. Positive points arising from the pedagogical practice were evidenced and may support future didactic interactions in the development of projects with experimental testing. Besides proving existing theories about air dynamics, the proposal sought to bring students closer to the universe of applied science through a dialogic and encouraging teacher mediation, as well as providing a holistic view between theory and practice set in high school integrated with professional and technological training.","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":"67518193","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}
Isadora Graeff Bins Ely, Â. B. Costa, Marina Valentim Brasil
ABSTRACT: This work sought to understand the how high school students in a public school in Porto Alegre (RS) understand the concept of democracy. The premise of this objective is that understanding democracy is necessary to engage effectively in civic society and that this could also show how education can affect public life in this context. This is a qualitative and exploratory study and is part of a larger piece of research. A school was contacted in May 2018, and 197 high school students participated in the survey. The article will present the results of the analysis of the students' answers to the question “What is democracy?”. Thematic Analysis was used as the method. Five thematic axes were generated, based on the responses of the participants, in which their ideas about democracy seem to show a significant lack of interest in the subject of democracy. It is argued that, despite the many resources available to promote it nowadays and clear pro-democracy postures being taken, the biggest barrier to its effective exercise in public life may still be the lack of opportunities to be politically active, by providing more information and defending the values of democracy.We lack, therefore, support from institutions for an aspect that has been clearly evidenced to be indispensable, according to the academic literature: political education. It is argued that the most deficient aspect in achieving active youth citizenship is ensuring that they do have the opportunity to develop their understanding, and this must take place within schools..
{"title":"ENGAGEMENT, DELIBERATION AND INFORMATION: HOW STUDENTS THINK ABOUT DEMOCRACY","authors":"Isadora Graeff Bins Ely, Â. B. Costa, Marina Valentim Brasil","doi":"10.1590/0102-469840763t","DOIUrl":"https://doi.org/10.1590/0102-469840763t","url":null,"abstract":"ABSTRACT: This work sought to understand the how high school students in a public school in Porto Alegre (RS) understand the concept of democracy. The premise of this objective is that understanding democracy is necessary to engage effectively in civic society and that this could also show how education can affect public life in this context. This is a qualitative and exploratory study and is part of a larger piece of research. A school was contacted in May 2018, and 197 high school students participated in the survey. The article will present the results of the analysis of the students' answers to the question “What is democracy?”. Thematic Analysis was used as the method. Five thematic axes were generated, based on the responses of the participants, in which their ideas about democracy seem to show a significant lack of interest in the subject of democracy. It is argued that, despite the many resources available to promote it nowadays and clear pro-democracy postures being taken, the biggest barrier to its effective exercise in public life may still be the lack of opportunities to be politically active, by providing more information and defending the values of democracy.We lack, therefore, support from institutions for an aspect that has been clearly evidenced to be indispensable, according to the academic literature: political education. It is argued that the most deficient aspect in achieving active youth citizenship is ensuring that they do have the opportunity to develop their understanding, and this must take place within schools..","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":"67518464","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}
{"title":"Apresentação: Sobre o debate acerca da qualidade e da avaliação em Educação Infantil","authors":"A. Bondioli, C. Moro, J. C. Branco","doi":"10.1590/0102-469841763","DOIUrl":"https://doi.org/10.1590/0102-469841763","url":null,"abstract":"","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":"67518656","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}
Isadora Graeff Bins Ely, Ângelo Brandelli Costa, Marina Valentim Brasil
RESUMO: Este trabalho buscou compreender a forma que jovens do Ensino Médio de uma escola pública em Porto Alegre (RS) compreendem o conceito da democracia, partindo da premissa de que esta noção é necessária para o engajamento cívico efetivo e serve de indicativo dos efeitos da educação para a vida pública que tem ocorrido em nosso contexto. Trata-se de uma pesquisa qualitativa e exploratória, fruto de uma pesquisa maior. Uma escola foi contatada em maio de 2018, e participaram da pesquisa 197 estudantes de Ensino Médio. Serão apresentados os resultados da análise das respostas dos estudantes para a pergunta: “O que é democracia?”. Como método de análise, foi utilizado o método de Análise Temática. A partir das respostas dos participantes, foram constituídos cinco eixos temáticos, que demonstram que as ideias sobre democracia parecem evidenciar um importante distanciamento do tema da democracia. Discute-se que, mesmo com diversos recursos de mobilização na atualidade e de posturas pró-democracia, a barreira maior para um exercício efetivo da vida pública possa ser a oferta da oportunidade de instrumentalizar-se politicamente, através de maiores informações e a defesa dos valores desta. Carecemos, portanto, de garantias institucionais no aspecto mais defendido como indispensável pela literatura acadêmica: a garantia de sermos educados politicamente. Defende-se que o aspecto mais deficitário para a cidadania jovem ativa seja a garantia de espaços formais para que esta possa ser construída, e que isso deve ocorrer dentro das escolas.
{"title":"ENGAJAMENTO, DELIBERAÇÃO E INFORMAÇÃO: COMO OS ESTUDANTES PENSAM A DEMOCRACIA","authors":"Isadora Graeff Bins Ely, Ângelo Brandelli Costa, Marina Valentim Brasil","doi":"10.1590/0102-469840763","DOIUrl":"https://doi.org/10.1590/0102-469840763","url":null,"abstract":"RESUMO: Este trabalho buscou compreender a forma que jovens do Ensino Médio de uma escola pública em Porto Alegre (RS) compreendem o conceito da democracia, partindo da premissa de que esta noção é necessária para o engajamento cívico efetivo e serve de indicativo dos efeitos da educação para a vida pública que tem ocorrido em nosso contexto. Trata-se de uma pesquisa qualitativa e exploratória, fruto de uma pesquisa maior. Uma escola foi contatada em maio de 2018, e participaram da pesquisa 197 estudantes de Ensino Médio. Serão apresentados os resultados da análise das respostas dos estudantes para a pergunta: “O que é democracia?”. Como método de análise, foi utilizado o método de Análise Temática. A partir das respostas dos participantes, foram constituídos cinco eixos temáticos, que demonstram que as ideias sobre democracia parecem evidenciar um importante distanciamento do tema da democracia. Discute-se que, mesmo com diversos recursos de mobilização na atualidade e de posturas pró-democracia, a barreira maior para um exercício efetivo da vida pública possa ser a oferta da oportunidade de instrumentalizar-se politicamente, através de maiores informações e a defesa dos valores desta. Carecemos, portanto, de garantias institucionais no aspecto mais defendido como indispensável pela literatura acadêmica: a garantia de sermos educados politicamente. Defende-se que o aspecto mais deficitário para a cidadania jovem ativa seja a garantia de espaços formais para que esta possa ser construída, e que isso deve ocorrer dentro das escolas.","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":"67518915","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}
Christianne Thatiana Ramos de Souza, Cristina Broglia Feitosa DE Lacerda
ABSTRACT: The objective of this study was to investigate the process of appropriation, by the deaf, of the Portuguese language as a second language in dialogue with a bilingual teacher through the learning diary. Specifically, the pedagogical strategies used by the teacher to mediate the teaching of written language were characterized and the process of appropriation of writing by deaf students was analyzed. Learning diaries produced by deaf students in Elementary School II (Middle school) from an inclusive school that was part of a Bilingual Education Program for the deaf were collected. Based on an indexical analysis of the diaries, we focused on the dialogue between the teacher and the students present in the text of the diaries, paying attention to the characteristics and intentions contained in the dialogues, as well as to the changes that occurred in the student's texts. The results indicated that the diaries were constituted as means of enunciation and learning of written language by the deaf. Writing, as a semiotic means of constitution and expression of the subject, favored both communication and the development of knowledge about writing a second language, in addition to mediating the conversion of processes of meaning into internal processes that form the basis of consciousness.
{"title":"DIALOGICAL INTERACTION AS MEDIATION IN THE PROCESS OF WRITTEN LANGUAGE ACQUISITION BY THE DEAF","authors":"Christianne Thatiana Ramos de Souza, Cristina Broglia Feitosa DE Lacerda","doi":"10.1590/0102-469824992t","DOIUrl":"https://doi.org/10.1590/0102-469824992t","url":null,"abstract":"ABSTRACT: The objective of this study was to investigate the process of appropriation, by the deaf, of the Portuguese language as a second language in dialogue with a bilingual teacher through the learning diary. Specifically, the pedagogical strategies used by the teacher to mediate the teaching of written language were characterized and the process of appropriation of writing by deaf students was analyzed. Learning diaries produced by deaf students in Elementary School II (Middle school) from an inclusive school that was part of a Bilingual Education Program for the deaf were collected. Based on an indexical analysis of the diaries, we focused on the dialogue between the teacher and the students present in the text of the diaries, paying attention to the characteristics and intentions contained in the dialogues, as well as to the changes that occurred in the student's texts. The results indicated that the diaries were constituted as means of enunciation and learning of written language by the deaf. Writing, as a semiotic means of constitution and expression of the subject, favored both communication and the development of knowledge about writing a second language, in addition to mediating the conversion of processes of meaning into internal processes that form the basis of consciousness.","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":"67509935","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}
Rosa da Cruz, L. Sales, Lucine Rodrigues Vasconcelos Borges DE Almeida
ABSTRACT: The study aims to analyze the funding of YAE (Youth and Adult Education), problematizing the limits of Fundeb funding matrix. It sought to answer the following question: why is the Fundeb value per YAE student lower than the minimum established nationwide in a state receiving Federal bonus funds? We conducted a quanti-qualitative documental research, based on studies about education funding and YAE public policies. The research revealed that values lower than the nationally-defined minimum occurred only in the state of Piauí, Brazil, due to the rule that defines that YAE cannot use more than 15% of the total fund. The problem occurred in the last years of Fundeb, from 2017 to 2020, hindering education systems that significantly invested in the increase of YAE enrollments, disregarding local realities, and denying the constitutional principles that guarantee the human right to education.
摘要:本研究旨在分析青年与成人教育(YAE, Youth and Adult Education)的资助情况，并对基金资助矩阵的局限性提出质疑。它试图回答以下问题:为什么每个YAE学生的基金价值低于接受联邦奖金基金的州在全国范围内规定的最低标准?我们在研究教育经费和YAE公共政策的基础上进行了定量定性的文献研究。研究显示，低于国家规定的最低值只出现在巴西Piauí州，因为规定YAE不能使用超过总基金的15%。这一问题发生在2017年至2020年的最后几年，阻碍了教育系统的发展，该系统不顾当地实际情况，阻碍了保障受教育人权的宪法原则。
{"title":"YOUTH AND ADULT EDUCATION (YAE) FUNDING IN FUNDEB: THE POLICY THAT REAFFIRMED THE DENIAL OF RIGHTS","authors":"Rosa da Cruz, L. Sales, Lucine Rodrigues Vasconcelos Borges DE Almeida","doi":"10.1590/0102-469832398t","DOIUrl":"https://doi.org/10.1590/0102-469832398t","url":null,"abstract":"ABSTRACT: The study aims to analyze the funding of YAE (Youth and Adult Education), problematizing the limits of Fundeb funding matrix. It sought to answer the following question: why is the Fundeb value per YAE student lower than the minimum established nationwide in a state receiving Federal bonus funds? We conducted a quanti-qualitative documental research, based on studies about education funding and YAE public policies. The research revealed that values lower than the nationally-defined minimum occurred only in the state of Piauí, Brazil, due to the rule that defines that YAE cannot use more than 15% of the total fund. The problem occurred in the last years of Fundeb, from 2017 to 2020, hindering education systems that significantly invested in the increase of YAE enrollments, disregarding local realities, and denying the constitutional principles that guarantee the human right to education.","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":"67512152","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: 10.1590/0102-469835586-t
Maria Sandreana Salvador DA Silva Lizzi, Marta Sueli DE Faria Sforni
ABSTRACT: Theoretical foregrounding, methodology, and assessment processes are required to prepare school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. A section of qualitative research in this paper evidence the relationship between the prescribed curriculum and teaching activities. Field data were collected by the studied group, and integrated by teachers involved on the curriculum proposal development, based on Historical and Dialectical Materialism, Historical and Cultural Theory, and Historical and Critical Pedagogy. Results show that teachers’ participation in curricula and PPPs development favors discussions on the articulations of such studies coupled with pedagogical practice. Thus, it is essential to investigate teaching activities that may be derived from the curriculum´s basic concepts.
{"title":"THE RELATIONSHIP AMONG THEORETICAL CONCEPTS, CURRICULUM, AND TEACHING ORGANIZATION","authors":"Maria Sandreana Salvador DA Silva Lizzi, Marta Sueli DE Faria Sforni","doi":"10.1590/0102-469835586-t","DOIUrl":"https://doi.org/10.1590/0102-469835586-t","url":null,"abstract":"ABSTRACT: Theoretical foregrounding, methodology, and assessment processes are required to prepare school curricula and pedagogical policy projects (PPPs), although these factors are not always perceived in an articulated form. Consequently, these documents fail to direct the pedagogical issue. A section of qualitative research in this paper evidence the relationship between the prescribed curriculum and teaching activities. Field data were collected by the studied group, and integrated by teachers involved on the curriculum proposal development, based on Historical and Dialectical Materialism, Historical and Cultural Theory, and Historical and Critical Pedagogy. Results show that teachers’ participation in curricula and PPPs development favors discussions on the articulations of such studies coupled with pedagogical practice. Thus, it is essential to investigate teaching activities that may be derived from the curriculum´s basic concepts.","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":"67513456","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 This article presents the results of the research developed from the course of Dialogical Learning formation, offered remotely during the social distancing period caused by the COVID-19 pandemic, and focused specifically on the teacher training. The research was carried out through an electronic form filled by participants, as well as reports and a communicative focused group, all performed after the course’s end. The aim was to understand the impact of the course in Dialogical Learning formation on educators’ theoretical and practical knowledge and its relation to facing social isolation. Based on the theoretical basis of the Communicative Methodology, the answers obtained were listed as transforming elements and excluding elements according to their contributions to the course of educators’ formation and the pandemic facing. As result, we highlight the instrumental dimension, the necessity of ensuring the teacher training based on scientific evidence, and the creation of sense as transforming elements. Data also reveal that a lack of dialog and a vertical structure in teaching systems promote distance between teaching practices and better educational results. The elements pointed out as transforming provided support for the participants to look for answers to the issues they faced in their everyday routines, both in professional and personal contexts. We hope this article may contribute to the teacher training, therefore promoting reflection on the necessity of aligning this formation with studies produced by the international scientific community.
{"title":"PEDAGOGICAL FORMATION IN DIALOGICAL LEARNING: CONTRIBUTIONS TO TEACHER TRAINING IN TIMES OF SOCIAL DISTANCING","authors":"Vivian Massullo Silva, Fabiana Marini Braga, Amanda DE Carvalho, Raquel Moreira","doi":"10.1590/0102-469837653t","DOIUrl":"https://doi.org/10.1590/0102-469837653t","url":null,"abstract":"ABSTRACT This article presents the results of the research developed from the course of Dialogical Learning formation, offered remotely during the social distancing period caused by the COVID-19 pandemic, and focused specifically on the teacher training. The research was carried out through an electronic form filled by participants, as well as reports and a communicative focused group, all performed after the course’s end. The aim was to understand the impact of the course in Dialogical Learning formation on educators’ theoretical and practical knowledge and its relation to facing social isolation. Based on the theoretical basis of the Communicative Methodology, the answers obtained were listed as transforming elements and excluding elements according to their contributions to the course of educators’ formation and the pandemic facing. As result, we highlight the instrumental dimension, the necessity of ensuring the teacher training based on scientific evidence, and the creation of sense as transforming elements. Data also reveal that a lack of dialog and a vertical structure in teaching systems promote distance between teaching practices and better educational results. The elements pointed out as transforming provided support for the participants to look for answers to the issues they faced in their everyday routines, both in professional and personal contexts. We hope this article may contribute to the teacher training, therefore promoting reflection on the necessity of aligning this formation with studies produced by the international scientific community.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517308","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}
RESUMO: Existe um interesse significativo pelo fenômeno “violência” nas mais variadas áreas do conhecimento, inclusive, na da Educação. Este artigo apresenta, assim, resultados de uma investigação que coletou, descreveu e analisou produções acadêmicas (teses e dissertações) em torno do tema “violência na escola” noticiada em veículos de comunicação, defendidas e publicadas a partir dos anos 2000. Com base nas formulações teórico-metodológicas da Análise de Conteúdo de Laurence Bardin, a pesquisa mapeou trabalhos que examinaram o papel das mídias na concepção, na compreensão e na divulgação de casos de violência ocorridos em ambiente escolar. Neste artigo, dá-se conta dos seguintes critérios para o tratamento das materialidades em análise: a) perfil dos autores e autoras; b) foco das pesquisas; c) métodos e técnicas; e d) referências, seguidas de breves notas sobre as informações coletadas. Os dados permitiram compreender melhor a produção de conhecimento a respeito de como a violência em instituições de ensino brasileiras é noticiada por jornais, revistas, rádios, dentre outros. Espera-se que esta revisão contribua de forma referencial para trabalhos futuros e para uma compreensão do estado atual do interesse acadêmico pelo tema.
{"title":"PESQUISAS SOBRE VIOLÊNCIA NA ESCOLA E A MÍDIA","authors":"Natália Schausst Lima Mota, Marcos LS Gois","doi":"10.1590/0102-469839174","DOIUrl":"https://doi.org/10.1590/0102-469839174","url":null,"abstract":"RESUMO: Existe um interesse significativo pelo fenômeno “violência” nas mais variadas áreas do conhecimento, inclusive, na da Educação. Este artigo apresenta, assim, resultados de uma investigação que coletou, descreveu e analisou produções acadêmicas (teses e dissertações) em torno do tema “violência na escola” noticiada em veículos de comunicação, defendidas e publicadas a partir dos anos 2000. Com base nas formulações teórico-metodológicas da Análise de Conteúdo de Laurence Bardin, a pesquisa mapeou trabalhos que examinaram o papel das mídias na concepção, na compreensão e na divulgação de casos de violência ocorridos em ambiente escolar. Neste artigo, dá-se conta dos seguintes critérios para o tratamento das materialidades em análise: a) perfil dos autores e autoras; b) foco das pesquisas; c) métodos e técnicas; e d) referências, seguidas de breves notas sobre as informações coletadas. Os dados permitiram compreender melhor a produção de conhecimento a respeito de como a violência em instituições de ensino brasileiras é noticiada por jornais, revistas, rádios, dentre outros. Espera-se que esta revisão contribua de forma referencial para trabalhos futuros e para uma compreensão do estado atual do interesse acadêmico pelo tema.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517658","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}
Gustavo Bruno DE Paula, Bréscia França Nonato, C. Nogueira
ABSTRACT: In this article, we analyze the effects of two affirmative action policies adopted by the Federal University of Minas Gerais (UFMG): the bonus policy and the Quota Act. We compare the social inclusion produced by them by two angles: the access itself to UFMG and the distribution of the target groups among the institution’s programs, considering its internal horizontal hierarchy. We verify the changes in the student`s profile by focusing on three variables: race, school origin and family income. Based on descriptive statistics, it is concluded that the two policies had relevant effects on social inclusion. However, this occurred in different ways. The bonus policy was able to increase the access of students from public schools, blacks and with low-income, but mainly in the less selective programs. The Quota Act contributed more effectively to increasing the access of these students to the most selective programs of UFMG, reducing the horizontal inequalities. We observe, however, that remains expressive inequalities in the access to the universities programs still need to be addressed.
{"title":"AFFIRMATIVE ACTIONS AND HORIZONTAL STRATIFICATION: COMPARISON BETWEEN BONUS AND QUOTAS ACT AT THE UFMG","authors":"Gustavo Bruno DE Paula, Bréscia França Nonato, C. Nogueira","doi":"10.1590/0102-469837918t","DOIUrl":"https://doi.org/10.1590/0102-469837918t","url":null,"abstract":"ABSTRACT: In this article, we analyze the effects of two affirmative action policies adopted by the Federal University of Minas Gerais (UFMG): the bonus policy and the Quota Act. We compare the social inclusion produced by them by two angles: the access itself to UFMG and the distribution of the target groups among the institution’s programs, considering its internal horizontal hierarchy. We verify the changes in the student`s profile by focusing on three variables: race, school origin and family income. Based on descriptive statistics, it is concluded that the two policies had relevant effects on social inclusion. However, this occurred in different ways. The bonus policy was able to increase the access of students from public schools, blacks and with low-income, but mainly in the less selective programs. The Quota Act contributed more effectively to increasing the access of these students to the most selective programs of UFMG, reducing the horizontal inequalities. We observe, however, that remains expressive inequalities in the access to the universities programs still need to be addressed.","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":"67517693","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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