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}
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}
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}
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}
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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：