Pub Date : 2023-01-01DOI: 10.1590/s1413-24782023280064
Fabiany de Cássia Tavares Silva
ABSTRACT This text exposes the paths of methodological construction and theoretical foundation of comparative writing, on the one hand, closer to the broader sense of language, that is, the author and the critical reader in the sense of the discourses; on the other, oriented by comparison, in the methodological sense. To this end, it works with part of the intellectual production of critics elected on the Common National Curriculum Base, of 2017, to inventory the thematic, theoretical, methodological, and political diversity through which the authors register their inquiries, point out discussions and set analysis goals, which per se constitutes a complex undertaking. In view of this, he writes critiques capable of decoding the production of meaning for/in the curricular field, linked to an economy of symbolic exchanges, characterized by a logic governed by the social conditions of production, which respond to the symbolic effectiveness of school communication.
本文揭示了比较写作的方法论建构路径和理论基础，一方面更接近于更广泛的语言意义，即话语意义上的作者和批判读者;另一方面，在方法论意义上，以比较为导向。为此，它与2017年共同国家课程基础(Common National Curriculum Base)选出的批评家的部分知识成果合作，盘点主题、理论、方法和政治多样性，作者通过这些多样性记录他们的询问、指出讨论并设定分析目标，这本身构成了一项复杂的任务。鉴于此，他所写的批评能够解码课程领域的意义生产，与符号交换的经济联系在一起，其特征是由生产的社会条件支配的逻辑，这回应了学校沟通的符号有效性。
{"title":"Theoretical-methodological design of comparative writing: intellectual critical production on the Common National Curriculum Base (2017 to 2019)","authors":"Fabiany de Cássia Tavares Silva","doi":"10.1590/s1413-24782023280064","DOIUrl":"https://doi.org/10.1590/s1413-24782023280064","url":null,"abstract":"ABSTRACT This text exposes the paths of methodological construction and theoretical foundation of comparative writing, on the one hand, closer to the broader sense of language, that is, the author and the critical reader in the sense of the discourses; on the other, oriented by comparison, in the methodological sense. To this end, it works with part of the intellectual production of critics elected on the Common National Curriculum Base, of 2017, to inventory the thematic, theoretical, methodological, and political diversity through which the authors register their inquiries, point out discussions and set analysis goals, which per se constitutes a complex undertaking. In view of this, he writes critiques capable of decoding the production of meaning for/in the curricular field, linked to an economy of symbolic exchanges, characterized by a logic governed by the social conditions of production, which respond to the symbolic effectiveness of school communication.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67376720","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/s1413-24782023280070
Armando Dantas de Barros Filho, Carlinda Leite, Angélica Monteiro
ABSTRACT The article analyses prison education policies, within the right to education framework of the ten largest prison populations in the world identified in the World Prison Brief database of the Criminal Policy Research Institute at the University of London, which aggregates world data on the prison system. Focused on education in prisons in these ten countries, it mobilized articles published in journals indexed by SCOPUS and EBSCOhost, from 2015 to 2021, and official documents on educational and penal policies. The study showed that, despite the international legal and normative advance, the right to education in prisons still needs to be ensured in some countries. The education conceptions vary among education as formation (emancipation); education as correctional training (indoctrination); and education as a legal-normative discourse (theoretical adherence to international agreements). The last two orientations show the urgency of debates within the scope of the United Nation's 2030 Agenda.
{"title":"Education policies in prisons: an analysis focused on the 10 largest prison populations","authors":"Armando Dantas de Barros Filho, Carlinda Leite, Angélica Monteiro","doi":"10.1590/s1413-24782023280070","DOIUrl":"https://doi.org/10.1590/s1413-24782023280070","url":null,"abstract":"ABSTRACT The article analyses prison education policies, within the right to education framework of the ten largest prison populations in the world identified in the World Prison Brief database of the Criminal Policy Research Institute at the University of London, which aggregates world data on the prison system. Focused on education in prisons in these ten countries, it mobilized articles published in journals indexed by SCOPUS and EBSCOhost, from 2015 to 2021, and official documents on educational and penal policies. The study showed that, despite the international legal and normative advance, the right to education in prisons still needs to be ensured in some countries. The education conceptions vary among education as formation (emancipation); education as correctional training (indoctrination); and education as a legal-normative discourse (theoretical adherence to international agreements). The last two orientations show the urgency of debates within the scope of the United Nation's 2030 Agenda.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67377107","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/s1413-24782023280004
Cristina Rocha, Gervásio Araújo
ABSTRACT The article is based on an exploratory ethnographic observation in four daycare centers serving children from 3 months to 3 years old in Porto, Portugal. The roadmap for ethnographic observation were the principles of positive parenting. As psychiatrists, concerned with the intergenerational transmission of disorders that affect mental health from childhood onwards, we focus on the interactions of kindergarten teachers and education assistants with children. The aim was to broaden the scope of positive parenting and highlight the importance of its principles in the relationship between education professionals and young children in daycare. The main results highlight that the principles of positive parenting - knowing, protecting and dialoguing with the child - are, in general, present in the daycare centers, although not explicitly stated, and vary according to the educational environment of each daycare center, which is permeable to the children’s social background.
{"title":"Educational relationship at the daycare as a form of positive parenting: contributions from an ethnography in daycare centers in Portugal","authors":"Cristina Rocha, Gervásio Araújo","doi":"10.1590/s1413-24782023280004","DOIUrl":"https://doi.org/10.1590/s1413-24782023280004","url":null,"abstract":"ABSTRACT The article is based on an exploratory ethnographic observation in four daycare centers serving children from 3 months to 3 years old in Porto, Portugal. The roadmap for ethnographic observation were the principles of positive parenting. As psychiatrists, concerned with the intergenerational transmission of disorders that affect mental health from childhood onwards, we focus on the interactions of kindergarten teachers and education assistants with children. The aim was to broaden the scope of positive parenting and highlight the importance of its principles in the relationship between education professionals and young children in daycare. The main results highlight that the principles of positive parenting - knowing, protecting and dialoguing with the child - are, in general, present in the daycare centers, although not explicitly stated, and vary according to the educational environment of each daycare center, which is permeable to the children’s social background.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67375219","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/s1413-24782023280072
Lucas Barbosa Pelissari
ABSTRACT The objective of this essay is to analyze possible relationships between the notion of technological education, as developed in the Brazilian context, and the Science, Technology and Society perspective, presenting preliminary approaches to a problem whose dimensions are practical, theoretical, and conceptual. From the definition of structural duality of education, the text has a need for the theme to be situated in the concrete social reality of school contexts. In the specific case, this reality is the Latin American social formations and their condition of economic, scientific and cultural dependence. As conclusion, it is presented the thesis according to which the concept of polytechnic education is a possible mediation between the educational field and Science, Technology and Society epistemology. This mediation is capable to underscore the ethical-political commitment of technological education, based on three elements: criticism of the neutrality of science; connection with the concept of work; and self-organization of the school community.
{"title":"The Science, Technology and Society perspective in the context of the technological and polytechnic education: first theoretical approaches","authors":"Lucas Barbosa Pelissari","doi":"10.1590/s1413-24782023280072","DOIUrl":"https://doi.org/10.1590/s1413-24782023280072","url":null,"abstract":"ABSTRACT The objective of this essay is to analyze possible relationships between the notion of technological education, as developed in the Brazilian context, and the Science, Technology and Society perspective, presenting preliminary approaches to a problem whose dimensions are practical, theoretical, and conceptual. From the definition of structural duality of education, the text has a need for the theme to be situated in the concrete social reality of school contexts. In the specific case, this reality is the Latin American social formations and their condition of economic, scientific and cultural dependence. As conclusion, it is presented the thesis according to which the concept of polytechnic education is a possible mediation between the educational field and Science, Technology and Society epistemology. This mediation is capable to underscore the ethical-political commitment of technological education, based on three elements: criticism of the neutrality of science; connection with the concept of work; and self-organization of the school community.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67377150","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/s1413-24782023280049
C. E. Crestani, Márcio Bender Machado
ABSTRACT The pandemic that started in 2020 was challenging in many areas, including education, with a mandatory migration to remote learning. This work presents the migration of disciplines from the traditional face-to-face methodology to project-based learning in forced remote learning. The contents were transformed into projects, developed in oriented groups, with detailed feedback, freedom of organization and presentation, and group and individual assessment. The general perception was of initial difficulties, of adaptation, but of skills development such as groupwork, presentation of ideas, decision making, planning, organization, and socialization, with the development of critical and creative thinking and commitment to learning itself since the selection of the level and of the amount of information to explore. The development of skills and maturity to deal with projects and problems shows a way forward in the use of active methodologies.
{"title":"Project-based learning in professional and technological education as a proposal to forced remote learning","authors":"C. E. Crestani, Márcio Bender Machado","doi":"10.1590/s1413-24782023280049","DOIUrl":"https://doi.org/10.1590/s1413-24782023280049","url":null,"abstract":"ABSTRACT The pandemic that started in 2020 was challenging in many areas, including education, with a mandatory migration to remote learning. This work presents the migration of disciplines from the traditional face-to-face methodology to project-based learning in forced remote learning. The contents were transformed into projects, developed in oriented groups, with detailed feedback, freedom of organization and presentation, and group and individual assessment. The general perception was of initial difficulties, of adaptation, but of skills development such as groupwork, presentation of ideas, decision making, planning, organization, and socialization, with the development of critical and creative thinking and commitment to learning itself since the selection of the level and of the amount of information to explore. The development of skills and maturity to deal with projects and problems shows a way forward in the use of active methodologies.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67376310","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/s1413-24782023280031
William Xavier de Almeida, Adriana Richit
ABSTRACT The article addresses the professional knowledge developed by prospective teachers’ educators from the formative courses offered by the institutions where they work. This qualitative-interpretative work was based on Lee Shulman's professional knowledge perspective. It involved the analysis of official and institutional documents related to policies and formative actions aimed at teacher educators, a questionnaire applied to the faculty in human sciences, and an interview with four university professors selected from those who answered the questionnaire. The research participants teach degree courses in human sciences at a federal university in southern Brazil. As a result, the study points out that the teachers’ participation in different formative sessions allowed them to develop knowledge about multiple aspects related to the knowledge of professional contexts of higher education teaching, with emphasis on students’ and faculty's contexts and institutional and regional social contexts.
{"title":"Knowledge of professional contexts in the development of prospective teachers’ educators","authors":"William Xavier de Almeida, Adriana Richit","doi":"10.1590/s1413-24782023280031","DOIUrl":"https://doi.org/10.1590/s1413-24782023280031","url":null,"abstract":"ABSTRACT The article addresses the professional knowledge developed by prospective teachers’ educators from the formative courses offered by the institutions where they work. This qualitative-interpretative work was based on Lee Shulman's professional knowledge perspective. It involved the analysis of official and institutional documents related to policies and formative actions aimed at teacher educators, a questionnaire applied to the faculty in human sciences, and an interview with four university professors selected from those who answered the questionnaire. The research participants teach degree courses in human sciences at a federal university in southern Brazil. As a result, the study points out that the teachers’ participation in different formative sessions allowed them to develop knowledge about multiple aspects related to the knowledge of professional contexts of higher education teaching, with emphasis on students’ and faculty's contexts and institutional and regional social contexts.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67376503","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 analyzes data from a survey on the tendency of enrollments in special education in youth and adult education in elementary, secondary, and high schools. The study included the systematization and problematization of data from 37 municipalities in Minas Gerais separated by their Municipal Human Development Indexes from 2007 to 2018. The information listed was based on the microdata of the Basic Education School Census, which were analyzed with the aid of the software IBM Statistical Package for the Social Sciences. The results indicate a higher incidence of students’ enrollments in the early years of elementary school and their narrowing down to high school. They also point out that students with intellectual disabilities have the highest number of enrollments in youth and adult education in these years. Specifically about the municipalities with low Municipal Human Development Index, the data show the non-universalization of youth and adult education and the displacement of students to special philanthropic institutions in other municipalities.
{"title":"Enrollment of special education in youth and adult education in low-Municipal Human Development Index municipalities of Minas Gerais (2007–2018)","authors":"Taísa Grasiela Gomes Liduenha Gonçalves, M. Rahme, Andrezza Domingos Souza Brito","doi":"10.1590/s1413-24782023280074","DOIUrl":"https://doi.org/10.1590/s1413-24782023280074","url":null,"abstract":"ABSTRACT This article analyzes data from a survey on the tendency of enrollments in special education in youth and adult education in elementary, secondary, and high schools. The study included the systematization and problematization of data from 37 municipalities in Minas Gerais separated by their Municipal Human Development Indexes from 2007 to 2018. The information listed was based on the microdata of the Basic Education School Census, which were analyzed with the aid of the software IBM Statistical Package for the Social Sciences. The results indicate a higher incidence of students’ enrollments in the early years of elementary school and their narrowing down to high school. They also point out that students with intellectual disabilities have the highest number of enrollments in youth and adult education in these years. Specifically about the municipalities with low Municipal Human Development Index, the data show the non-universalization of youth and adult education and the displacement of students to special philanthropic institutions in other municipalities.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67376922","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/s1413-24782023280007
L. Freires, S. Fernandes, A. Castro, Leonita Chagas de Oliveira, Luan Filipy Freire Torres, Eduardo Feitosa Santos
ABSTRACT The coronavirus pandemic brought an unprecedented disruption to society, with this, the impacts fostered by the crisis also extended to educational institutions. The aim of this study was to investigate whether higher education activities can be considered a stressor in a pandemic context. The sample consisted of 136 students with remote academic activities and 131 with suspended academic activities, who answered a sociodemographic questionnaire and an open question about the factors that have raised the level of stress in the months of April, May, June and July 2020. The textual corpus was processed with the aid of the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires software. As a result, there were several stressors related or not related to academic activities for both groups, although the performance of digital academic activities has been pointed out with great frequency. Thus, digital academic activities are related to the level of stress among students.
冠状病毒大流行给社会带来了前所未有的破坏，危机所产生的影响也延伸到了教育机构。本研究的目的是调查高等教育活动是否可以被视为大流行背景下的压力源。该样本由136名有远程学术活动的学生和131名暂停学术活动的学生组成，他们回答了一份社会人口调查问卷和一个关于2020年4月、5月、6月和7月压力水平上升的因素的公开问题。文本语料库通过语言分析界面(Interface de pour - les Analyses)、多维文本和问卷分析软件进行处理。因此，尽管数字学术活动的表现已经被频繁地指出，但两组都有几个与学术活动相关或不相关的压力源。因此，数字学术活动与学生的压力水平有关。
{"title":"Stress in undergraduate students: knowing the effect of remote activities in the pandemic daily routine","authors":"L. Freires, S. Fernandes, A. Castro, Leonita Chagas de Oliveira, Luan Filipy Freire Torres, Eduardo Feitosa Santos","doi":"10.1590/s1413-24782023280007","DOIUrl":"https://doi.org/10.1590/s1413-24782023280007","url":null,"abstract":"ABSTRACT The coronavirus pandemic brought an unprecedented disruption to society, with this, the impacts fostered by the crisis also extended to educational institutions. The aim of this study was to investigate whether higher education activities can be considered a stressor in a pandemic context. The sample consisted of 136 students with remote academic activities and 131 with suspended academic activities, who answered a sociodemographic questionnaire and an open question about the factors that have raised the level of stress in the months of April, May, June and July 2020. The textual corpus was processed with the aid of the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires software. As a result, there were several stressors related or not related to academic activities for both groups, although the performance of digital academic activities has been pointed out with great frequency. Thus, digital academic activities are related to the level of stress among students.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67375291","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/s1413-24782023280009
Priscila Lopes, M. Carbinatto
ABSTRACT Practice and reflection are known as dialectical in Freire’s pedagogy, surrounded by policity and dialogicity of pedagogy in different contexts, such as higher education. It was analyzed how, and which Freirean aspects were salutary in teaching-learning process in gymnastics from the perspectives of those involved in a university extension. Using qualitative methods, data were collected from field notes, focus groups and document analysis. For data analysis, it was used thematic analysis. To ensure validity and trustworthiness, there were data triangulation. Knowledge was built using critical, collective, collaborative, and democratic way, in which autonomy and horizontality were confirmed, resulting in awareness and social transformations in those involved into the experience. Therefore, relevant to use in Gymnastics for All and its possible reflexes to professional education.
{"title":"Freirean principles in the university extension in Gymnastics for All","authors":"Priscila Lopes, M. Carbinatto","doi":"10.1590/s1413-24782023280009","DOIUrl":"https://doi.org/10.1590/s1413-24782023280009","url":null,"abstract":"ABSTRACT Practice and reflection are known as dialectical in Freire’s pedagogy, surrounded by policity and dialogicity of pedagogy in different contexts, such as higher education. It was analyzed how, and which Freirean aspects were salutary in teaching-learning process in gymnastics from the perspectives of those involved in a university extension. Using qualitative methods, data were collected from field notes, focus groups and document analysis. For data analysis, it was used thematic analysis. To ensure validity and trustworthiness, there were data triangulation. Knowledge was built using critical, collective, collaborative, and democratic way, in which autonomy and horizontality were confirmed, resulting in awareness and social transformations in those involved into the experience. Therefore, relevant to use in Gymnastics for All and its possible reflexes to professional education.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","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":"67375587","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/s1413-24782023280002
Luciana Haddad Ferreira, Thiago Borges de Aguiar, Renata Augusta Ré Bollis
ABSTRACT In this paper, we discuss the writing of acknowledgments in thesis and dissertations in education. We selected a sample of texts from five postgraduate programs at public universities, one in each region of Brazil. We read them using an evidential method, starting from the autobiographical and narrative character of this type of writing. We found aspects related to religiosity; affective and family relationships; coexistence with the supervisor, professors, and university employees; bonds of friendship and collegiality; and support from development agencies. We also pointed to recognition of difficulties and persistence in research and writing; thanksgiving as a formality, irony, or protest strategy; the reflection of the journey and; the perception of the formative process itself. We conclude with the political character of the acknowledgment writing, on social commitment to the production of knowledge, as well as the collective and humanizing process of investigative work in education.
{"title":"Acknowledgments in thesis and dissertations in the area of Education: a little bit of me, a little bit of us","authors":"Luciana Haddad Ferreira, Thiago Borges de Aguiar, Renata Augusta Ré Bollis","doi":"10.1590/s1413-24782023280002","DOIUrl":"https://doi.org/10.1590/s1413-24782023280002","url":null,"abstract":"ABSTRACT In this paper, we discuss the writing of acknowledgments in thesis and dissertations in education. We selected a sample of texts from five postgraduate programs at public universities, one in each region of Brazil. We read them using an evidential method, starting from the autobiographical and narrative character of this type of writing. We found aspects related to religiosity; affective and family relationships; coexistence with the supervisor, professors, and university employees; bonds of friendship and collegiality; and support from development agencies. We also pointed to recognition of difficulties and persistence in research and writing; thanksgiving as a formality, irony, or protest strategy; the reflection of the journey and; the perception of the formative process itself. We conclude with the political character of the acknowledgment writing, on social commitment to the production of knowledge, as well as the collective and humanizing process of investigative work in education.","PeriodicalId":35028,"journal":{"name":"Revista Brasileira de Educacao","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67375666","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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