Pub Date : 2023-01-01DOI: 10.1590/s1678-4634202349256706eng
Orlando García Marimón, J. Díez-Palomar
Abstract The purpose of this document is to analyze the results of previous research where the components with the low or null presence of the Didactical Suitability Criteria (DSC) in developed tasks (didactic sequences) for a training course in the teaching of Mathematics are reviewed. Individual semi-structured interviews were conducted with five teachers who participated in the previous research to gather information on why these results were obtained. The interview consisted of eight questions on the component’s connections, didactical innovation, representativeness of complexity, errors, social-professional practicality, and autonomy. The analysis was conducted through a qualitative study of the semantic units of meaning (descriptive analysis). These were extracted from the transcripts of the interviews guided. The results revealed that most interviewees indicated that components, such as autonomy and social-professional practicality, generate positive emotions in their students. It is concluded that the teachers’ reflection on their mathematics classes up to that time was considered a non-priority for the components whose score was low. However, the interviewees considered the importance of modifying their educational practices by employing other components of the DSCs to have quality teaching and learning processes.
{"title":"Reflections on the educational practice of active Panamanian mathematics teachers","authors":"Orlando García Marimón, J. Díez-Palomar","doi":"10.1590/s1678-4634202349256706eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349256706eng","url":null,"abstract":"Abstract The purpose of this document is to analyze the results of previous research where the components with the low or null presence of the Didactical Suitability Criteria (DSC) in developed tasks (didactic sequences) for a training course in the teaching of Mathematics are reviewed. Individual semi-structured interviews were conducted with five teachers who participated in the previous research to gather information on why these results were obtained. The interview consisted of eight questions on the component’s connections, didactical innovation, representativeness of complexity, errors, social-professional practicality, and autonomy. The analysis was conducted through a qualitative study of the semantic units of meaning (descriptive analysis). These were extracted from the transcripts of the interviews guided. The results revealed that most interviewees indicated that components, such as autonomy and social-professional practicality, generate positive emotions in their students. It is concluded that the teachers’ reflection on their mathematics classes up to that time was considered a non-priority for the components whose score was low. However, the interviewees considered the importance of modifying their educational practices by employing other components of the DSCs to have quality teaching and learning processes.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67642972","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/s1678-4634202349269037eng
Andreia Vieira de Mendonça, Tania Vicente Viana, Karla Angélica Silva do Nascimento
Abstract This article aims to identify the evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021), focusing on people with intellectual disabilities. In this sense, we find elements for reflection about evaluating people with intellectual disabilities, contextualizing an approach for its re-signification. To this end, pertinent questions are related to the appreciation of students’ individual differences, discussing the evaluation of teaching-learning in the inclusive context. The study is qualitative, using a semi-structured interview script with family members and/or guardians of people with intellectual disabilities to highlight the relationship between legislation, teaching-learning assessment, and inclusive education in the context of the Covid-19 pandemic (2020-2021). The data analyzed are part of Mendonça’s thesis (2022). The literature review provides theoretical references to contribute to the discussion. The evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021) was problematized concerning people with intellectual disabilities. It was verified, by a portion of the sample, that the evaluation of people with intellectual disabilities was neglected in this period, and, among the other research participants, it is characterized by the limited use of quantitative and measurement instruments. We conclude the need to rethink the evaluation of the teaching-learning of the person with intellectual disabilities, in an inclusive context, under the Brazilian legislation in force.
{"title":"Evaluation of teaching and learning for people with intellectual disabilities in regular schools in times of pandemic","authors":"Andreia Vieira de Mendonça, Tania Vicente Viana, Karla Angélica Silva do Nascimento","doi":"10.1590/s1678-4634202349269037eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349269037eng","url":null,"abstract":"Abstract This article aims to identify the evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021), focusing on people with intellectual disabilities. In this sense, we find elements for reflection about evaluating people with intellectual disabilities, contextualizing an approach for its re-signification. To this end, pertinent questions are related to the appreciation of students’ individual differences, discussing the evaluation of teaching-learning in the inclusive context. The study is qualitative, using a semi-structured interview script with family members and/or guardians of people with intellectual disabilities to highlight the relationship between legislation, teaching-learning assessment, and inclusive education in the context of the Covid-19 pandemic (2020-2021). The data analyzed are part of Mendonça’s thesis (2022). The literature review provides theoretical references to contribute to the discussion. The evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021) was problematized concerning people with intellectual disabilities. It was verified, by a portion of the sample, that the evaluation of people with intellectual disabilities was neglected in this period, and, among the other research participants, it is characterized by the limited use of quantitative and measurement instruments. We conclude the need to rethink the evaluation of the teaching-learning of the person with intellectual disabilities, in an inclusive context, under the Brazilian legislation in force.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67643933","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/s1678-4634202349248000eng
Dionara Guarda, G. Gehlen, Gimene Cardozo Braga, Albimara Hey
Abstract Active methodologies are understood as ways to develop the learning process and construct critical training with future professionals in the most diverse areas, favoring the autonomy of the student in their learning, ecouraging individual and collective decision-making. The objective of this study, as well as its methodological path, seeks to validate the evaluation instrument used in the Flipped Classroom Active Methodology. Developed by teachers of the nursing course and based on bloom taxonomy of the Cognitive Domain, the instrument contains twenty items to be evaluated. For validation, the psychometric properties of validity and reliability related to Pasquali’s psychometry were used. Verified through the Content Validity Index (CVI), it measures the proportion of evaluators who are in agreement with the instrument’s items, using an agreement of at least 80% among the evaluators as a decision criterion on the pertinence and acceptance of the item. The instrument was evaluated by 8 participants considered experienced in the area, using a 4-point Likert scale. The reliability criterion, analyzed using the IBM SPSS® software, presented a Cronbach’s alpha value of 0.94 and the validity criterion reached 70% agreement between the evaluators. It is concluded that the instrument is reliable, however, regarding the validity criterion, it needs adjustments to represent what it intends.
{"title":"Validation of an evaluation instrument for the flipped classroom active methodology","authors":"Dionara Guarda, G. Gehlen, Gimene Cardozo Braga, Albimara Hey","doi":"10.1590/s1678-4634202349248000eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349248000eng","url":null,"abstract":"Abstract Active methodologies are understood as ways to develop the learning process and construct critical training with future professionals in the most diverse areas, favoring the autonomy of the student in their learning, ecouraging individual and collective decision-making. The objective of this study, as well as its methodological path, seeks to validate the evaluation instrument used in the Flipped Classroom Active Methodology. Developed by teachers of the nursing course and based on bloom taxonomy of the Cognitive Domain, the instrument contains twenty items to be evaluated. For validation, the psychometric properties of validity and reliability related to Pasquali’s psychometry were used. Verified through the Content Validity Index (CVI), it measures the proportion of evaluators who are in agreement with the instrument’s items, using an agreement of at least 80% among the evaluators as a decision criterion on the pertinence and acceptance of the item. The instrument was evaluated by 8 participants considered experienced in the area, using a 4-point Likert scale. The reliability criterion, analyzed using the IBM SPSS® software, presented a Cronbach’s alpha value of 0.94 and the validity criterion reached 70% agreement between the evaluators. It is concluded that the instrument is reliable, however, regarding the validity criterion, it needs adjustments to represent what it intends.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67639841","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/s1678-4634202349254184en
Camila Peres Nogues, Akira Borba Colen França, Beatriz Vargas Dorneles
Abstract The low performance in mathematical abilities at the beginning of school life can lead to learning problems in the long term. Therefore, we highlight the importance of knowing the basic mathematical abilities that influence specifically the learning of arithmetic, so that it would be possible to indicate interventions focused on performance predicting abilities in this area and help the development of students’ mathematical knowledge, as well as teachers’ practice. In this sense, this study aimed to investigate the effects of an intervention in quantitative reasoning on the arithmetic performance of students from the 4th and 5th Grades of Elementary School. We separated 40 children into experimental and control groups. The experimental group participated in an intervention program focused on quantitative reasoning, organized in 7 sessions, twice a week, lasting 45 minutes each session. The control groups participated in sessions with mathematical games and mindfulness practices. The results indicated that the intervention showed no significant effect when comparing the performance of both groups. However, we found a significant improvement in the performance of 5th Grade students who participated in the experimental groups. The findings of this study help understand efficient instructional principles and highlight the importance of educational practices based on evidence.
{"title":"Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge","authors":"Camila Peres Nogues, Akira Borba Colen França, Beatriz Vargas Dorneles","doi":"10.1590/s1678-4634202349254184en","DOIUrl":"https://doi.org/10.1590/s1678-4634202349254184en","url":null,"abstract":"Abstract The low performance in mathematical abilities at the beginning of school life can lead to learning problems in the long term. Therefore, we highlight the importance of knowing the basic mathematical abilities that influence specifically the learning of arithmetic, so that it would be possible to indicate interventions focused on performance predicting abilities in this area and help the development of students’ mathematical knowledge, as well as teachers’ practice. In this sense, this study aimed to investigate the effects of an intervention in quantitative reasoning on the arithmetic performance of students from the 4th and 5th Grades of Elementary School. We separated 40 children into experimental and control groups. The experimental group participated in an intervention program focused on quantitative reasoning, organized in 7 sessions, twice a week, lasting 45 minutes each session. The control groups participated in sessions with mathematical games and mindfulness practices. The results indicated that the intervention showed no significant effect when comparing the performance of both groups. However, we found a significant improvement in the performance of 5th Grade students who participated in the experimental groups. The findings of this study help understand efficient instructional principles and highlight the importance of educational practices based on evidence.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67641895","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/s1678-4634202349263089eng
Carola Zañartu Canihuante, Paula Guerra Zamora, Juan José González Ortiz
Abstract The COVID-19 health emergency that began in 2019 continues, to this day, to affect a large percentage of the world population. In order to deter its progress, countries have generated various health protocol strategies, including the readjustment of their educational systems. Thus, face-to-face learning was replaced with online classes, and teaching staff were tasked with generating the adjustments necessary to provide continuity to learning processes — at least, to the extent to which their contexts allowed them to. The complexity of this task has called for leaders whose practices, in tandem with all members of the educational community, may invigorate the pedagogical, management and communicational processes involved, as this ever-evolving context demands. This article presents the construction of meanings and leadership practices of 5 leaders in early child educational centers in Chile during the years 2020 and 2021. We worked under a comprehensive-interpretive paradigm, a qualitative approach, and a grounded theory situated design. Our data collection instrument were narrative interviews. We studied the data through content analysis and using the software ATLAS.ti 9.0. The findings here presented highlight the importance of leadership practices in educational work and show some characteristics of early childhood education, a level of education at which leadership processes are located and tend towards care, the distribution of tasks, and trust.
{"title":"Leadership in chilean early childhood education during the pandemic: experiences and meanings","authors":"Carola Zañartu Canihuante, Paula Guerra Zamora, Juan José González Ortiz","doi":"10.1590/s1678-4634202349263089eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349263089eng","url":null,"abstract":"Abstract The COVID-19 health emergency that began in 2019 continues, to this day, to affect a large percentage of the world population. In order to deter its progress, countries have generated various health protocol strategies, including the readjustment of their educational systems. Thus, face-to-face learning was replaced with online classes, and teaching staff were tasked with generating the adjustments necessary to provide continuity to learning processes — at least, to the extent to which their contexts allowed them to. The complexity of this task has called for leaders whose practices, in tandem with all members of the educational community, may invigorate the pedagogical, management and communicational processes involved, as this ever-evolving context demands. This article presents the construction of meanings and leadership practices of 5 leaders in early child educational centers in Chile during the years 2020 and 2021. We worked under a comprehensive-interpretive paradigm, a qualitative approach, and a grounded theory situated design. Our data collection instrument were narrative interviews. We studied the data through content analysis and using the software ATLAS.ti 9.0. The findings here presented highlight the importance of leadership practices in educational work and show some characteristics of early childhood education, a level of education at which leadership processes are located and tend towards care, the distribution of tasks, and trust.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67644000","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/s1678-4634202349248484en
Henrique Costa Brojato, Evelise Maria Labatut Portilho
Abstract This article aims to identify the cognitive and metacognitive strategies utilized by school pedagogues responsible for the coordination and articulation of the pedagogic process inside schools in a continuous training program. Metacognition is not usually examined in connection with teachers and/or professional development; therefore, to analyze the importance of metacognitive development for school pedagogues, attention to continuous training is essential both to attain a better comprehension of the term and to establish ways to identify it. This qualitative research taking a phenomenological and hermeneutic approach was developed based on a continuous training program with 16 pedagogues from public and private schools and different segments of activity. Semi-structured interviews and an instrument for the identification of the utilization of five cognitive strategies (reflexivity, reality conscious, verbalization, attention and thought/attitude) and three metacognitive (awareness-making, self-control and autopoiesis) were administered. The results indicate a high level of agreement by participants with the items described by the instrument; in addition, when relating verbal reports from participants to the results obtained with the instrument, it was noted that the proposed continuous training program could facilitate reflections about “learn to learn” as articulated within the activity context. Further studies are needed of school pedagogues, as well the development of training processes (both initial and continued) that promote the development of metacognitive strategies, contributing to daily activity together with the teachers.
{"title":"Identification of cognitive and metacognitive strategies in school pedagogues: results of a training program","authors":"Henrique Costa Brojato, Evelise Maria Labatut Portilho","doi":"10.1590/s1678-4634202349248484en","DOIUrl":"https://doi.org/10.1590/s1678-4634202349248484en","url":null,"abstract":"Abstract This article aims to identify the cognitive and metacognitive strategies utilized by school pedagogues responsible for the coordination and articulation of the pedagogic process inside schools in a continuous training program. Metacognition is not usually examined in connection with teachers and/or professional development; therefore, to analyze the importance of metacognitive development for school pedagogues, attention to continuous training is essential both to attain a better comprehension of the term and to establish ways to identify it. This qualitative research taking a phenomenological and hermeneutic approach was developed based on a continuous training program with 16 pedagogues from public and private schools and different segments of activity. Semi-structured interviews and an instrument for the identification of the utilization of five cognitive strategies (reflexivity, reality conscious, verbalization, attention and thought/attitude) and three metacognitive (awareness-making, self-control and autopoiesis) were administered. The results indicate a high level of agreement by participants with the items described by the instrument; in addition, when relating verbal reports from participants to the results obtained with the instrument, it was noted that the proposed continuous training program could facilitate reflections about “learn to learn” as articulated within the activity context. Further studies are needed of school pedagogues, as well the development of training processes (both initial and continued) that promote the development of metacognitive strategies, contributing to daily activity together with the teachers.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67639735","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/s1678-4634202349265127eng
Luiz Antonio Callegari Coppi
Abstract Due to the moment’s urgency, the Covid-19 pandemic promoted the transposition of school activities originally planned for the face-to-face context to digital platforms. However, replacing the arena in which classes take place is not irrelevant, and this article intends to show how the technological characteristics of the applications used strain what, in recent centuries, has been understood as the school. To this end, we propose, firstly, a visit to the moment of the resurgence of the school during the Renaissance and the relationship of this event with a specific technology, Gutenberg’s movable type press — bookish knowledge, then establishes the school as a space different from family and social environments, giving rise to what is conventionally called “School Form.” From there, the article advances in the argument articulating this concept to that of skholé , which conceives the school as a space of suspension of the logic that binds children and young people to a fixed and unavoidable identity. This suspension allows them to disidentify from predetermined destinations and experience equality and self-experimentation. Finally, these concepts of “School Form” and skholé are contrasted with the conditions for performing remote teaching during the pandemic. Some questions are raised about what is expected of the school as a collective project.
{"title":"The suspension of suspensions: the “school form” and the “ skholé ” in times of pandemic","authors":"Luiz Antonio Callegari Coppi","doi":"10.1590/s1678-4634202349265127eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349265127eng","url":null,"abstract":"Abstract Due to the moment’s urgency, the Covid-19 pandemic promoted the transposition of school activities originally planned for the face-to-face context to digital platforms. However, replacing the arena in which classes take place is not irrelevant, and this article intends to show how the technological characteristics of the applications used strain what, in recent centuries, has been understood as the school. To this end, we propose, firstly, a visit to the moment of the resurgence of the school during the Renaissance and the relationship of this event with a specific technology, Gutenberg’s movable type press — bookish knowledge, then establishes the school as a space different from family and social environments, giving rise to what is conventionally called “School Form.” From there, the article advances in the argument articulating this concept to that of skholé , which conceives the school as a space of suspension of the logic that binds children and young people to a fixed and unavoidable identity. This suspension allows them to disidentify from predetermined destinations and experience equality and self-experimentation. Finally, these concepts of “School Form” and skholé are contrasted with the conditions for performing remote teaching during the pandemic. Some questions are raised about what is expected of the school as a collective project.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67643653","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/s1678-4634202349250586eng
Katerin Arias-Ortega, Gerardo Muñoz, Segundo Quintriqueo
Abstract The article presents research results on the educational relationship between mentor teachers and traditional culture educators in the implementation of Programa de Educación Intercultural Bilingüe (Bilingual Intercultural Education Program, BIEP) in La Araucanía, Chile. Research methodology is mixed, in which a Likert-style scale questionnaire is applied to a total of 155 participants, of which 105 are traditional culture educators and 50 are mentor teachers. Results show practices of explicit and implicit discrimination perceived by Mapuche students in the educational relationship they establish with the teacher. Both mentor teachers and traditional culture educators recognize that an educational relationship of involvement, recognition and collaboration could reverse such discriminatory practices. We conclude that the educational relationship in school education is based on implicit and explicit forms of racism towards the teaching of indigenous language and culture at school. Thus, the discrimination perceived by tradition educators challenges the school and its historical role in the processes of subalternization of the Mapuche people. In this context, there is a need for an intercultural educational intervention that provide a relevant response to the social, cultural, and linguistic diversity present in school education. This constitutes a challenge for directors, teachers, parents, and community members to advance in an inter-epistemic dialogue, based on respect, ethics, political commitment, co-responsibility, negotiation, mediation and abandonment of biased frames of reference.
摘要本文介绍了在智利La Araucanía实施双语跨文化教育项目(Programa de Educación Intercultural biling e, BIEP)过程中，导师教师与传统文化教育者之间的教育关系的研究结果。研究方法为混合型，采用李克特式问卷调查共155人，其中传统文化教育者105人，导师教师50人。结果显示，马普切学生在与教师建立的教育关系中感受到显性和隐性歧视的做法。导师教师和传统文化教育者都认识到，参与、认可和合作的教育关系可以扭转这种歧视性做法。我们的结论是，学校教育中的教育关系是基于对学校土著语言和文化教学的隐性和显性种族主义形式。因此，传统教育者感知到的歧视挑战了学校及其在马普切人次代化过程中的历史角色。在这种背景下，有必要进行跨文化教育干预，为学校教育中存在的社会、文化和语言多样性提供相关的回应。这对主任、教师、家长和社区成员构成挑战，要求他们在尊重、道德、政治承诺、共同责任、谈判、调解和放弃有偏见的参考框架的基础上推进知识间对话。
{"title":"Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile","authors":"Katerin Arias-Ortega, Gerardo Muñoz, Segundo Quintriqueo","doi":"10.1590/s1678-4634202349250586eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349250586eng","url":null,"abstract":"Abstract The article presents research results on the educational relationship between mentor teachers and traditional culture educators in the implementation of Programa de Educación Intercultural Bilingüe (Bilingual Intercultural Education Program, BIEP) in La Araucanía, Chile. Research methodology is mixed, in which a Likert-style scale questionnaire is applied to a total of 155 participants, of which 105 are traditional culture educators and 50 are mentor teachers. Results show practices of explicit and implicit discrimination perceived by Mapuche students in the educational relationship they establish with the teacher. Both mentor teachers and traditional culture educators recognize that an educational relationship of involvement, recognition and collaboration could reverse such discriminatory practices. We conclude that the educational relationship in school education is based on implicit and explicit forms of racism towards the teaching of indigenous language and culture at school. Thus, the discrimination perceived by tradition educators challenges the school and its historical role in the processes of subalternization of the Mapuche people. In this context, there is a need for an intercultural educational intervention that provide a relevant response to the social, cultural, and linguistic diversity present in school education. This constitutes a challenge for directors, teachers, parents, and community members to advance in an inter-epistemic dialogue, based on respect, ethics, political commitment, co-responsibility, negotiation, mediation and abandonment of biased frames of reference.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67641053","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/s1678-4634202349258607en
Tsamiyah Levi, Ernesto Seidl
Abstract This article discusses the schooling strategies of culturally privileged family groups based on analyzing school choice processes for their offspring. The field research was conducted in Florianópolis/State of Santa Catarina between 2017 and 2019. The material consisted of 14 interviews with parents who have their children enrolled in one of the seven schools investigated, eight interviews with teachers from the institutions, and the participant observation of a set of 15 school events. The main objective was to study the relationship between the social and cultural conditioning factors of families and the ways of schooling their children, using Waldorf institutions as empirical grounds. The main conclusions point to the importance of family social capital throughout the process of school choice, and of dispositions compatible with the prescriptions of Waldorf Pedagogy, emphasizing a very high investment of time and energy in the schooling of the children and interactions with the institution.
{"title":"A demanding school: schooling strategies in Waldorf institutions","authors":"Tsamiyah Levi, Ernesto Seidl","doi":"10.1590/s1678-4634202349258607en","DOIUrl":"https://doi.org/10.1590/s1678-4634202349258607en","url":null,"abstract":"Abstract This article discusses the schooling strategies of culturally privileged family groups based on analyzing school choice processes for their offspring. The field research was conducted in Florianópolis/State of Santa Catarina between 2017 and 2019. The material consisted of 14 interviews with parents who have their children enrolled in one of the seven schools investigated, eight interviews with teachers from the institutions, and the participant observation of a set of 15 school events. The main objective was to study the relationship between the social and cultural conditioning factors of families and the ways of schooling their children, using Waldorf institutions as empirical grounds. The main conclusions point to the importance of family social capital throughout the process of school choice, and of dispositions compatible with the prescriptions of Waldorf Pedagogy, emphasizing a very high investment of time and energy in the schooling of the children and interactions with the institution.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","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":"67643027","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/s1678-4634202349256316eng
Elisangela Alves da Silva Scaff
Abstract This study aims to identify the characteristics of the socio-state interface established in the methodology of elaboration, monitoring, and evaluation of the State Education Plan of Paraná (PEE-PR). The focus is to indicate how the processes are carried out, especially considering the social participation required in the guidelines established by the National Education Plan (PNE). The methodology used is a qualitative approach based on documental research and developed through a data survey on the websites of the PNE of the Paraná State Department of Education (Seed-PR), of the Paraná State Board of Education (CEE/PR), the Education State Forum (FEE-PR), and the Paraná Institute for Economic and Social Development (IPARDES). The results point to the central role the Union has in coordinating actions related to the PEE-PR, especially with regard to the socio-state interface as a fundamental principle for the construction of public policies. The post-2016 political scenario, marked by the contraction of this movement by the federal government, has weakened the collective construction of the monitoring and evaluation stages of the ten-year education plans in local federative entities, especially in the state of Paraná. Thus, the collective construction is vulnerable to the most varied political interests manifested in the local federative entities, which compromises any prospect of consolidating a national education system, the primary objective of the PNE (2014-2024).
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