Pub Date : 2022-12-05DOI: 10.35786/1645-1384.v22.1978
A. Medina
This article 1 is based on an experience report, developed in the context of the National Program for Restructuring and Acquisition of Equipment for the Public School Network for Early Childhood Education - Proinfância, during a technical meeting at the State Meeting of Proinfância, in the state of Pará. This work aimed to promote lectures and workshops for teachers, secretaries and municipal representatives of education, related to the rescue of environmental, children's and personal memories, aiming at reframing and the production of environmental senses. It is possible to indicate, from the testimonies and records obtained from the participants, that the rescue of memory, related to experiences with nature, can be favored through a return to origins, stories and life experiences, based on representations. It is concluded that the activities that promote a rescue of environmental memories, of teachers and managers in the area of education, can be a successful strategy, as a way of raising awareness, promoting and developing programs and projects related to school environmental education.
{"title":"Memórias e identidades culturais docentes: ressignificando saberes, práticas e currículos na produção de sentidos ambientais","authors":"A. Medina","doi":"10.35786/1645-1384.v22.1978","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1978","url":null,"abstract":"This article 1 is based on an experience report, developed in the context of the National Program for Restructuring and Acquisition of Equipment for the Public School Network for Early Childhood Education - Proinfância, during a technical meeting at the State Meeting of Proinfância, in the state of Pará. This work aimed to promote lectures and workshops for teachers, secretaries and municipal representatives of education, related to the rescue of environmental, children's and personal memories, aiming at reframing and the production of environmental senses. It is possible to indicate, from the testimonies and records obtained from the participants, that the rescue of memory, related to experiences with nature, can be favored through a return to origins, stories and life experiences, based on representations. It is concluded that the activities that promote a rescue of environmental memories, of teachers and managers in the area of education, can be a successful strategy, as a way of raising awareness, promoting and developing programs and projects related to school environmental education.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76279901","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1866
D. Maldonado, M. Neira
The aim of this study was to describe the pedagogical work accomplished by the Physical Education teachers, who oppose the neoliberal educational policies. For this purpose, 245 experience reports published between 2009 and 2019 were analysed in 12 journals and 25 books. This docummentary mass was submitted to cultural assessment. It was concluded that the whole set of experiences can be classified into six cultural issues: the interdisciplinary papers and projects organization according to school political pedagogical project; the teaching activities planning in a participatory way; the analysis of socioeconomic inequality that cuts across corporal practices; the encouragement of an anti-racist education; the fight against gender discrimination on dances, fights, gymnastics, sports, games and jokes; in addition to the structuring of debates based on issues correlated with body, health and corporal practices that exceed the biological determinants.
{"title":"Resistências e Transgressões na Prática Político-Pedagógica da Educação Física","authors":"D. Maldonado, M. Neira","doi":"10.35786/1645-1384.v22.1866","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1866","url":null,"abstract":"The aim of this study was to describe the pedagogical work accomplished by the Physical Education teachers, who oppose the neoliberal educational policies. For this purpose, 245 experience reports published between 2009 and 2019 were analysed in 12 journals and 25 books. This docummentary mass was submitted to cultural assessment. It was concluded that the whole set of experiences can be classified into six cultural issues: the interdisciplinary papers and projects organization according to school political pedagogical project; the teaching activities planning in a participatory way; the analysis of socioeconomic inequality that cuts across corporal practices; the encouragement of an anti-racist education; the fight against gender discrimination on dances, fights, gymnastics, sports, games and jokes; in addition to the structuring of debates based on issues correlated with body, health and corporal practices that exceed the biological determinants.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83313319","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1809
L. Claro
The text situates the Environmental Education of the Field through a phenomenological hermeneutics (Ricoeur, 1978; 2014) of the Education of the Field and its subject, denouncing the marks of a Stigmatized Subject as a product of a ruralist logic that entered the education and announcing the possibility of a Gerund Subject, as the emergence of a comprehensive posture about the different ways of being in the countryside. The fundamentals of education as a viability for the reconstruction of pedagogical practices within the scope of Environmental Education and Rural Education, instigating the possibilities of the practical dimension that the exercise of philosophy instigates in the mobilization of curricular, pedagogical and social practice alternatives in the areas mentioned. The result of the phenomenological hermeneutic that permeates the field of the construction of knowledge in and in the Field, it´s recognized that the divergences and singularities of claims of the “other knowledge” of the “other subjects”, is a potential of the Environmental Epistemologies of the Field which invite the re-elaboration of school activities, curricular dimensions and social practices of the subjects who are being in and with the world from the Field.
本文通过现象学解释学来定位场域的环境教育(Ricoeur, 1978;2014)的《场域教育及其主体》(Education of the Field and its subject)，谴责了被污名化的主体作为进入教育的乡村主义逻辑的产物的标记，并宣布了动名词主体的可能性，因为出现了一种关于在农村的不同存在方式的综合姿态。教育的基本原则是在环境教育和农村教育范围内重建教学实践的可行性，激发了实践方面的可能性，即哲学的运用在上述领域调动课程、教学和社会实践的替代方案方面所激发的可能性。现象学解释学的结果渗透到领域内和领域内的知识建构领域，它认识到，“其他主体”的“其他知识”主张的分歧和独特性，是领域环境认识论的一种潜力，它邀请重新阐述学校活动，课程维度和来自领域的世界的主体的社会实践。
{"title":"Entre marcas do “Sujeito Estigmatizado” e a Busca do “Sujeito Gerúndio”: epistemologias da educação ambiental do campo como possibilidades aos “saberes outros”","authors":"L. Claro","doi":"10.35786/1645-1384.v22.1809","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1809","url":null,"abstract":"The text situates the Environmental Education of the Field through a phenomenological hermeneutics (Ricoeur, 1978; 2014) of the Education of the Field and its subject, denouncing the marks of a Stigmatized Subject as a product of a ruralist logic that entered the education and announcing the possibility of a Gerund Subject, as the emergence of a comprehensive posture about the different ways of being in the countryside. The fundamentals of education as a viability for the reconstruction of pedagogical practices within the scope of Environmental Education and Rural Education, instigating the possibilities of the practical dimension that the exercise of philosophy instigates in the mobilization of curricular, pedagogical and social practice alternatives in the areas mentioned. The result of the phenomenological hermeneutic that permeates the field of the construction of knowledge in and in the Field, it´s recognized that the divergences and singularities of claims of the “other knowledge” of the “other subjects”, is a potential of the Environmental Epistemologies of the Field which invite the re-elaboration of school activities, curricular dimensions and social practices of the subjects who are being in and with the world from the Field.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90081553","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1890
I. Luemba, M. Oliveira
{"title":"Ensino de Direito em Angola e a Dominação Portuguesa pela Doutrina Jurídica: a visão dos Estudantes da FDUON","authors":"I. Luemba, M. Oliveira","doi":"10.35786/1645-1384.v22.1890","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1890","url":null,"abstract":"","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73429180","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1843
M. L. Nogueira, L. Vicari, A. Borges, Olívia Brun
This article aims to analyze 6 interviews with parents of children with Autism Spectrum Disorder (ASD) regarding their inclusion in the education network of Belo Horizonte/MG. The article also analyzes questionnaires from basic education teachers who took an update course on ASD and inclusion. The semi-structured interviews contributed to the construction of this semi-presential course, of 60 hours. The parents’ discourse was analyzed by analytical categorization in cross-confrontation and the results pointed to discontent with the school, mainly in relation to the role of mediation and the lack of adaptation of the activities carried out by the children. The enrolled teachers answered an online questionnaire about knowledge in ASD after the course. The analysis of the questionnaires showed that the updated knowledge about the disorder contributed to increasing the feeling of security in the educational work process with neurodiverse children.
{"title":"A Inclusão Escolar de Crianças com Transtorno do Espectro do Autismo: ouvindo as famílias e formando professores","authors":"M. L. Nogueira, L. Vicari, A. Borges, Olívia Brun","doi":"10.35786/1645-1384.v22.1843","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1843","url":null,"abstract":"This article aims to analyze 6 interviews with parents of children with Autism Spectrum Disorder (ASD) regarding their inclusion in the education network of Belo Horizonte/MG. The article also analyzes questionnaires from basic education teachers who took an update course on ASD and inclusion. The semi-structured interviews contributed to the construction of this semi-presential course, of 60 hours. The parents’ discourse was analyzed by analytical categorization in cross-confrontation and the results pointed to discontent with the school, mainly in relation to the role of mediation and the lack of adaptation of the activities carried out by the children. The enrolled teachers answered an online questionnaire about knowledge in ASD after the course. The analysis of the questionnaires showed that the updated knowledge about the disorder contributed to increasing the feeling of security in the educational work process with neurodiverse children.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79543650","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1810
F. Broietti, N. Assaí, J. Ribas, C. Silva
{"title":"Trajetória Hipotética de Aprendizagem e a Compreensão do Conteúdo de Soluções no Ensino de Química","authors":"F. Broietti, N. Assaí, J. Ribas, C. Silva","doi":"10.35786/1645-1384.v22.1810","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1810","url":null,"abstract":"","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79826408","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1994
E. Silveira
.
．
{"title":"Narrativas de resistência à Política de Ampliação do Ensino Médio de Tempo Integral no Rio Grande do Sul","authors":"E. Silveira","doi":"10.35786/1645-1384.v22.1994","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1994","url":null,"abstract":".","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79895044","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1995
F. Oliveira
Currículo
课程
{"title":"O Ensino da Língua Portuguesa sob a Racionalidade Técnico-Instrumental: as orientações curriculares para a escola de 1º grau no estado de São Paulo (1975-1977)","authors":"F. Oliveira","doi":"10.35786/1645-1384.v22.1995","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1995","url":null,"abstract":"Currículo","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74963276","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 : 2022-12-05DOI: 10.35786/1645-1384.v22.1971
Alexandre Marini, D. Passos
escola, concluímos que há um imbricamento social e político importante
学校，我们得出结论，有一个重要的社会和政治重叠
{"title":"A Relação da Liberdade de Quem Aprende e de Quem Ensina: as atuais tentativas de censura no campo educacional","authors":"Alexandre Marini, D. Passos","doi":"10.35786/1645-1384.v22.1971","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1971","url":null,"abstract":"escola, concluímos que há um imbricamento social e político importante","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80770816","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 : 2022-12-01DOI: 10.35786/1645-1384.v22.1153
Elizabeth Macedo, J. Miller
O presente texto é incitado pela reforma do Novo Ensino Médio no Brasil, na qual temas como empreendedorismo e projeto de vida ganham destaque. Mobiliza a noção de performatividade, tal como formulada por Judith Butler, para entender o funcionamento da norma neoliberal e a indução de vulnerabilidade e precariedade que ela provoca. Tal noção é utilizada tanto para denunciar como funcionam as ficções ontológicas, assim como é apresentada como reivindicação política. A crítica da reforma é construída em torno do argumento de que ela põe em funcionamento uma ontologia individualista do sujeito autônomo, que, ademais, também circula em parte da teorização pedagógica crítica. A partir dessa crítica, o texto discute um currículo “outro” alicerçado em uma concepção relacional da ontologia.
{"title":"Por Um Currículo “Outro”: autonomia e relacionalidade","authors":"Elizabeth Macedo, J. Miller","doi":"10.35786/1645-1384.v22.1153","DOIUrl":"https://doi.org/10.35786/1645-1384.v22.1153","url":null,"abstract":"O presente texto é incitado pela reforma do Novo Ensino Médio no Brasil, na qual temas como empreendedorismo e projeto de vida ganham destaque. Mobiliza a noção de performatividade, tal como formulada por Judith Butler, para entender o funcionamento da norma neoliberal e a indução de vulnerabilidade e precariedade que ela provoca. Tal noção é utilizada tanto para denunciar como funcionam as ficções ontológicas, assim como é apresentada como reivindicação política. A crítica da reforma é construída em torno do argumento de que ela põe em funcionamento uma ontologia individualista do sujeito autônomo, que, ademais, também circula em parte da teorização pedagógica crítica. A partir dessa crítica, o texto discute um currículo “outro” alicerçado em uma concepção relacional da ontologia.","PeriodicalId":39270,"journal":{"name":"Curriculo sem Fronteiras","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80122903","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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