Pub Date : 2023-06-23DOI: 10.14571/brajets.v16.n3.210-218
Hellen Cristina Mattos
The university is a training space that works on three main fronts: teaching, research and extension. Despite the production of knowledge being generated in different ways among these three dimensions, scientific development has historically been based on specific perspectives and definitions of what science is. This essay aims to present the fundamentals of two characteristic elements of scientific knowledge, method and rationality, and their form of cultural imposition, especially in scientific production. To accomplish this, the contributions of René Descartes and Immanuel Kant on the importance of the method and the use of reason for the development of science were used. Then, discussions by Boaventura de Souza Santos and Jean-Marc Ela on this model of science and the exclusion of other forms of knowledge were considered. The proposals by Antonio Joaquim Severino and Manuel Tavares regarding decoloniality in Latin American universities were also included. We conclude that the university plays a collaborative role with coloniality, as it imposes and disseminates only knowledge that is considered legitimate by Western standards. It is necessary, therefore, to reflect on their actions, conceptions and proposals to carry out critical awareness and include the epistemological diversity that exists in society.
这所大学是一个培训空间，主要有三个方面:教学、研究和推广。尽管知识的生产在这三个维度中以不同的方式产生，但科学的发展在历史上一直是基于对科学的特定观点和定义。本文旨在介绍科学知识的两个特征要素——方法和理性的基本原理，以及它们在科学生产中的文化强加形式。为了实现这一目标，雷诺·笛卡尔和伊曼努尔·康德对方法的重要性和对科学发展的理性运用的贡献被使用了。然后，Boaventura de Souza Santos和Jean-Marc Ela讨论了这种科学模式以及排除其他形式的知识。还包括安东尼奥·若阿金·塞韦里诺和曼努埃尔·塔瓦雷斯关于拉丁美洲大学非殖民化的建议。我们的结论是，大学扮演着与殖民主义合作的角色，因为它只强加和传播被西方标准认为是合法的知识。因此，有必要反思他们的行为、观念和建议，以开展批判性意识，并包括社会中存在的认识论多样性。
{"title":"The Coloniality of Scientific Knowledge","authors":"Hellen Cristina Mattos","doi":"10.14571/brajets.v16.n3.210-218","DOIUrl":"https://doi.org/10.14571/brajets.v16.n3.210-218","url":null,"abstract":"The university is a training space that works on three main fronts: teaching, research and extension. Despite the production of knowledge being generated in different ways among these three dimensions, scientific development has historically been based on specific perspectives and definitions of what science is. This essay aims to present the fundamentals of two characteristic elements of scientific knowledge, method and rationality, and their form of cultural imposition, especially in scientific production. To accomplish this, the contributions of René Descartes and Immanuel Kant on the importance of the method and the use of reason for the development of science were used. Then, discussions by Boaventura de Souza Santos and Jean-Marc Ela on this model of science and the exclusion of other forms of knowledge were considered. The proposals by Antonio Joaquim Severino and Manuel Tavares regarding decoloniality in Latin American universities were also included. We conclude that the university plays a collaborative role with coloniality, as it imposes and disseminates only knowledge that is considered legitimate by Western standards. It is necessary, therefore, to reflect on their actions, conceptions and proposals to carry out critical awareness and include the epistemological diversity that exists in society.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"194 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084852","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}
The article identifies the pedagogical prerequisites for the use of distance learning (DL) system for students in the educational environment (pedagogical conditions determine the reasons for the transition from the classical to the distance education system; social prerequisites are expressed in the development of society and pedagogical science, the need to solve the problems of the education system itself in the educational environment). The authors also identified the specifics of student learning within the distance learning system in the modern knowledge-intensive environment (the focus of the educational process on the development of research, project, and innovation skills). The research involved the elaboration and experimental testing of a pedagogical model of distance learning in the educational environment based on systemic, synergistic, cybernetic, personality-oriented, and competence-based approaches. This model includes the following components: aims and goals of use; means of achieving them; results and outcomes of activities, content of pedagogical activity, technologies, and available resources. The authors have substantiated the stages of modeling a student's distance learning system in the educational environment (the stage of designing a pedagogical model of DL, the stage of DL functioning (the stage of information and technical support, the stage of filling the DL platform with educational content, the stage of implementation and progressive development), the stage of evaluating the DL results). The paper defines the criteria and indicators for assessing the level of student competencies formation within the distance learning system in the educational environment. It identifies and substantiates the pedagogical conditions for implementing the distance learning system in the academic environment. The article also reveals the pedagogical conditions for the implementation of the distance learning system in the educational environment (the focus of the educational process on the skills formation of research, project, and innovation activities; interaction with external and internal partners in the process of research, project and innovation activities; availability of a system for monitoring the results of project and innovation activities at all stages of its implementation) can be implemented in the teaching of students in science-intensive sectors in other universities.
{"title":"Methodological Aspect of Using Distance Learning Platforms in the Educational and Research Activities of Future Higher Education Students","authors":"Olha Tytarenko, Yuliia Sribna, Tetiana Borysova, Valerii Tytarenko, Valentyna Tytarenko, Yevhen Kulyk, Andryi Tsyna","doi":"10.14571/brajets.v16.n2.372-385","DOIUrl":"https://doi.org/10.14571/brajets.v16.n2.372-385","url":null,"abstract":"The article identifies the pedagogical prerequisites for the use of distance learning (DL) system for students in the educational environment (pedagogical conditions determine the reasons for the transition from the classical to the distance education system; social prerequisites are expressed in the development of society and pedagogical science, the need to solve the problems of the education system itself in the educational environment). The authors also identified the specifics of student learning within the distance learning system in the modern knowledge-intensive environment (the focus of the educational process on the development of research, project, and innovation skills). The research involved the elaboration and experimental testing of a pedagogical model of distance learning in the educational environment based on systemic, synergistic, cybernetic, personality-oriented, and competence-based approaches. This model includes the following components: aims and goals of use; means of achieving them; results and outcomes of activities, content of pedagogical activity, technologies, and available resources. The authors have substantiated the stages of modeling a student's distance learning system in the educational environment (the stage of designing a pedagogical model of DL, the stage of DL functioning (the stage of information and technical support, the stage of filling the DL platform with educational content, the stage of implementation and progressive development), the stage of evaluating the DL results). The paper defines the criteria and indicators for assessing the level of student competencies formation within the distance learning system in the educational environment. It identifies and substantiates the pedagogical conditions for implementing the distance learning system in the academic environment. The article also reveals the pedagogical conditions for the implementation of the distance learning system in the educational environment (the focus of the educational process on the skills formation of research, project, and innovation activities; interaction with external and internal partners in the process of research, project and innovation activities; availability of a system for monitoring the results of project and innovation activities at all stages of its implementation) can be implemented in the teaching of students in science-intensive sectors in other universities.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084844","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 : 2023-06-23DOI: 10.14571/brajets.v16.n2.219-235
Cynthia Helena Teixeira
The convergence of technologies and technological modernization has transformed the industry into an intelligent manufacturing system, enhancing process control and automation, which in turn has significant socio-economic and environmental implications within the context of sustainability. The intersection of Circular Economy and Industry 4.0 is highly relevant for facilitating business models to align with the socio-environmental, economic, and technological demands of the current global ecosystem. Consumer behavioral change is imperative during this transition, necessitating a mindset shift and a focused approach on ecosystem dynamics and overall effectiveness. Education and entrepreneurial training play a pivotal role in facilitating the transition towards Circular Economy. It is crucial to integrate sustainability principles and circular economy concepts into educational curricula while fostering the development of entrepreneurial skills with a sustainability-oriented perspective. The research conducted involved a systematic literature review that underlined the pressing need for further comprehensive studies in this field due to the limited availability of articles. The findings underscore the significance of the interplay between Circular Economy and Industry 4.0, highlighting the pivotal role of consumer behavior and entrepreneurial education as key drivers for achieving a sustainable circular economy.
{"title":"The Circular Economy in the Age of the 4th Industrial Revolution: Use of Technology Towards Transition","authors":"Cynthia Helena Teixeira","doi":"10.14571/brajets.v16.n2.219-235","DOIUrl":"https://doi.org/10.14571/brajets.v16.n2.219-235","url":null,"abstract":"The convergence of technologies and technological modernization has transformed the industry into an intelligent manufacturing system, enhancing process control and automation, which in turn has significant socio-economic and environmental implications within the context of sustainability. The intersection of Circular Economy and Industry 4.0 is highly relevant for facilitating business models to align with the socio-environmental, economic, and technological demands of the current global ecosystem. Consumer behavioral change is imperative during this transition, necessitating a mindset shift and a focused approach on ecosystem dynamics and overall effectiveness. Education and entrepreneurial training play a pivotal role in facilitating the transition towards Circular Economy. It is crucial to integrate sustainability principles and circular economy concepts into educational curricula while fostering the development of entrepreneurial skills with a sustainability-oriented perspective. The research conducted involved a systematic literature review that underlined the pressing need for further comprehensive studies in this field due to the limited availability of articles. The findings underscore the significance of the interplay between Circular Economy and Industry 4.0, highlighting the pivotal role of consumer behavior and entrepreneurial education as key drivers for achieving a sustainable circular economy.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084849","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 : 2023-06-23DOI: 10.14571/brajets.v16.n2.361-371
Olha Zadorina, Liana Burchak, Olena Panas, Olena Ardelian, Hanna Apalat
The article explores the significance of soft skills in the contemporary job market, emphasizing their crucial role in ensuring successful participation in the work process, enhancing productivity, and their relevance across various professions. Soft skills are portrayed as versatile competencies not tied to specific subject areas, encompassing the ability to approach problems from multiple perspectives, employ creative problem-solving methods, and adapt algorithms for analysis and synthesis. This study employs a precise methodological approach, including content analysis, systemic analysis, and structural-logical analysis, to deeply explore the dynamics and importance of soft skills in today's contexts. The article underscores the shifting demands of the modern labor market, particularly in the transition from a VUCA (Volatile, Uncertain, Complex, and Ambiguous) state to a BANI (Brittle, Anxious, Nonlinear, Incomprehensible) state, highlighting the increased turbulence and unpredictability of the work environment. In response to this evolving landscape, the article suggests a paradigm shift in the design and implementation of higher education courses and programs. It advocates for a greater emphasis on experiential learning methods and the cultivation of emotional intelligence. The article proposes the development of additional training programs aimed at nurturing personal qualities encompassing all aspects of soft skills. The findings of this research are deemed valuable for enhancing university training programs, better equipping young professionals to excel in the competitive and ever-evolving BANI-environment. The article contributes to a deeper understanding of the pivotal role soft skills play in shaping successful career trajectories for emerging specialists.
{"title":"Shaping the Competencies of the Future: The Importance of Developing Soft Skills in Higher Education","authors":"Olha Zadorina, Liana Burchak, Olena Panas, Olena Ardelian, Hanna Apalat","doi":"10.14571/brajets.v16.n2.361-371","DOIUrl":"https://doi.org/10.14571/brajets.v16.n2.361-371","url":null,"abstract":"The article explores the significance of soft skills in the contemporary job market, emphasizing their crucial role in ensuring successful participation in the work process, enhancing productivity, and their relevance across various professions. Soft skills are portrayed as versatile competencies not tied to specific subject areas, encompassing the ability to approach problems from multiple perspectives, employ creative problem-solving methods, and adapt algorithms for analysis and synthesis. This study employs a precise methodological approach, including content analysis, systemic analysis, and structural-logical analysis, to deeply explore the dynamics and importance of soft skills in today's contexts. The article underscores the shifting demands of the modern labor market, particularly in the transition from a VUCA (Volatile, Uncertain, Complex, and Ambiguous) state to a BANI (Brittle, Anxious, Nonlinear, Incomprehensible) state, highlighting the increased turbulence and unpredictability of the work environment. In response to this evolving landscape, the article suggests a paradigm shift in the design and implementation of higher education courses and programs. It advocates for a greater emphasis on experiential learning methods and the cultivation of emotional intelligence. The article proposes the development of additional training programs aimed at nurturing personal qualities encompassing all aspects of soft skills. The findings of this research are deemed valuable for enhancing university training programs, better equipping young professionals to excel in the competitive and ever-evolving BANI-environment. The article contributes to a deeper understanding of the pivotal role soft skills play in shaping successful career trajectories for emerging specialists.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084853","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 : 2023-06-23DOI: 10.14571/brajets.v16.n2.182-193
Denise Ayres d'Avila, Ana Paula Pereira, Andréa Vieira Zanella, Kátia Maheirie
This article addresses the relationship between art and pandemic from the perspective of musicians and music makers who work with and live of music. The objective of the study was to understand how conditions of social restriction and epidemiological risk have interfered with the production, creation and subsistence of music professionals. Interviews were conducted with five artists who work professionally with music, which is their main source of income. The answers obtained were problematized with discussions of authors who are addressing the psychological, social and economic issues arising from the pandemic, such as Giorgio Agambem, Boaventura de Souza Santos and Alain Bihr, in dialogue with the theorizations on the processes of creation presented by Lev Vigotski and other interlocutors. The results show the effects of social isolation and mobility restrictions on working conditions and their consequences. The professionals reinvented themselves in presentations via digital platforms, but soon realized the exhaustion of the practice and were forced to develop economic activities other than music to ensure subsistence.
{"title":"Music, Mental Health and The Pandemic: Staying (Un)Productive in Times of Confinement","authors":"Denise Ayres d'Avila, Ana Paula Pereira, Andréa Vieira Zanella, Kátia Maheirie","doi":"10.14571/brajets.v16.n2.182-193","DOIUrl":"https://doi.org/10.14571/brajets.v16.n2.182-193","url":null,"abstract":"This article addresses the relationship between art and pandemic from the perspective of musicians and music makers who work with and live of music. The objective of the study was to understand how conditions of social restriction and epidemiological risk have interfered with the production, creation and subsistence of music professionals. Interviews were conducted with five artists who work professionally with music, which is their main source of income. The answers obtained were problematized with discussions of authors who are addressing the psychological, social and economic issues arising from the pandemic, such as Giorgio Agambem, Boaventura de Souza Santos and Alain Bihr, in dialogue with the theorizations on the processes of creation presented by Lev Vigotski and other interlocutors. The results show the effects of social isolation and mobility restrictions on working conditions and their consequences. The professionals reinvented themselves in presentations via digital platforms, but soon realized the exhaustion of the practice and were forced to develop economic activities other than music to ensure subsistence.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084848","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}
Playfulness develops imagination, socialization and perception of the world, contributing to the construction of identity and autonomy of the human being. When the children play, imagine and learn, they develop themselfs as citizens. Through the playful, they reproduce situations of their daily life and from this behavior develop their identity. Given this information, the importance of playful spaces and educators for child development is understood, through a bias that evaluates the child's interaction with the environment. The main objective is the elaboration of qualitative parameters for the evaluation of the potential of education and playfulness environments. The methodological structure of this qualitative study describes a bibliographic and field research that analyzes and emphasizes the potential of playfulness in preschool education, in order to assist constant improvements in the design aspects of educational environments. Through surveys and analysis of schools that offer potential play spaces, we found that a small and scarce minority of educational institutions, in fact, can be classified as potentially playful educators. This shows that few public and private educational buildings are prepared for a human formation so necessary today.
{"title":"The Importance of Play Spaces and The Pedagogical Process Developed by Educators","authors":"Alessandra Natali Queiroz, Nathalia Jesus, Caroline Stefanini","doi":"10.14571/brajets.v16.n2.266-285","DOIUrl":"https://doi.org/10.14571/brajets.v16.n2.266-285","url":null,"abstract":"Playfulness develops imagination, socialization and perception of the world, contributing to the construction of identity and autonomy of the human being. When the children play, imagine and learn, they develop themselfs as citizens. Through the playful, they reproduce situations of their daily life and from this behavior develop their identity. Given this information, the importance of playful spaces and educators for child development is understood, through a bias that evaluates the child's interaction with the environment. The main objective is the elaboration of qualitative parameters for the evaluation of the potential of education and playfulness environments. The methodological structure of this qualitative study describes a bibliographic and field research that analyzes and emphasizes the potential of playfulness in preschool education, in order to assist constant improvements in the design aspects of educational environments. Through surveys and analysis of schools that offer potential play spaces, we found that a small and scarce minority of educational institutions, in fact, can be classified as potentially playful educators. This shows that few public and private educational buildings are prepared for a human formation so necessary today.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084697","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 : 2023-03-22DOI: 10.14571/brajets.v16.n1.84-91
M. A. Melo, Ricardo Almeida
. Historically, education permeates facets that cross the project of Western modernity in education. In contrast to this dominating process of knowledge, resistant epistemologies emerge. In this way, we are interested in pointing out the series of signs of the epistemologies of resistance that oppose the project of Western modernity in education, specifically we will map the sources that deal with the pedagogies that permeate the praxis of the resistant epistemologies, we will excavate the text fractures that mark the dominant process of the project of western modernity in education and finally we will analyze/describe the educational processes that permeate the overcoming of the project of western modernity in education to the detriment of resistant epistemologies. For this, it is important to know: what are the pedagogies that cross the resistant epistemologies of social movements? To this end, we will do justice to the methodological toolbox of Archaeological Discourse Analysis (AAD) by Foucault (2008). In the set of things said and written, it was possible to point out that social movements are essential in the process of overcoming Eurocentric, ethnocentric and sociocentric education, since the resistant epistemologies are activated in the pedagogies of Popular
{"title":"Projeto da Modernidade Ocidental da Educação e Epistemologias Resistentes","authors":"M. A. Melo, Ricardo Almeida","doi":"10.14571/brajets.v16.n1.84-91","DOIUrl":"https://doi.org/10.14571/brajets.v16.n1.84-91","url":null,"abstract":". Historically, education permeates facets that cross the project of Western modernity in education. In contrast to this dominating process of knowledge, resistant epistemologies emerge. In this way, we are interested in pointing out the series of signs of the epistemologies of resistance that oppose the project of Western modernity in education, specifically we will map the sources that deal with the pedagogies that permeate the praxis of the resistant epistemologies, we will excavate the text fractures that mark the dominant process of the project of western modernity in education and finally we will analyze/describe the educational processes that permeate the overcoming of the project of western modernity in education to the detriment of resistant epistemologies. For this, it is important to know: what are the pedagogies that cross the resistant epistemologies of social movements? To this end, we will do justice to the methodological toolbox of Archaeological Discourse Analysis (AAD) by Foucault (2008). In the set of things said and written, it was possible to point out that social movements are essential in the process of overcoming Eurocentric, ethnocentric and sociocentric education, since the resistant epistemologies are activated in the pedagogies of Popular","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48259654","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 : 2023-03-22DOI: 10.14571/brajets.v16.n1.31-41
F. Zorzi, Gustavo Griebler, E. Mello
. The present work presents a study about teachers' conceptions and practices in relation to Information and Communication Technologies (ICTs) in the context of schools located on the outskirts of three border cities in the state of Rio Grande do Sul, namely belonging to the Instituto Federal de Educação, Ciência e Tecnologia Farroupilha (IFFar). The aim of the study was to reflect on the conceptions of high school teachers about the use of Information and Communication Technologies (ICTs). Descriptive study with data collected through the use of the Google Forms sent to teachers via e-mail, with open and closed questions. For data analysis, content analysis was used, from which it was possible to obtain four categories of analysis related to the relevance of ICT, conception about the learning objects that can be used in classes, interlocution between the use of ICTs and interdisciplinarity and teacher training to use them. Such results showed that teachers are familiar with ICTs, develop contextualizing teaching, despite not having been trained for this in undergraduate or continuing education, and with this they invest in self-learning.
。本研究以位于南里约热内卢Grande do Sul州三个边境城市郊区的学校为背景，研究教师在信息和通信技术(ict)方面的概念和实践，这些学校属于联邦教育学院，Ciência e Tecnologia Farroupilha (IFFar)。本研究旨在反思高中教师对资讯通讯科技(ict)使用的观念。描述性研究通过使用谷歌表格收集数据，通过电子邮件发送给教师，有开放式和封闭式问题。对于数据分析，使用了内容分析，从中可以获得与信息通信技术的相关性有关的四类分析，关于可在课堂上使用的学习对象的概念，使用信息通信技术与跨学科之间的对话以及使用信息通信技术的教师培训。这些结果表明，教师熟悉信息通信技术，开展情境化教学，尽管他们没有在本科或继续教育中接受过这方面的培训，并以此投资于自学。
{"title":"Concepções de Professores do Ensino Médio acerca da Utilização de Tecnologias de Informação e Comunicação (TICs)","authors":"F. Zorzi, Gustavo Griebler, E. Mello","doi":"10.14571/brajets.v16.n1.31-41","DOIUrl":"https://doi.org/10.14571/brajets.v16.n1.31-41","url":null,"abstract":". The present work presents a study about teachers' conceptions and practices in relation to Information and Communication Technologies (ICTs) in the context of schools located on the outskirts of three border cities in the state of Rio Grande do Sul, namely belonging to the Instituto Federal de Educação, Ciência e Tecnologia Farroupilha (IFFar). The aim of the study was to reflect on the conceptions of high school teachers about the use of Information and Communication Technologies (ICTs). Descriptive study with data collected through the use of the Google Forms sent to teachers via e-mail, with open and closed questions. For data analysis, content analysis was used, from which it was possible to obtain four categories of analysis related to the relevance of ICT, conception about the learning objects that can be used in classes, interlocution between the use of ICTs and interdisciplinarity and teacher training to use them. Such results showed that teachers are familiar with ICTs, develop contextualizing teaching, despite not having been trained for this in undergraduate or continuing education, and with this they invest in self-learning.","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48574453","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 : 2023-03-22DOI: 10.14571/brajets.v16.n1.42-58
G. Koerich, Franciele Forcelini, Maria Eduarda Mauerwerk, Araci Hack Catapan, G. Merino
{"title":"Permanência, Êxito e Evasão de Estudantes Idosos no NETI-UNAPI: A Universidade Aberta para as Pessoas Idosas da Universidade Federal de Santa Catarina","authors":"G. Koerich, Franciele Forcelini, Maria Eduarda Mauerwerk, Araci Hack Catapan, G. Merino","doi":"10.14571/brajets.v16.n1.42-58","DOIUrl":"https://doi.org/10.14571/brajets.v16.n1.42-58","url":null,"abstract":"","PeriodicalId":40275,"journal":{"name":"Cadernos Educacao Tecnologia e Sociedade","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66734025","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 : 2023-03-22DOI: 10.14571/brajets.v16.n1.153-162
O. Antoniuk, A. Vertel, Alla Kolodyazhna, R. Kyrychenko, R. Mnozhynska
. The educational system's primary tasks are to ensure compliance with students' human rights and freedoms. They include the right to education, life and health-safe educational process, and preservation and enhancement of the younger generation's health. Students and teachers demand an educational environment where they feel physically, psychologically, informationally, and socially safe, comfortable, and well-being. Participants in the educational process are interested in organizing a maximally comfortable educational process that can provide proper and safe conditions for children's learning, upbringing, and development. All education stakeholders should actively contribute to students' education and develop their skills to create a healthy and safe lifestyle to achieve these goals. The article aims at highlighting the key perspectives presented in modern research by scholars worldwide on the specifics of the teacher's and student's role in creating a comfortable learning environment. The work intends to reveal the features of the learners' influence on the convenience and efficiency of the educational process. Methodology. During the research, the authors applied the following data processing methods: analysis, information synthesis, abstraction, analogy, and formalization of the theoretical and practical results on the given topic. The study is based on the works of scholars worldwide on the organization of the learning environment at various levels of the educational process. The research findings have identified the fundamental theoretical aspects of creating a comfortable learning environment from the psychological and social conditions perspective in organizing the educational process. During the research process, the authors analyzed the specifics of teachers' and students' contributions to creating a safe learning environment.
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