Pub Date : 2021-01-24DOI: 10.19053/22160159.V12.N29.2021.11469
Ana María Bocanegra Valle
El texto es el resultado de una reflexión cuyo principal objetivo es indagar en torno a la investigación educativa y su carácter multidisciplinario. En un primer momento, se asume que, por un lado, la problemática de la investigación educativa está relacionada con el sentido conceptual y teórico- metodológico que nace del pensamiento y de la crítica a las preguntas por la educación. Por otra parte, el prefijo multi- no solo hace referencia a la abundancia y a la diversidad; también alude a las intersecciones, desvíos, irrupciones y articulaciones de las disciplinas. En un segundo momento, se revisa la investigación educativa desde la disciplinarización del saber como un combate entre saberes muy propio de la modernidad. El planteamiento teórico metodológico que se sigue es la hermenéutica. Se considera que toda interpretación tiene que protegerse contra la arbitrariedad de las ocurrencias y, más bien, debe orientar su mirada a la “cosa misma”. En este caso, esta mirada interpretativa se dirige a la comprensión de la problemática de la investigación educativa y su carácter multidisciplinario.
{"title":"Investigación educativa: problemática y carácter multidisciplinario. Reflexiones teóricas y filosóficas","authors":"Ana María Bocanegra Valle","doi":"10.19053/22160159.V12.N29.2021.11469","DOIUrl":"https://doi.org/10.19053/22160159.V12.N29.2021.11469","url":null,"abstract":"El texto es el resultado de una reflexión cuyo principal objetivo es indagar en torno a la investigación educativa y su carácter multidisciplinario. En un primer momento, se asume que, por un lado, la problemática de la investigación educativa está relacionada con el sentido conceptual y teórico- metodológico que nace del pensamiento y de la crítica a las preguntas por la educación. Por otra parte, el prefijo multi- no solo hace referencia a la abundancia y a la diversidad; también alude a las intersecciones, desvíos, irrupciones y articulaciones de las disciplinas. En un segundo momento, se revisa la investigación educativa desde la disciplinarización del saber como un combate entre saberes muy propio de la modernidad. El planteamiento teórico metodológico que se sigue es la hermenéutica. Se considera que toda interpretación tiene que protegerse contra la arbitrariedad de las ocurrencias y, más bien, debe orientar su mirada a la “cosa misma”. En este caso, esta mirada interpretativa se dirige a la comprensión de la problemática de la investigación educativa y su carácter multidisciplinario.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46931555","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11532
Karina Vieira Martins, G. C. S. Baptista, Rosiléia Oliveira de Almeida
En el presente artículo, presentamos y discutimos los resultados de una investigación que tuvo como objetivo analizar intervenciones didácticas desarrolladas por docentes en formación inicial en biología durante un curso de extensión universitaria centrado en la enseñanza de la ecología intercultural. El abordaje del trabajo es cualitativo con un análisis del enfoque comunicativo de las intervenciones desarrolladas por los docentes en formación inicial. Con base en los datos presentados, es posible inferir que los docentes en formación inicial no pudieron insertar con precisión el diálogo intercultural con los estudiantes, lo que revela un enfoque comunicativo de tipo interactivo de autoridad durante las intervenciones. Sin embargo, nos dimos cuenta de que había una intención de promover el diálogo intercultural y la inclusión de elementos etnoecológicos en sus clases. Este trabajo indica que la formación de profesores de biología sensibles a la diversidad cultural es un proceso lento y complejo, que no debe acontecer en momentos específicos durante el periodo de formación inicial, sino, más bien, debe estimular en los estudiantes universitarios experiencias más extensas sobre la relación entre universidad y escuela.
{"title":"Etnoecología en el aula de clase: una propuesta para la formación docente contextualizada en comunidades tradicionales","authors":"Karina Vieira Martins, G. C. S. Baptista, Rosiléia Oliveira de Almeida","doi":"10.19053/22160159.V12.N28.2021.11532","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11532","url":null,"abstract":"En el presente artículo, presentamos y discutimos los resultados de una investigación que tuvo como objetivo analizar intervenciones didácticas desarrolladas por docentes en formación inicial en biología durante un curso de extensión universitaria centrado en la enseñanza de la ecología intercultural. El abordaje del trabajo es cualitativo con un análisis del enfoque comunicativo de las intervenciones desarrolladas por los docentes en formación inicial. Con base en los datos presentados, es posible inferir que los docentes en formación inicial no pudieron insertar con precisión el diálogo intercultural con los estudiantes, lo que revela un enfoque comunicativo de tipo interactivo de autoridad durante las intervenciones. Sin embargo, nos dimos cuenta de que había una intención de promover el diálogo intercultural y la inclusión de elementos etnoecológicos en sus clases. Este trabajo indica que la formación de profesores de biología sensibles a la diversidad cultural es un proceso lento y complejo, que no debe acontecer en momentos específicos durante el periodo de formación inicial, sino, más bien, debe estimular en los estudiantes universitarios experiencias más extensas sobre la relación entre universidad y escuela.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44195773","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11169
Romualdo José dos Santos, Luiz Marcelo de Carvalho
Neste artigo, sistematizamos parte dos resultados da tese do primeiro autor, que teve como objetivo construir possíveis significados e sentidos sobre a relação entre processo educativo e conflitos socioambientais, a partir da análise dos textos de teses e dissertações em educação ambiental [EA] concluídas no Brasil. Trata-se de uma pesquisa documental inserida em um projeto mais amplo sobre o estado da arte da pesquisa em EA no Brasil — Projeto EArte. Os trabalhos analisados foram selecionados no Banco de Teses E Dissertações disponível no site desse projeto —www.earte.net. As análises foram orientadas pelos referenciais teórico-metodológicos associados à perspectiva histórico cultural e à perspectiva bakhtiniana. Os dados apresentados neste artigo referem-se às análises das teses e dissertações que exploraram processos educativos envolvendo conflitos socioambientais, associados à ideia de “participação” e “participação e cidadania”. As análises nos permitiram considerar que a promoção da participação e o exercício da cidadania tem sido entendidos como tarefas desafiadoras para os educadores ambientais. Neste contexto, os conflitos socioambientais passam a ser considerados como princípio orientador de propostas e práticas em EA na perspectiva crítica, pautadas no diálogo entre saberes, potencialmente capazes de promover a superação da “semiformação” dos sujeitos.
{"title":"Educational process and socio-environmental conflicts: construction of possible meanings and senses","authors":"Romualdo José dos Santos, Luiz Marcelo de Carvalho","doi":"10.19053/22160159.V12.N28.2021.11169","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11169","url":null,"abstract":"Neste artigo, sistematizamos parte dos resultados da tese do primeiro autor, que teve como objetivo construir possíveis significados e sentidos sobre a relação entre processo educativo e conflitos socioambientais, a partir da análise dos textos de teses e dissertações em educação ambiental [EA] concluídas no Brasil. Trata-se de uma pesquisa documental inserida em um projeto mais amplo sobre o estado da arte da pesquisa em EA no Brasil — Projeto EArte. Os trabalhos analisados foram selecionados no Banco de Teses E Dissertações disponível no site desse projeto —www.earte.net. As análises foram orientadas pelos referenciais teórico-metodológicos associados à perspectiva histórico cultural e à perspectiva bakhtiniana. Os dados apresentados neste artigo referem-se às análises das teses e dissertações que exploraram processos educativos envolvendo conflitos socioambientais, associados à ideia de “participação” e “participação e cidadania”. As análises nos permitiram considerar que a promoção da participação e o exercício da cidadania tem sido entendidos como tarefas desafiadoras para os educadores ambientais. Neste contexto, os conflitos socioambientais passam a ser considerados como princípio orientador de propostas e práticas em EA na perspectiva crítica, pautadas no diálogo entre saberes, potencialmente capazes de promover a superação da “semiformação” dos sujeitos.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42329352","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11443
Diógenes Valdanha Neto, P. Jacobi
A existência dos povos tradicionais é frequentemente ameaçada por iniciativas de desterritorialização. Nesse contexto, relata-se um estudo de caso realizado na comunidade ribeirinha de São Carlos do Jamari, localizada no estado de Rondônia— Amazônia brasileira—, com os objetivos de compreender qual a interpretação feita por esses comunitários sobre o desastre da inundação sofrida em 2014 e de compreender quais mudanças foram fomentadas pelos processos de aprendizagem social que permearam esse grupo nesse contexto. A inundação histórica da comunidade ocorreu no contexto de implantação de duas grandes usinas hidrelétricas no rio Madeira — Santo Antônio e Jirau. Foram realizadas entrevistas com sete moradores e um grupo focal com cinco pessoas, além de observações diretas do cotidiano da comunidade e desenvolvimento de conversas informais. Os dados revelam que predomina uma interpretação questionadora do desastre, relacionando-o à implantação das usinas. Também foram identificadas três esferas de mudanças na comunidade permeadas por processos de aprendizagem: as relações comunidade-comunidade, comunidade-território e comunidade-Estado. Argumenta-se pela necessidade de fortalecimento da perspectiva etnoconservacionista em diálogo com a educação ambiental latino-americana.
{"title":"Ethno-conservation and environmental education in Brazil: resistance and learning in a traditional community","authors":"Diógenes Valdanha Neto, P. Jacobi","doi":"10.19053/22160159.V12.N28.2021.11443","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11443","url":null,"abstract":"A existência dos povos tradicionais é frequentemente ameaçada por iniciativas de desterritorialização. Nesse contexto, relata-se um estudo de caso realizado na comunidade ribeirinha de São Carlos do Jamari, localizada no estado de Rondônia— Amazônia brasileira—, com os objetivos de compreender qual a interpretação feita por esses comunitários sobre o desastre da inundação sofrida em 2014 e de compreender quais mudanças foram fomentadas pelos processos de aprendizagem social que permearam esse grupo nesse contexto. A inundação histórica da comunidade ocorreu no contexto de implantação de duas grandes usinas hidrelétricas no rio Madeira — Santo Antônio e Jirau. Foram realizadas entrevistas com sete moradores e um grupo focal com cinco pessoas, além de observações diretas do cotidiano da comunidade e desenvolvimento de conversas informais. Os dados revelam que predomina uma interpretação questionadora do desastre, relacionando-o à implantação das usinas. Também foram identificadas três esferas de mudanças na comunidade permeadas por processos de aprendizagem: as relações comunidade-comunidade, comunidade-território e comunidade-Estado. Argumenta-se pela necessidade de fortalecimento da perspectiva etnoconservacionista em diálogo com a educação ambiental latino-americana.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528278","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.10879
Julian Bergmann, Andréa Cesco
This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Region, showing actions and challenges faced for the consolidation of the program in the region. Based on a research done with the participants of the Spanish subproject—2012-2020—the project was analyzed from the perspective of PIBID teacher trainees, according to the topics highlighted by them, such as the relation between theory and practice, their presence in school, or the relation between the university and basic school. Based on official data on filled and unfilled school capacity, current challenges faced by teaching programs in universities were also taken into account, especially in the case of Spanish as a foreign language program, considering the need to keep teaching-fostering public policies in place. As a formative experience, the subproject is perceived as rewarding, having as a theoretical basis the training of reflective teachers and researchers, concerned with collaborating to maintaining high quality standards for public school as an institution that educates critical and autonomous citizens.
{"title":"Spanish PIBID: a space that brings school and future teachers together","authors":"Julian Bergmann, Andréa Cesco","doi":"10.19053/22160159.V12.N28.2021.10879","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.10879","url":null,"abstract":"This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Region, showing actions and challenges faced for the consolidation of the program in the region. Based on a research done with the participants of the Spanish subproject—2012-2020—the project was analyzed from the perspective of PIBID teacher trainees, according to the topics highlighted by them, such as the relation between theory and practice, their presence in school, or the relation between the university and basic school. Based on official data on filled and unfilled school capacity, current challenges faced by teaching programs in universities were also taken into account, especially in the case of Spanish as a foreign language program, considering the need to keep teaching-fostering public policies in place. As a formative experience, the subproject is perceived as rewarding, having as a theoretical basis the training of reflective teachers and researchers, concerned with collaborating to maintaining high quality standards for public school as an institution that educates critical and autonomous citizens. ","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44678024","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11609
D. P. Silveira, Leonir Lorenzetti
Critical environmental education [CEE] is presented as an important form of social intervention, since it helps in the promotion and understanding of socio-environmental problems in their multiple dimensions. Thus, in this article, the research on CEE, presented at the Research Meeting on Environmental Education [RMEE], in the time period between 2001 and 2019, was analyzed, taking into account its possibilities as a means of scientific communication, since it allows the debate about environmental education and its connections in the contemporary world. The methodology was based on a state-of-the-art research. 898 works were found in the archives of the RMEE. Forty-one papers with the term critical environmental education in their title were analyzed. For the analysis, descriptors and categories were created. Discursive textual analysis was adopted to interpret the data. In 2017 and 2015, there was the largest number of publications of works related to CEE. It is observed that CEE enables a new perspective on issues related to nature and society, as well as on emerging situations in the contemporary world, through the reflection on the quality of life and actions related to nature and society.
{"title":"State of the art on critical environmental education at the Research Meeting on Environmental Education","authors":"D. P. Silveira, Leonir Lorenzetti","doi":"10.19053/22160159.V12.N28.2021.11609","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11609","url":null,"abstract":"Critical environmental education [CEE] is presented as an important form of social intervention, since it helps in the promotion and understanding of socio-environmental problems in their multiple dimensions. Thus, in this article, the research on CEE, presented at the Research Meeting on Environmental Education [RMEE], in the time period between 2001 and 2019, was analyzed, taking into account its possibilities as a means of scientific communication, since it allows the debate about environmental education and its connections in the contemporary world. The methodology was based on a state-of-the-art research. 898 works were found in the archives of the RMEE. Forty-one papers with the term critical environmental education in their title were analyzed. For the analysis, descriptors and categories were created. Discursive textual analysis was adopted to interpret the data. In 2017 and 2015, there was the largest number of publications of works related to CEE. It is observed that CEE enables a new perspective on issues related to nature and society, as well as on emerging situations in the contemporary world, through the reflection on the quality of life and actions related to nature and society.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482899","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11601
M. L. Eschenhagen
Este artículo es una reflexión sobre la educación ambiental en las universidades, entendida como la adquisición de criterios ambientales para tomar decisiones responsables con y frente a la vida. En este texto se indagan las raíces de la forma en que Occidente moderno ha entendido el concepto de ambiente y las distintas perspectivas políticas, económicas y sociales que atraviesan su comprensión, para, después, proponer la necesidad de diversificar dichos puntos de vista, de tal modo que se amplíen las formas de entender las problemáticas ambientales. Si se revisa cómo se entiende el concepto de ambiente, cambia la forma de entender los problemas ambientales. A través de un escrutinio documental crítico, este artículo presenta el contexto y la concepción de ambiente. Luego, se introduce la noción de modernidad/colonialidad y la importancia de la colonialidad del saber para demostrar cómo influye en la idea de naturaleza. Finalmente, se presenta un diálogo de saberes y se propone la perspectiva de la hermenéutica diatópica, que ayuda a disolver posibles malentendidos, por ejemplo, en torno la propuesta de la “naturaleza como sujeto de derecho”.
{"title":"Colonialidad del saber – educación ambiental: la necesidad de diálogos de saberes","authors":"M. L. Eschenhagen","doi":"10.19053/22160159.V12.N28.2021.11601","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11601","url":null,"abstract":"Este artículo es una reflexión sobre la educación ambiental en las universidades, entendida como la adquisición de criterios ambientales para tomar decisiones responsables con y frente a la vida. En este texto se indagan las raíces de la forma en que Occidente moderno ha entendido el concepto de ambiente y las distintas perspectivas políticas, económicas y sociales que atraviesan su comprensión, para, después, proponer la necesidad de diversificar dichos puntos de vista, de tal modo que se amplíen las formas de entender las problemáticas ambientales. Si se revisa cómo se entiende el concepto de ambiente, cambia la forma de entender los problemas ambientales. A través de un escrutinio documental crítico, este artículo presenta el contexto y la concepción de ambiente. Luego, se introduce la noción de modernidad/colonialidad y la importancia de la colonialidad del saber para demostrar cómo influye en la idea de naturaleza. Finalmente, se presenta un diálogo de saberes y se propone la perspectiva de la hermenéutica diatópica, que ayuda a disolver posibles malentendidos, por ejemplo, en torno la propuesta de la “naturaleza como sujeto de derecho”.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":"12 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756324","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11560
Silvina Corbetta, Pablo Sessano
In Argentina, as in the rest of Latin America, the growing conflict around the dispute for common property does not cease, while global environmental degradation is impossible to hide in the face of scientific evidence. The article focuses on the lack of coherence between the devastating effects of our system of life and the absence of a pedagogical counterpart in the Argentinean educational system. The purpose is to integrate theoretical foundations for a proposal of political and conceptual guidelines, in terms of critical environmental education. Such foundations are formed from a bibliographic compilation based on the environmental and pedagogical critical thinking of Latin America. The text consists of an introduction and three sections: (1) the state of the art in terms of policy; (2) the authors’ position on what environmental education is proposed; and (3) some urgent grammars to pervade the education system. It closes with the emerging challenges in the current context
{"title":"Fundamentos políticos y conceptuales para diseñar las políticas de educación ambiental en el sistema educativo argentino","authors":"Silvina Corbetta, Pablo Sessano","doi":"10.19053/22160159.V12.N28.2021.11560","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11560","url":null,"abstract":"In Argentina, as in the rest of Latin America, the growing conflict around the dispute for common property does not cease, while global environmental degradation is impossible to hide in the face of scientific evidence. The article focuses on the lack of coherence between the devastating effects of our system of life and the absence of a pedagogical counterpart in the Argentinean educational system. The purpose is to integrate theoretical foundations for a proposal of political and conceptual guidelines, in terms of critical environmental education. Such foundations are formed from a bibliographic compilation based on the environmental and pedagogical critical thinking of Latin America. The text consists of an introduction and three sections: (1) the state of the art in terms of policy; (2) the authors’ position on what environmental education is proposed; and (3) some urgent grammars to pervade the education system. It closes with the emerging challenges in the current context","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47223071","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 : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11075
André Carneiro Melo, M. A. Barzano
This article aims to analyze the educational practices that emerge from conflict situations in which ancestry and the right to the quilombola territory are appreciated. From the narratives of the residents of the Barreiros de Itaguaçu community with regard to the conditions of retrenchment of their traditional territory, we wanted to contribute—through the production of knowledge about the environmental racism experienced by the community—with the hope of increasing its visibility in places where the different axes ofcoloniality do not allow it. Living together within the community revealed that the residents create resistance strategies to fight the process of occupation of their territory. This idea of resistance that we describe here is not limited exclusively to the defense of the territory, it also refers to the defense of the ways of survival and to the defense of the community way of life, which evinces the quilombola identity. This context of community resistance is considered as a universe of tensions and diverse problems engendered by the worldwide colonial system, based on the different faces of coloniality, from where the quilombolacommunity-produced knowledges emerge, which query other ways of appropriating nature.
这篇文章的目的是分析在冲突情况下出现的教育实践，其中祖先和对quilombola领土的权利是赞赏的。从Barreiros de itaguau社区居民关于他们传统领土缩减的情况的叙述中，我们希望通过生产关于社区所经历的环境种族主义的知识来做出贡献，希望在不同的殖民轴线不允许的地方增加其可见性。在社区内的共同生活揭示了居民创造抵抗策略来对抗占领他们领土的过程。我们在这里描述的抵抗思想并不仅仅局限于保卫领土，它也指的是保卫生存的方式和保卫社区的生活方式，这证明了“quilombola”的身份。社区抵抗的背景被认为是世界殖民体系所产生的紧张局势和各种问题的宇宙，基于殖民主义的不同面孔，从那里出现了“quilombolaccommunity”产生的知识，质疑其他占用自然的方式。
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Pub Date : 2021-01-02DOI: 10.19053/22160159.V12.N28.2021.11173
Yulieth Nayive Romero, R. Tuay, María Rocío Silva Pérez
In science teaching, research around the affective domain is becoming increasingly important, given its influence on science teaching and learning. This article is an update of the doctoral research The relation between the emotions of teachers in service at the primary level and their professional development in the context of science education. It seeks to present the state of the art of the relation between emotions and science education from tertiary sources, which reflect the papers presented at highly relevant academic conferences. This review had a 19-year observation window—2000-2019—obtaining a total of 39 communications. The methodology used was based on the bibliographic mapping proposed by Molina et al. (2012) and the analysis of documents described by Quintana and Montgomery (2006).
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