Pub Date : 2023-10-18DOI: 10.32930/nuances.v34i00.10121
André Ricardo Lucas Vieira
O presente estudo aborda as reflexões de um professor de matemática que se envolve em aprendizagens experienciais, construídas ao longo de sua carreira docente. Embasado em uma abordagem qualitativa, o texto se desenvolve a partir da pesquisa narrativa, utilizando a narrativa pessoal como um dispositivo para a sistematização e a formação dos conhecimentos e práticas no ensino de matemática. A narrativa emergiu como um componente essencial na construção da consciência de que o ensino de matemática é moldado a partir das experiências e trajetórias cotidianas da profissão. A conclusão destaca que no campo da docência, uma atitude construtiva e colaborativa é fundamental para compartilhar conhecimentos que se desenvolvem por meio da interação com os estudantes e das estratégias utilizadas no ensino da matemática, resultando na produção de saberes adquiridos por meio da experiência profissional.
{"title":"Narrativas de Si","authors":"André Ricardo Lucas Vieira","doi":"10.32930/nuances.v34i00.10121","DOIUrl":"https://doi.org/10.32930/nuances.v34i00.10121","url":null,"abstract":"O presente estudo aborda as reflexões de um professor de matemática que se envolve em aprendizagens experienciais, construídas ao longo de sua carreira docente. Embasado em uma abordagem qualitativa, o texto se desenvolve a partir da pesquisa narrativa, utilizando a narrativa pessoal como um dispositivo para a sistematização e a formação dos conhecimentos e práticas no ensino de matemática. A narrativa emergiu como um componente essencial na construção da consciência de que o ensino de matemática é moldado a partir das experiências e trajetórias cotidianas da profissão. A conclusão destaca que no campo da docência, uma atitude construtiva e colaborativa é fundamental para compartilhar conhecimentos que se desenvolvem por meio da interação com os estudantes e das estratégias utilizadas no ensino da matemática, resultando na produção de saberes adquiridos por meio da experiência profissional.","PeriodicalId":41409,"journal":{"name":"Nuances-Estudos sobre Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135825258","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 : 2023-10-04DOI: 10.32930/nuances.v34i00.10105
Ivan Fortunato
Este texto, escrito na forma de um ensaio, problematiza o uso dos termos protagonismo e empreendedorismo na educação. Argumenta-se que esses conceitos remetem a princípios neoliberais que, ao serem incorporados na educação, a reduzem a processos que servem à manutenção do status quo, normalizando a educação utilitarista e competitiva. Dessa maneira, apresenta-se a necessidade de se rejeitar as ideias de protagonistas empreendedores na educação. Em seu lugar, propõe-se a cooperação e a inclusão vital de emoções positivas na educação, as quais a sociedade pretere em nome da autorresponsabilização de cada um pelos seus próprios sucessos ou fracassos, indistintamente.
{"title":"Sobre protagonistas empreendedores nas salas de aula, ou uma leitura crítica de termos neoliberais na educação","authors":"Ivan Fortunato","doi":"10.32930/nuances.v34i00.10105","DOIUrl":"https://doi.org/10.32930/nuances.v34i00.10105","url":null,"abstract":"Este texto, escrito na forma de um ensaio, problematiza o uso dos termos protagonismo e empreendedorismo na educação. Argumenta-se que esses conceitos remetem a princípios neoliberais que, ao serem incorporados na educação, a reduzem a processos que servem à manutenção do status quo, normalizando a educação utilitarista e competitiva. Dessa maneira, apresenta-se a necessidade de se rejeitar as ideias de protagonistas empreendedores na educação. Em seu lugar, propõe-se a cooperação e a inclusão vital de emoções positivas na educação, as quais a sociedade pretere em nome da autorresponsabilização de cada um pelos seus próprios sucessos ou fracassos, indistintamente.","PeriodicalId":41409,"journal":{"name":"Nuances-Estudos sobre Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135592793","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 : 2023-06-07DOI: 10.32930/nuances.v34i00.9531
Luís Felipe Bricks Bim, Luan Vieira Adames, Odair Bim-Júnior, Marco Aurélio Cebim
The outbreak of COVID-19 and the worldwide public health emergency triggered by its emergence have severely disrupted the global order, posing huge health, economic and social challenges. In response to this outbreak, we summarize a comprehensive data set to analyze the current situation related to education and the implications for inequality in access to quality education and basic study conditions, such as obstacles to full access to Information and Communication Technologies by students of different socioeconomic backgrounds. Psychosocial, socioeconomic, and mental health factors must be considered all-together when designing and implementing any educational intervention or teaching and learning methodology, especially in emergency situations. Understanding, from the perspective of social justice, the antagonistic faces of teaching and their implications for learning means answering whether we are, in fact, teaching (meaningfully) or teaching just for teaching (non-meaningfully).
{"title":"(Non-)meaningful learning in times of pandemic from the perspective of social justice","authors":"Luís Felipe Bricks Bim, Luan Vieira Adames, Odair Bim-Júnior, Marco Aurélio Cebim","doi":"10.32930/nuances.v34i00.9531","DOIUrl":"https://doi.org/10.32930/nuances.v34i00.9531","url":null,"abstract":"The outbreak of COVID-19 and the worldwide public health emergency triggered by its emergence have severely disrupted the global order, posing huge health, economic and social challenges. In response to this outbreak, we summarize a comprehensive data set to analyze the current situation related to education and the implications for inequality in access to quality education and basic study conditions, such as obstacles to full access to Information and Communication Technologies by students of different socioeconomic backgrounds. Psychosocial, socioeconomic, and mental health factors must be considered all-together when designing and implementing any educational intervention or teaching and learning methodology, especially in emergency situations. Understanding, from the perspective of social justice, the antagonistic faces of teaching and their implications for learning means answering whether we are, in fact, teaching (meaningfully) or teaching just for teaching (non-meaningfully).","PeriodicalId":41409,"journal":{"name":"Nuances-Estudos sobre Educacao","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135449416","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 : 2021-01-01DOI: 10.32930/nuances.v32i00.9114
L. Basta, S. Sakaue, K. R. Souza
On a global scale, the new coronavirus pandemic (Covid-19) brought significant changes in the social, political, economic and educational scenario. Therefore, in the educational field, school units in different countries had to close their doors to ensure social isolation as a measure to curb the spread of the virus. Thus, educational institutions adopted remote classes as a strategy to reduce the impacts caused by the pandemic. Consequently, this change had repercussions on the dynamics of teaching work and on teaching-learning processes and, in this regard, groups of vulnerable students, such as the cases of students with disabilities, were threatened with the guarantee of the right to school education, since these changes accentuated socio-educational inequalities. Given this problematization, this study aims to reflect on the demand for public policies for the provision of special education based on the challenges triggered by the context of the Covid-19 pandemic. For this purpose, we carried out a descriptive documental and bibliographical research based on the confrontation of data on the historical panorama of public educational policies aimed at people with disabilities in Brazil and the regulations for educational provision in the context of the pandemic. It is noted that the demand for the regulation of educational policies that provide the effectiveness of inclusive education, especially in emergency situations such as the Covid-19 pandemic.
{"title":"School In/exclusion Policies in the Context of the Covid-19 Pandemic","authors":"L. Basta, S. Sakaue, K. R. Souza","doi":"10.32930/nuances.v32i00.9114","DOIUrl":"https://doi.org/10.32930/nuances.v32i00.9114","url":null,"abstract":"On a global scale, the new coronavirus pandemic (Covid-19) brought significant changes in the social, political, economic and educational scenario. Therefore, in the educational field, school units in different countries had to close their doors to ensure social isolation as a measure to curb the spread of the virus. Thus, educational institutions adopted remote classes as a strategy to reduce the impacts caused by the pandemic. Consequently, this change had repercussions on the dynamics of teaching work and on teaching-learning processes and, in this regard, groups of vulnerable students, such as the cases of students with disabilities, were threatened with the guarantee of the right to school education, since these changes accentuated socio-educational inequalities. Given this problematization, this study aims to reflect on the demand for public policies for the provision of special education based on the challenges triggered by the context of the Covid-19 pandemic. For this purpose, we carried out a descriptive documental and bibliographical research based on the confrontation of data on the historical panorama of public educational policies aimed at people with disabilities in Brazil and the regulations for educational provision in the context of the pandemic. It is noted that the demand for the regulation of educational policies that provide the effectiveness of inclusive education, especially in emergency situations such as the Covid-19 pandemic.","PeriodicalId":41409,"journal":{"name":"Nuances-Estudos sobre Educacao","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79220461","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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