Pub Date : 2016-12-01DOI: 10.22633/RPGE.V20.N2.9458
M. J. D. Cunha, J. L. Bizelli
As novas tecnologias da informacao e da comunicacao – TIC - ditam um novo cenario para sala de aula. Muitas sao as expectativas de aprendizagem por meio desta nova ferramenta. Para tanto, e preciso pensar na mudanca de paradigmas sob a otica do professor, agente fundamental no processo de aprendizagem dentro da escola. A seguinte pesquisa buscou identificar os limites e as possibilidades do uso das TICs em sala de aula, elencando as principais mudancas necessarias para efetivacao dentro deste processo. Foram ouvidos 150 professores e 7 diretores, distribuidos em 10 escolas estaduais do municipio de Piracicaba – SP. Diante dos resultados da pesquisa, tornou-se fundamental repensar praticas escolares, entender TIC como meio a mais de fomentar discussao critica entre professores a fim de tracar caminhos que orientem pratica docente criativa e reflexiva, em que TIC poderiam ser compreendidas como espaco de possibilidade de criacao, individual ou colaborativa e nao apenas utilizada como forma de chamar a atencao de alunos ou de sensibiliza-los aos conteudos propostos na aula.
{"title":"Caminhos para TIC em sala de aula sob a perspectiva dos professores","authors":"M. J. D. Cunha, J. L. Bizelli","doi":"10.22633/RPGE.V20.N2.9458","DOIUrl":"https://doi.org/10.22633/RPGE.V20.N2.9458","url":null,"abstract":"As novas tecnologias da informacao e da comunicacao – TIC - ditam um novo cenario para sala de aula. Muitas sao as expectativas de aprendizagem por meio desta nova ferramenta. Para tanto, e preciso pensar na mudanca de paradigmas sob a otica do professor, agente fundamental no processo de aprendizagem dentro da escola. A seguinte pesquisa buscou identificar os limites e as possibilidades do uso das TICs em sala de aula, elencando as principais mudancas necessarias para efetivacao dentro deste processo. Foram ouvidos 150 professores e 7 diretores, distribuidos em 10 escolas estaduais do municipio de Piracicaba – SP. Diante dos resultados da pesquisa, tornou-se fundamental repensar praticas escolares, entender TIC como meio a mais de fomentar discussao critica entre professores a fim de tracar caminhos que orientem pratica docente criativa e reflexiva, em que TIC poderiam ser compreendidas como espaco de possibilidade de criacao, individual ou colaborativa e nao apenas utilizada como forma de chamar a atencao de alunos ou de sensibiliza-los aos conteudos propostos na aula.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"20 1","pages":"282-300"},"PeriodicalIF":0.2,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312662","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 : 2016-12-01DOI: 10.22633/rpge.v20.n2.9462
Karina Domingues Bressan Vidal, Ivan Rocha Neto
Considerando que as tecnologias digitais influenciaram nao apenas o ambiente escolar mas os habitos de uma geracao, este artigo explora os desafios dos formuladores de politicas educacionais voltadas para o desenvolvimento do individuo para o seculo XXI. Foi realizada uma pesquisa bibliografica nas principais estrategias educacionais implementadas por paises que obtiveram alta classificacao no Programa Internacional de Avaliacao de Estudantes em 2012 e nas estrategias brasileiras. A pesquisa bibliografica apontou que e necessario nao apenas investir em infraestrutura e formacao de professores, mas tambem em uma reforma curricular flexivel, voltada para a realidade local; realizar revisao da proposta pedagogica, valorizando a construcao do conhecimento ao inves da memorizacao; alterar o processo de avaliacao, aplicando a auto-avaliacao e avaliacao por pares, ao inves dos testes tradicionais; investir no desenvolvimento profissional dos professores; reestruturar a escola; e avaliar constantemente os resultados por meio de indicadores.
{"title":"Políticas educacionais orientadas à inovação","authors":"Karina Domingues Bressan Vidal, Ivan Rocha Neto","doi":"10.22633/rpge.v20.n2.9462","DOIUrl":"https://doi.org/10.22633/rpge.v20.n2.9462","url":null,"abstract":"Considerando que as tecnologias digitais influenciaram nao apenas o ambiente escolar mas os habitos de uma geracao, este artigo explora os desafios dos formuladores de politicas educacionais voltadas para o desenvolvimento do individuo para o seculo XXI. Foi realizada uma pesquisa bibliografica nas principais estrategias educacionais implementadas por paises que obtiveram alta classificacao no Programa Internacional de Avaliacao de Estudantes em 2012 e nas estrategias brasileiras. A pesquisa bibliografica apontou que e necessario nao apenas investir em infraestrutura e formacao de professores, mas tambem em uma reforma curricular flexivel, voltada para a realidade local; realizar revisao da proposta pedagogica, valorizando a construcao do conhecimento ao inves da memorizacao; alterar o processo de avaliacao, aplicando a auto-avaliacao e avaliacao por pares, ao inves dos testes tradicionais; investir no desenvolvimento profissional dos professores; reestruturar a escola; e avaliar constantemente os resultados por meio de indicadores.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"20 1","pages":"257-270"},"PeriodicalIF":0.2,"publicationDate":"2016-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312675","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 : 2015-01-01DOI: 10.22633/rpge.v0i18.9375
Maria de Lourdes Souza Santos, Katharine Ninive Pinto Silva, V. Silva
This article presents conclusive data undergraduate research around the following problem: Does the enlargement perspective of the school day in the Reference schools in high school in the city of Vitoria de Santo Antao, does not also mean the reduction of the effective conditions of teachers' work with a view to an intensification of teaching? The general objective of the research was to characterize the working conditions of teachers in schools in Reference School of Pernambuco. The methodolosv used was the evaluation of the implementation of public policies and was through document analysis, literature review and answer content analysis to interviews and questionnaires with managers, teachers and students of the schools surveyed. The results indicate that there is an intensification of teaching process, due to greater accountability for results without that guarantee the necessary infrastructure for the expansion of the school day in the implementation of the Comprehensive Education Program process (PEI) at the State Network education.
{"title":"Trabalho docente e ampliação da jornada escolar no ensino médio - intensificação emescolas de referencia da rede estadual Pernambuco","authors":"Maria de Lourdes Souza Santos, Katharine Ninive Pinto Silva, V. Silva","doi":"10.22633/rpge.v0i18.9375","DOIUrl":"https://doi.org/10.22633/rpge.v0i18.9375","url":null,"abstract":"This article presents conclusive data undergraduate research around the following problem: Does the enlargement perspective of the school day in the Reference schools in high school in the city of Vitoria de Santo Antao, does not also mean the reduction of the effective conditions of teachers' work with a view to an intensification of teaching? The general objective of the research was to characterize the working conditions of teachers in schools in Reference School of Pernambuco. The methodolosv used was the evaluation of the implementation of public policies and was through document analysis, literature review and answer content analysis to interviews and questionnaires with managers, teachers and students of the schools surveyed. The results indicate that there is an intensification of teaching process, due to greater accountability for results without that guarantee the necessary infrastructure for the expansion of the school day in the implementation of the Comprehensive Education Program process (PEI) at the State Network education.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312505","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 : 2015-01-01DOI: 10.22633/rpge.v0i19.9383
E. S. Carozzi, A. A. Estrada
This paper is aimed to present a summary of the production carried out in Master’s Degree dissertation entitled “Organization and School Management: an analysis of the School Council implemented in the city of Cascavel”. That research has had as its main goal to present an analysis of the School Council’s implementation process in the city of Cascavel, in 2012. The School Council, is part of the National Programme of School Councils Strengthening (PNFCE) which was created in 2004 during the first Luiz Inacio Lula da Silva’s government. This programme proclaims to promote the democratic management through the school community participation, for this, the programme offers education courses for the role performed by counsellor. Understanding that it is a programme guided by public policies and it’s not a movement which emerged from society, this study tries to reflect about the limit and the possibilities of the school community participation in a democratic management through an instrument which is the School Council. Hence, to develop this job, it was made a bibliographical research, a documental analysis and a field research through interviews and questionnaires with public municipal schools’ principals, and with others School Council’s members. In order to understand the research object, it was made some observations in Seminaries, education courses for counsellors and School Councils meetings. Our solicitude is to rescue the research questions and to put forward the limit and the possibilities of a School Council inside of a public school of the research field, recovering essential aspects of the community participation.
{"title":"O conselho escolar e a implementação no município de Cascavel-PR","authors":"E. S. Carozzi, A. A. Estrada","doi":"10.22633/rpge.v0i19.9383","DOIUrl":"https://doi.org/10.22633/rpge.v0i19.9383","url":null,"abstract":"This paper is aimed to present a summary of the production carried out in Master’s Degree dissertation entitled “Organization and School Management: an analysis of the School Council implemented in the city of Cascavel”. That research has had as its main goal to present an analysis of the School Council’s implementation process in the city of Cascavel, in 2012. The School Council, is part of the National Programme of School Councils Strengthening (PNFCE) which was created in 2004 during the first Luiz Inacio Lula da Silva’s government. This programme proclaims to promote the democratic management through the school community participation, for this, the programme offers education courses for the role performed by counsellor. Understanding that it is a programme guided by public policies and it’s not a movement which emerged from society, this study tries to reflect about the limit and the possibilities of the school community participation in a democratic management through an instrument which is the School Council. Hence, to develop this job, it was made a bibliographical research, a documental analysis and a field research through interviews and questionnaires with public municipal schools’ principals, and with others School Council’s members. In order to understand the research object, it was made some observations in Seminaries, education courses for counsellors and School Councils meetings. Our solicitude is to rescue the research questions and to put forward the limit and the possibilities of a School Council inside of a public school of the research field, recovering essential aspects of the community participation.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312515","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 : 2014-01-01DOI: 10.22633/rpge.v0i16.9362
M. Silva, Waldemar Marques
Este artigo apresenta a trajetoria historica do ensino tecnico agricola no Estado de Sao Paulo, de 1882 a 2001, com destaque para os aspectos normativos e politicos de transicao de orgaos gestores e ruptura na construcao e consolidacao de um projeto pedagogico-curricular desta area do ensino tecnico e de politicas institucionais dessas escolas tecnicas. Focaliza, assim, as importantes mudancas de carater politico-normativas e pedagogico-organizacionais que delinearam a construcao da sua especificidade.Isto porque e necessario conhecer a historia do ensino tecnico ‘agricola’ (area agropecuaria) a fim de subsidiar a analise de sua configuracao atual e divisar novas perspectivas para sua gestao.O ensino agricola paulista foi alvo de constantes indefinicoes politicas quanto aos seus principios e fins.As varias transferencias e realocacoes a que foi submetido passando por diferentes Secretarias Estaduais, revelam os entraves politicos quanto a sua gestao e a dificuldade de situa-lo em um locus apropriado e condizente aos seus fins.
{"title":"A trajetória política e histórico-normativa do ensino técnico da área de agropecuária no estado de São Paulo: a história política de transição por decretos (de 1882 a 2001)","authors":"M. Silva, Waldemar Marques","doi":"10.22633/rpge.v0i16.9362","DOIUrl":"https://doi.org/10.22633/rpge.v0i16.9362","url":null,"abstract":"Este artigo apresenta a trajetoria historica do ensino tecnico agricola no Estado de Sao Paulo, de 1882 a 2001, com destaque para os aspectos normativos e politicos de transicao de orgaos gestores e ruptura na construcao e consolidacao de um projeto pedagogico-curricular desta area do ensino tecnico e de politicas institucionais dessas escolas tecnicas. Focaliza, assim, as importantes mudancas de carater politico-normativas e pedagogico-organizacionais que delinearam a construcao da sua especificidade.Isto porque e necessario conhecer a historia do ensino tecnico ‘agricola’ (area agropecuaria) a fim de subsidiar a analise de sua configuracao atual e divisar novas perspectivas para sua gestao.O ensino agricola paulista foi alvo de constantes indefinicoes politicas quanto aos seus principios e fins.As varias transferencias e realocacoes a que foi submetido passando por diferentes Secretarias Estaduais, revelam os entraves politicos quanto a sua gestao e a dificuldade de situa-lo em um locus apropriado e condizente aos seus fins.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"1 1","pages":"81-104"},"PeriodicalIF":0.2,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68311987","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 : 2014-01-01DOI: 10.22633/RPGE.V0I17.9367
Nirave Reigota Caram, J. L. Bizelli
This article presents a reflection on the historical aspects and legislation on Distance Learning (DL). For this, a bibliographic and documentary research was performed with the goal of raising the necessary notes for discussion. The text begins with the characterization of the current society, the Information Society, which supports the modern distance education, which uses information and communication technologies (ICTs) to establish the process of learning teaching. Five stages of the EAD are identified. Later, the Brazilian legislation concerning the DL is punctuated, starting with the passage by Article 80 of the Guidelines and Bases Law -. LBD (Law 9394/96) along with the critical analysis of Decree 5,622 / 05. Finally, in the final considerations is discussed the negative image that the DL carries by the Brazilian population and obstacles in the existing rules that hinder the democratization of access to education that aims DL.
{"title":"Aspectos da regulação sobre o ensino a distância no Brasil","authors":"Nirave Reigota Caram, J. L. Bizelli","doi":"10.22633/RPGE.V0I17.9367","DOIUrl":"https://doi.org/10.22633/RPGE.V0I17.9367","url":null,"abstract":"This article presents a reflection on the historical aspects and legislation on Distance Learning (DL). For this, a bibliographic and documentary research was performed with the goal of raising the necessary notes for discussion. The text begins with the characterization of the current society, the Information Society, which supports the modern distance education, which uses information and communication technologies (ICTs) to establish the process of learning teaching. Five stages of the EAD are identified. Later, the Brazilian legislation concerning the DL is punctuated, starting with the passage by Article 80 of the Guidelines and Bases Law -. LBD (Law 9394/96) along with the critical analysis of Decree 5,622 / 05. Finally, in the final considerations is discussed the negative image that the DL carries by the Brazilian population and obstacles in the existing rules that hinder the democratization of access to education that aims DL.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"1 1","pages":"200-209"},"PeriodicalIF":0.2,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312002","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 : 2013-01-01DOI: 10.22633/rpge.v0i14.9342
Maria Cecília Luiz, Juliana Carolina Barcelli
Quando na escola criam-se espacos que possibilitam a distribuicao de poder e a participacao de mais pessoas nos processos deliberativos, estes se fortalecem, e podem incentivar um maior envolvimento nas decisoes publicas, com vistas a democratizacao na escola. Neste sentido, o Conselho Escolar (CE) torna-se um colegiado importante, o locus da gestao democratica, uma vez que sua composicao apresenta diferentes segmentos, em regime de paridade, das comunidades escolar e local. Neste artigo foram analisadas acoes de sessenta e sete municipios do estado de Sao Paulo, ou ausencias delas, relacionadas aos CEs. Os dados foram obtidos por meio de questionarios semi-estruturados. respondidos por tecnicos das Secretarias Municipais de Educacao que participaram do curso de extensao ofertado pela Universidade Federal de Sao Carlos em parceria com a Secretaria de Educacao Basica do Ministerio da Educacao, em 2010. Verifica-se. a partir da visao dos cursistas, que o funcionamento dos CEs nao estava garantido a participacao de todos os seus segmentos, mas possibilitava avancos no processo democratico das escolas publicas.
{"title":"Conselhos escolares e participação: a perspectiva de técnicos de secretarias municipais de educação do estado de São Paulo","authors":"Maria Cecília Luiz, Juliana Carolina Barcelli","doi":"10.22633/rpge.v0i14.9342","DOIUrl":"https://doi.org/10.22633/rpge.v0i14.9342","url":null,"abstract":"Quando na escola criam-se espacos que possibilitam a distribuicao de poder e a participacao de mais pessoas nos processos deliberativos, estes se fortalecem, e podem incentivar um maior envolvimento nas decisoes publicas, com vistas a democratizacao na escola. Neste sentido, o Conselho Escolar (CE) torna-se um colegiado importante, o locus da gestao democratica, uma vez que sua composicao apresenta diferentes segmentos, em regime de paridade, das comunidades escolar e local. Neste artigo foram analisadas acoes de sessenta e sete municipios do estado de Sao Paulo, ou ausencias delas, relacionadas aos CEs. Os dados foram obtidos por meio de questionarios semi-estruturados. respondidos por tecnicos das Secretarias Municipais de Educacao que participaram do curso de extensao ofertado pela Universidade Federal de Sao Carlos em parceria com a Secretaria de Educacao Basica do Ministerio da Educacao, em 2010. Verifica-se. a partir da visao dos cursistas, que o funcionamento dos CEs nao estava garantido a participacao de todos os seus segmentos, mas possibilitava avancos no processo democratico das escolas publicas.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"13 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68311721","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 : 2013-01-01DOI: 10.22633/RPGE.V0I15.9348
J. L. Bizelli, M. J. D. Cunha, C. Pereira
The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at Sao Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG.from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to valuations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It's primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the Sao Paulo State.
{"title":"Impactos da progressão continuada na educação do estado de São Paulo","authors":"J. L. Bizelli, M. J. D. Cunha, C. Pereira","doi":"10.22633/RPGE.V0I15.9348","DOIUrl":"https://doi.org/10.22633/RPGE.V0I15.9348","url":null,"abstract":"The presented article discuss theoretical context and the practical impact reported in the bibliography about Continued Progression at Sao Paulo State schools. Such proceeding, oriented through Law of Basic Guidelines, LBG.from 1996, previses a restructuring in the Basic Education at the schools, primarily with respect to valuations. Grades are replaced for cycles and reprobation only can happen if the student exceeds the limit of stated absences or for lowered acting at final of each cycle. The impact of educational public policy drafted through Continued Progression provoke transformations that need more attention, indicating a path of reflection turned to structural conditions in order that school offers the required reinforcement to students and assure quality education. It's primordial understand, therefore, the endogenous and exogenous factors that leaded to adoption of such proceeding in the Sao Paulo State.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"1 1","pages":"150-166"},"PeriodicalIF":0.2,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68311781","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 : 2013-01-01DOI: 10.22633/RPGE.V0I15.9354
Giselle Modé Magalhães, Ana Carolina Galvão Marsiglia
This article deals with the concept of school evaluation in the perspective of Historical-Critical Pedagogy. In this paper, we present an opposition to the constructivist approach, which is actually the framework of the Ministry of Education official document ("pedagogical guidelines for teachers training"), as well as the Department of Education of the State of Sao Paulo (this one called "Letter and Life"). It is argued along this text that the verification of student´s performance should aim at redesigning and reorganizing their learning process. The authors claim that there is a contradiction between what is provided in the official documents and the actual outcomes in the assessment of students, which can be overcome with clear determination by the teacher trajectory of learning: what, to whom, for what and how to teach? We conclude that evaluation, when well driven, helps teaching more and better once that reorients teacher's actions in the arduous but noble task of providing the student ascend the concrete to the abstract and return to "concrete thought", increasingly its affective-cognitive development.
{"title":"Avaliação na perspectiva da Pedagogia Histórico-Crítica","authors":"Giselle Modé Magalhães, Ana Carolina Galvão Marsiglia","doi":"10.22633/RPGE.V0I15.9354","DOIUrl":"https://doi.org/10.22633/RPGE.V0I15.9354","url":null,"abstract":"This article deals with the concept of school evaluation in the perspective of Historical-Critical Pedagogy. In this paper, we present an opposition to the constructivist approach, which is actually the framework of the Ministry of Education official document (\"pedagogical guidelines for teachers training\"), as well as the Department of Education of the State of Sao Paulo (this one called \"Letter and Life\"). It is argued along this text that the verification of student´s performance should aim at redesigning and reorganizing their learning process. The authors claim that there is a contradiction between what is provided in the official documents and the actual outcomes in the assessment of students, which can be overcome with clear determination by the teacher trajectory of learning: what, to whom, for what and how to teach? We conclude that evaluation, when well driven, helps teaching more and better once that reorients teacher's actions in the arduous but noble task of providing the student ascend the concrete to the abstract and return to \"concrete thought\", increasingly its affective-cognitive development.","PeriodicalId":43023,"journal":{"name":"Revista on Line de Politica e Gestao Educacional","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68311932","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 : 2013-01-01DOI: 10.22633/RPGE.V0I15.9352
Elaine Cristina dos Santos, L. A. N. Lastória
This article proposes an analysis of two interrelated contemporary phenomenon, which are - the pedagogy of "learning to learn" and the resources used as learning facilitators. Both are considered as strategic instruments to current educational policy, being referenced and quoted in national and international documents. For sake of them, methodological changes occurred in learning: teaching got to be outside the classroom, the learning mediator instrument stopped to focus on the figure of the teacher, new methods of teaching were invented and the students get a quickly practical and accurate access to the information. However, from a critical-and-dialectical perspective, this study aims to raise questions about these changes and understand through the concept of mediation, the role of the educational practice, especially at school, currently are taking place in our society.
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