C. Bittencourt, I. Almeida, C. Pato, Katilen Machado Vicente Squarisi
This paper aims to present the educational memory as a research device, based on the theoretical contribution of psychoanalysis, articulated with education. For that, we searched academic productions of the Graduate Program in Education of the University of Brasilia, from 2007 to 2019, were made available in the institution's repository. The keywords educational memory, psychoanalysis, and education were used, which resulted in the identification of 23 master's degree dissertations and 2 doctoral theses. All used educational memory under the psychoanalytical approach with education. Qualitative analyzes were organized into axes and thematic categories. The results indicated that the use of the device, in which the subjects write their memories associated with the educational and training context, promoted the reflection not only of the research subjects but also of the researchers themselves. Writing about school experiences, the relationship with teachers, the socio-cultural context associated with this trajectory revealed different dimensions in personal and professional performance. Reflecting on their own school and educational trajectory contributed to better understanding the reflective and constitutive process of teaching subjectivity. Based on the psychoanalytic view, it was possible to infer that the writing of the educational memory brought to light an understanding of the teaching performance itself, with possible repercussions on the subjectivity of the subjects. These findings point to the contribution of this research device to the field of education, especially for studies on teacher education.
{"title":"Memória Educativa como dispositivo de pesquisa: tecendo laços na Universidade","authors":"C. Bittencourt, I. Almeida, C. Pato, Katilen Machado Vicente Squarisi","doi":"10.5902/1984644440682","DOIUrl":"https://doi.org/10.5902/1984644440682","url":null,"abstract":"This paper aims to present the educational memory as a research device, based on the theoretical contribution of psychoanalysis, articulated with education. For that, we searched academic productions of the Graduate Program in Education of the University of Brasilia, from 2007 to 2019, were made available in the institution's repository. The keywords educational memory, psychoanalysis, and education were used, which resulted in the identification of 23 master's degree dissertations and 2 doctoral theses. All used educational memory under the psychoanalytical approach with education. Qualitative analyzes were organized into axes and thematic categories. The results indicated that the use of the device, in which the subjects write their memories associated with the educational and training context, promoted the reflection not only of the research subjects but also of the researchers themselves. Writing about school experiences, the relationship with teachers, the socio-cultural context associated with this trajectory revealed different dimensions in personal and professional performance. Reflecting on their own school and educational trajectory contributed to better understanding the reflective and constitutive process of teaching subjectivity. Based on the psychoanalytic view, it was possible to infer that the writing of the educational memory brought to light an understanding of the teaching performance itself, with possible repercussions on the subjectivity of the subjects. These findings point to the contribution of this research device to the field of education, especially for studies on teacher education.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230591","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}
This research speaks about a felling/thinking education in knowledge and practices of popular education present in the community Hare Krishna called Ecovillage Vraja Dhama, located in the rural area of Caruaru - PE. The object of study is the knowledge and pedagogical practices woven by its residents in Ecovillage, field in which popular education takes place, understanding that it takes place on a concrete floor. As methodology, we serve the bibliographic review and the participant observation. As categories of analysis we use “Ecovillages”, “Popular Education” and “Education and the Hare Krishna Movement”. In the results, we emphasize that it is important to broaden our vision so that we can perceive and experience other knowledge. This knowledge generates a strangeness of the look and, therefore, other practices of feeling. It is a way of decolonizing the patriarchal, dualistic, oppressive and vertical gaze in the production of knowledge and, thus, perceiving other gazes in a construction and experience of a felling/thinking education.
{"title":"Ecovilas e educação sentipensante: Saberes e educação popular na Ecovila Vraja Dhama do movimento Hare Krishna.","authors":"O. Santos, E. D. Silva, Ivan Nicolau Corrêa","doi":"10.5902/1984644440494","DOIUrl":"https://doi.org/10.5902/1984644440494","url":null,"abstract":"This research speaks about a felling/thinking education in knowledge and practices of popular education present in the community Hare Krishna called Ecovillage Vraja Dhama, located in the rural area of Caruaru - PE. The object of study is the knowledge and pedagogical practices woven by its residents in Ecovillage, field in which popular education takes place, understanding that it takes place on a concrete floor. As methodology, we serve the bibliographic review and the participant observation. As categories of analysis we use “Ecovillages”, “Popular Education” and “Education and the Hare Krishna Movement”. In the results, we emphasize that it is important to broaden our vision so that we can perceive and experience other knowledge. This knowledge generates a strangeness of the look and, therefore, other practices of feeling. It is a way of decolonizing the patriarchal, dualistic, oppressive and vertical gaze in the production of knowledge and, thus, perceiving other gazes in a construction and experience of a felling/thinking education.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230433","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}
This study presents a rereading of Paulo Freire's thought, concerning the teaching-learning process, with the objective of contributing to the didactics studies. It integrates a research, whose objective was to investigate the possibilities and the limits of building and experiencing a didactic-pedagogical practice subsidized by the Freirean principles. The theoretical framework is based on a Freire conceptual framework that takes the category teaching-learning as central and defines as essential, for this study, the relationship with the concepts of participation, dialogue, thematic research, knowledge and "Being More". The qualitative approach was adopted. The research proposal was materialized in the course “Didactic-Pedagogical Training in Health”, developed in ten classes, with thirty-one postgraduate students of strito sensu health courses at the Sao Paulo campus of the Federal University of Sao Paulo. In the production of data were used open and closed questionnaire, class audio, written activities developed during the course and field diary. The reading and analysis of the data showed the importance of the need to create concrete conditions for the discussion and reflection on aspects of the students' professional context; and, the recognition of the collective dimension in the construction of individual knowledge.
{"title":"Princípios da Didática Freireana: subsídios para uma prática didático-pedagógica na educação superior","authors":"Patricia Lima Dubeux Abensur, Ana Maria Saul","doi":"10.5902/1984644440439","DOIUrl":"https://doi.org/10.5902/1984644440439","url":null,"abstract":"This study presents a rereading of Paulo Freire's thought, concerning the teaching-learning process, with the objective of contributing to the didactics studies. It integrates a research, whose objective was to investigate the possibilities and the limits of building and experiencing a didactic-pedagogical practice subsidized by the Freirean principles. The theoretical framework is based on a Freire conceptual framework that takes the category teaching-learning as central and defines as essential, for this study, the relationship with the concepts of participation, dialogue, thematic research, knowledge and \"Being More\". The qualitative approach was adopted. The research proposal was materialized in the course “Didactic-Pedagogical Training in Health”, developed in ten classes, with thirty-one postgraduate students of strito sensu health courses at the Sao Paulo campus of the Federal University of Sao Paulo. In the production of data were used open and closed questionnaire, class audio, written activities developed during the course and field diary. The reading and analysis of the data showed the importance of the need to create concrete conditions for the discussion and reflection on aspects of the students' professional context; and, the recognition of the collective dimension in the construction of individual knowledge.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47047278","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}
S. Melo, Thais dos Santos Vieira Gabi de Macedo, Isabel Chaves
The article aims to discuss, under educational processes, the production of knowledge about rural youth, particularly in the years 2007 to 2016. These research cuts seek to situate the social process of a scientific course linked to the production of researchers of the programs of graduate studies in Northeast Brazil from the areas of applied human and social sciences, specifically the characteristics that make it possible to show the profile of the authors with the theme, as well as the strategies used theoretically and methodologically in the understanding of this social group in its link with education. In order to do so, the study sought to carry out a state - of - the - art study under the qualitative approach, with field - collection and questionnaire open instruments; and interpretation - the Bardin Content Analysis technique and the IRAMUREQ and EXCEL softwares. In the trajectory of the authors of theses and dissertations, they have been dedicated to work on research on the subject in a different way throughout their career, but little to teaching and extension activities. The themes of the studies reveal singularities, but also master lines that allow to situate theoretically-methodologically, which exceed the structural-functionalists currents, phenomenological and post-structuralist ones. Therefore, it was observed the authorial origin of the academic works, with discussions that have brought new paths for the production of the Graduate Programs, allowing to rethink the fields of knowledge of the Humanities and Applied Social Sciences areas.
{"title":"Juventudes rurais e educação na produção do conhecimento das pós-graduações das áreas de ciências humanas e sociais aplicadas do nordeste brasileiro","authors":"S. Melo, Thais dos Santos Vieira Gabi de Macedo, Isabel Chaves","doi":"10.5902/1984644438667","DOIUrl":"https://doi.org/10.5902/1984644438667","url":null,"abstract":"The article aims to discuss, under educational processes, the production of knowledge about rural youth, particularly in the years 2007 to 2016. These research cuts seek to situate the social process of a scientific course linked to the production of researchers of the programs of graduate studies in Northeast Brazil from the areas of applied human and social sciences, specifically the characteristics that make it possible to show the profile of the authors with the theme, as well as the strategies used theoretically and methodologically in the understanding of this social group in its link with education. In order to do so, the study sought to carry out a state - of - the - art study under the qualitative approach, with field - collection and questionnaire open instruments; and interpretation - the Bardin Content Analysis technique and the IRAMUREQ and EXCEL softwares. In the trajectory of the authors of theses and dissertations, they have been dedicated to work on research on the subject in a different way throughout their career, but little to teaching and extension activities. The themes of the studies reveal singularities, but also master lines that allow to situate theoretically-methodologically, which exceed the structural-functionalists currents, phenomenological and post-structuralist ones. Therefore, it was observed the authorial origin of the academic works, with discussions that have brought new paths for the production of the Graduate Programs, allowing to rethink the fields of knowledge of the Humanities and Applied Social Sciences areas.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230270","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}
Luciano Coelho Romera, Eliane Maria Carrit Delgado-Pinheiro, Flávia Rodrigues dos Santos, O. L. Pinheiro
In the educational context, there is a need for educational materials about the hearing loss to assist physical education teachers in their practice. This study aimed to develop and validate an educational material to subsidize the practice of physical education teachers in the activities with hard of hearing students. An instrument was built containing statements about the topics that could be addressed in the didactic material destined to the physical education teachers. The statements were followed by a Likert scale. The item was considered valid when it reached 80% index of agreement. The themes were evaluated by expert judges, from the fields of Speech Therapy (n=4), Pedagogy (n=2), and Physical Education (n=2). After that, it was drafted a preliminary version of the material, which was validated by the same judges and another two physical education teachers with experience with hard of hearing students. At this stage, the validation approached aspects related to the matter, language, illustrations, layout, motivation, and culture, which should reach an 80% of the agreement. Within ten themes proposed, nine were considered relevant . The item that was not validated referred to the use of figures with the Brazilian sign language - Libras. In the second stage of the study, the only items which have not achieved the minimum index of the agreement were related to the layout. The judges’ suggestions were pertaining to the size of the font and background colors of some illustrations. The adjustments suggested by the judges were implemented. The design used in this study allowed to elaborate and to validate an educational material based on methodological criteria, containing objective information and illustrations which will be able to subsidize the work of physical education teachers in the performance with students with hearing loss.
{"title":"Elaboração de um material educativo para subsidiar a prática de professores de educação física no trabalho com alunos com perda auditiva","authors":"Luciano Coelho Romera, Eliane Maria Carrit Delgado-Pinheiro, Flávia Rodrigues dos Santos, O. L. Pinheiro","doi":"10.5902/1984644441141","DOIUrl":"https://doi.org/10.5902/1984644441141","url":null,"abstract":"In the educational context, there is a need for educational materials about the hearing loss to assist physical education teachers in their practice. This study aimed to develop and validate an educational material to subsidize the practice of physical education teachers in the activities with hard of hearing students. An instrument was built containing statements about the topics that could be addressed in the didactic material destined to the physical education teachers. The statements were followed by a Likert scale. The item was considered valid when it reached 80% index of agreement. The themes were evaluated by expert judges, from the fields of Speech Therapy (n=4), Pedagogy (n=2), and Physical Education (n=2). After that, it was drafted a preliminary version of the material, which was validated by the same judges and another two physical education teachers with experience with hard of hearing students. At this stage, the validation approached aspects related to the matter, language, illustrations, layout, motivation, and culture, which should reach an 80% of the agreement. Within ten themes proposed, nine were considered relevant . The item that was not validated referred to the use of figures with the Brazilian sign language - Libras. In the second stage of the study, the only items which have not achieved the minimum index of the agreement were related to the layout. The judges’ suggestions were pertaining to the size of the font and background colors of some illustrations. The adjustments suggested by the judges were implemented. The design used in this study allowed to elaborate and to validate an educational material based on methodological criteria, containing objective information and illustrations which will be able to subsidize the work of physical education teachers in the performance with students with hearing loss.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231287","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}
Franceline Rodrigues Silva, Daniel Santos Braga, L. Vieira
This article aims at discussing the offer conditions for early childhood education in Belo Horizonte concerning its physical structure and territorial distribution. The National Institute of Educational Studies and Research's 2018 School Census and Atlas Brasil were used as data sources. The construction of the supply conditions adequacy indicators was made by a continuous numerical scale measured to better fit the purposes of this study having as unit of analysis the public and private schools of infant education (convened to the public power or not) and its relationship with the Human Development Unit to which it belonged. The main findings of this study are the evidence of the Belo Horizonte' early childhood education precarious supply conditions schools, as well as their unequal territorial distribution, taking into account the needs of the population of regulatory age for this stage.
{"title":"Infraestrutura das creches e pré-escolas em Belo Horizonte: condições de oferta e distribuição territorial","authors":"Franceline Rodrigues Silva, Daniel Santos Braga, L. Vieira","doi":"10.5902/1984644442721","DOIUrl":"https://doi.org/10.5902/1984644442721","url":null,"abstract":"This article aims at discussing the offer conditions for early childhood education in Belo Horizonte concerning its physical structure and territorial distribution. The National Institute of Educational Studies and Research's 2018 School Census and Atlas Brasil were used as data sources. The construction of the supply conditions adequacy indicators was made by a continuous numerical scale measured to better fit the purposes of this study having as unit of analysis the public and private schools of infant education (convened to the public power or not) and its relationship with the Human Development Unit to which it belonged. The main findings of this study are the evidence of the Belo Horizonte' early childhood education precarious supply conditions schools, as well as their unequal territorial distribution, taking into account the needs of the population of regulatory age for this stage.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47624292","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}
Comic book reading, of a literary nature, contemplates several challenges to beginner readers; in this sense, educational practices should contemplate strategies of mediation that cope with the peculiarities of the genre. This article investigates the construction of a narrative: Turma da Monica: Romeu e Julieta , by Mauricio de Sousa (2009), selected by School Library National Program of 2012 (PNBE 2012). The descriptive-analytic character predominates in this study, which contemplates visual and verbal aspects. To compose this analysis, some aspects are taken into account, such as, in the area of visuality, kinds of frames; scenarios; temporal marking; and, as for the characters, the dress of the characters is prioritized, together with the mixture between the peculiar behavior of Monica and Cebolinha, and Romeo and Juliet. The analysis is based, among others, on Eisner (2012) and points at intertextuality as a striking feature in the composition of the plot, so that the reader should be guided by the peculiarities of the characters of Shakespeare to incentivize reading the work.
漫画书的阅读，文学性质，考虑到几个挑战初学者的读者;从这个意义上说，教育实践应该考虑调解策略，以应对流派的特点。本文考察了叙事的建构:毛里西奥·德·索萨的《Turma da Monica: Romeu e Julieta》(2009)，入选2012年学校图书馆国家计划(PNBE 2012)。描述分析特征在本研究中占主导地位，它考虑了视觉和语言方面。为了完成这一分析，考虑了一些方面，例如，在视觉方面，框架的种类;场景;时间标记;在人物方面，以人物的着装为主，并结合了莫妮卡和塞波琳娜的奇特行为和罗密欧与朱丽叶的混合。该分析基于艾斯纳(2012)的观点，并指出互文性是情节构成中的一个显著特征，因此读者应该以莎士比亚角色的特点为指导，以激励读者阅读这部作品。
{"title":"Leitura de história em quadrinhos: entre Shakespeare e Mauricio de Sousa","authors":"F. Ramos, E. Buffon, Eliana Rela","doi":"10.5902/1984644438119","DOIUrl":"https://doi.org/10.5902/1984644438119","url":null,"abstract":"Comic book reading, of a literary nature, contemplates several challenges to beginner readers; in this sense, educational practices should contemplate strategies of mediation that cope with the peculiarities of the genre. This article investigates the construction of a narrative: Turma da Monica: Romeu e Julieta , by Mauricio de Sousa (2009), selected by School Library National Program of 2012 (PNBE 2012). The descriptive-analytic character predominates in this study, which contemplates visual and verbal aspects. To compose this analysis, some aspects are taken into account, such as, in the area of visuality, kinds of frames; scenarios; temporal marking; and, as for the characters, the dress of the characters is prioritized, together with the mixture between the peculiar behavior of Monica and Cebolinha, and Romeo and Juliet. The analysis is based, among others, on Eisner (2012) and points at intertextuality as a striking feature in the composition of the plot, so that the reader should be guided by the peculiarities of the characters of Shakespeare to incentivize reading the work.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71229675","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}
W. D. N. Salles, Samara Escobar Martins, M. E. T. Luiz, A. C. D. A. Guimarães, Alcyane Marinho
This mixed-methods study investigated the perceptions of Physical Education (PE) graduates on their education obtained at a public university in the state of Santa Catarina, Brazil. An online questionnaire was applied to collect information regarding the initial education of 94 graduates (50 bachelors and 44 teachers) trained under the new curricular proposal implemented in 2008 at the institution. Extension (8.35±1.51) and research activities (8.24±1.66) achieved the highest scores, with emphasis on the diversity of structures and options offered. The graduates’ classmates (7.45±1.73), due to the lack of dedication and commitment to the program, and the curricular structure (7.64±1.59), due to the problems in the courses’ semiannual organization, received the lowest ratings. Teachers evaluated their course higher than the bachelors, especially ISSN: 1984-6444 | http://dx.doi.org/10.5902/1984644441376 Educação | Santa Maria | v. 46 |2021 Disponível em: https://periodicos.ufsm.br/reveducacao 2 in the components of faculty (T = 8.55±1.02; B = 7.28±1.37), classmates (T = 7.91±1.60; B = 7.04±1.76), physical infrastructure (T = 8.30±1.69; B = 7.64±1.34), supervised internships (T = 8.61±1.45; B = 7.72±1.73), and overall program evaluation (T = 8.64±1.10; B = 7.82±1.35). Factors such as supervised internships, curricular structure, faculty, and extension activities explained 59.0% of the variance of the overall program evaluation. Considering these results, those responsible for structuring the PE program can consolidate the practices and components that have been well evaluated, as well as think of alternatives to reduce the weaknesses and negative aspects perceived by the graduates.
这项混合方法研究调查了巴西圣卡塔琳娜州一所公立大学体育毕业生对其教育的看法。通过一份在线问卷收集了94名毕业生(50名学士和44名教师)在2008年实施的新课程建议下接受培训的初始教育信息。扩展(8.35±1.51)和研究活动(8.24±1.66)得分最高，重点是结构的多样性和提供的选项。毕业生的同学(7.45±1.73)和课程结构(7.64±1.59)得分最低，前者是由于对课程缺乏投入和投入，后者是由于课程半年组织存在问题。教师对其课程的评价高于学士，特别是ISSN: 1984-6444 | http://dx.doi.org/10.5902/1984644441376 educa o | Santa Maria | vs . 46 |2021 Disponível em: https://periodicos.ufsm.br/reveducacao 2在教师组成中(T = 8.55±1.02;B = 7.28±1.37)，同班同学(T = 7.91±1.60;B = 7.04±1.76)，物理基础设施(T = 8.30±1.69;B = 7.64±1.34)，监督实习(T = 8.61±1.45;B = 7.72±1.73)，总体方案评价(T = 8.64±1.10;B = 7.82±1.35)。监督实习、课程结构、教师和拓展活动等因素解释了总体项目评估差异的59.0%。考虑到这些结果，那些负责构建体育课程的人可以巩固已经得到很好评估的实践和组成部分，并考虑替代方案来减少毕业生所感受到的弱点和消极方面。
{"title":"Initial education evaluation of a Physical Education program: Perceptions of graduates from a public university in the state of Santa Catarina","authors":"W. D. N. Salles, Samara Escobar Martins, M. E. T. Luiz, A. C. D. A. Guimarães, Alcyane Marinho","doi":"10.5902/1984644441376","DOIUrl":"https://doi.org/10.5902/1984644441376","url":null,"abstract":"This mixed-methods study investigated the perceptions of Physical Education (PE) graduates on their education obtained at a public university in the state of Santa Catarina, Brazil. An online questionnaire was applied to collect information regarding the initial education of 94 graduates (50 bachelors and 44 teachers) trained under the new curricular proposal implemented in 2008 at the institution. Extension (8.35±1.51) and research activities (8.24±1.66) achieved the highest scores, with emphasis on the diversity of structures and options offered. The graduates’ classmates (7.45±1.73), due to the lack of dedication and commitment to the program, and the curricular structure (7.64±1.59), due to the problems in the courses’ semiannual organization, received the lowest ratings. Teachers evaluated their course higher than the bachelors, especially ISSN: 1984-6444 | http://dx.doi.org/10.5902/1984644441376 Educação | Santa Maria | v. 46 |2021 Disponível em: https://periodicos.ufsm.br/reveducacao 2 in the components of faculty (T = 8.55±1.02; B = 7.28±1.37), classmates (T = 7.91±1.60; B = 7.04±1.76), physical infrastructure (T = 8.30±1.69; B = 7.64±1.34), supervised internships (T = 8.61±1.45; B = 7.72±1.73), and overall program evaluation (T = 8.64±1.10; B = 7.82±1.35). Factors such as supervised internships, curricular structure, faculty, and extension activities explained 59.0% of the variance of the overall program evaluation. Considering these results, those responsible for structuring the PE program can consolidate the practices and components that have been well evaluated, as well as think of alternatives to reduce the weaknesses and negative aspects perceived by the graduates.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231193","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}
Este artigo teórico relata o incipiente, mas vigoroso, desenvolvimento da noção de rapport au savoir no campo da pesquisa educacional, não apenas no nível internacional, mas também na Argentina. Mostra como essa noção tem capacidade heurística de articular, na análise da aprendizagem, as relações e múltiplas influências e sobreposições das dimensões destacadas pelas teorias da aprendizagem escolar, ou seja, pode explicar como ocorre a aprendizagem na encruzilhada de diferentes processos cognitivos e metacognitivos com sua ancoragem sócio-histórica e situacional; o vínculo da disciplina com os objetos de aprendizagem; as características epistemológicas dos objetos de aprendizagem e a singularidade da psique do aluno.É particularmente interessante destacar as investigações psicopedagógicas realizadas em nível local, tanto no âmbito de projetos de pesquisa quanto de teses de graduação e pós-graduação, respondendo pelos problemas e produção científica que ela permitiu gerar.
{"title":"Usos de la noción de relación con el saber en la investigación educativa y psicopedagógica","authors":"Soledad Vercellino","doi":"10.5902/1984644448156","DOIUrl":"https://doi.org/10.5902/1984644448156","url":null,"abstract":"Este artigo teórico relata o incipiente, mas vigoroso, desenvolvimento da noção de rapport au savoir no campo da pesquisa educacional, não apenas no nível internacional, mas também na Argentina. Mostra como essa noção tem capacidade heurística de articular, na análise da aprendizagem, as relações e múltiplas influências e sobreposições das dimensões destacadas pelas teorias da aprendizagem escolar, ou seja, pode explicar como ocorre a aprendizagem na encruzilhada de diferentes processos cognitivos e metacognitivos com sua ancoragem sócio-histórica e situacional; o vínculo da disciplina com os objetos de aprendizagem; as características epistemológicas dos objetos de aprendizagem e a singularidade da psique do aluno.É particularmente interessante destacar as investigações psicopedagógicas realizadas em nível local, tanto no âmbito de projetos de pesquisa quanto de teses de graduação e pós-graduação, respondendo pelos problemas e produção científica que ela permitiu gerar.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231834","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}
Trata da colonização da Amazônia, com foco no aspecto educacional, no período cronológico de 1500 a 1757, abrangendo desde as primeiras expedições ao rio Amazonas até a consolidação de diretrizes para a instrução da população paraense, no século XVIII, tendo por objetivo compreender o vínculo entre a colonização no Estado do Grão-Pará e Maranhão e o processo educacional. Perpassa pela relação entre os religiosos e a educação no Estado do Grão-Pará e Maranhão, unidade administrativa da colônia portuguesa distinta do Brasil, e a transferência das responsabilidades acerca da educação para o Estado, durante o governo de Mendonça Furtado. Analisa, para o traçar dos fatos históricos, as "Instruções regias, publicas e secretas" dirigidas ao governador, assim como o "Directorio" editado por Mendonça Furtado em obediência às ordens reais, caracterizando-se como uma pesquisa histórico-documental. Reflete quanto à imposição de valores da civilização ocidental cristã e da visão eurocêntrica do mundo, tendo como meio de disseminação a educação para a dominação econômica, política e ideológica. Considera, assim, que a instrução ofertada aos gentios, negros e filhos de colonos foi orientada pelo projeto de hegemonia e dominação portuguesa; e que, a partir desses intentos, foi implementado o projeto político-pedagógico que objetivava formar indivíduos que se desconhecessem como membros de um grupo oprimido, estabelecendo-se mecanismos permanentes de obstrução a qualquer tentativa de emergência de um processo pedagógico contrário aos interesses da Coroa e das ordens religiosas.
{"title":"Colonização e educação na Amazônia portuguesa (1500-1757)","authors":"Alberto Damasceno, J. I. Miranda","doi":"10.5902/1984644437931","DOIUrl":"https://doi.org/10.5902/1984644437931","url":null,"abstract":"Trata da colonização da Amazônia, com foco no aspecto educacional, no período cronológico de 1500 a 1757, abrangendo desde as primeiras expedições ao rio Amazonas até a consolidação de diretrizes para a instrução da população paraense, no século XVIII, tendo por objetivo compreender o vínculo entre a colonização no Estado do Grão-Pará e Maranhão e o processo educacional. Perpassa pela relação entre os religiosos e a educação no Estado do Grão-Pará e Maranhão, unidade administrativa da colônia portuguesa distinta do Brasil, e a transferência das responsabilidades acerca da educação para o Estado, durante o governo de Mendonça Furtado. Analisa, para o traçar dos fatos históricos, as \"Instruções regias, publicas e secretas\" dirigidas ao governador, assim como o \"Directorio\" editado por Mendonça Furtado em obediência às ordens reais, caracterizando-se como uma pesquisa histórico-documental. Reflete quanto à imposição de valores da civilização ocidental cristã e da visão eurocêntrica do mundo, tendo como meio de disseminação a educação para a dominação econômica, política e ideológica. Considera, assim, que a instrução ofertada aos gentios, negros e filhos de colonos foi orientada pelo projeto de hegemonia e dominação portuguesa; e que, a partir desses intentos, foi implementado o projeto político-pedagógico que objetivava formar indivíduos que se desconhecessem como membros de um grupo oprimido, estabelecendo-se mecanismos permanentes de obstrução a qualquer tentativa de emergência de um processo pedagógico contrário aos interesses da Coroa e das ordens religiosas.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71229500","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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