T. D. Begossi, J. Mazo, Cibele Biehl Bossle, V. Lyra
The present study aims to understand how an organization of disciplinary disciplines of the Normal Course, of the Escola Superior de Educacao Fisica (ESEF), of the state of Rio Grande do Sul , occurred during the period in which the active activity (1940-1956). The historiographical narrative, guided by Certeau (2017) and Chartier (2017) was supported by the theoretical-methodological assumptions of teaching knowledge, especially those understood by Desbiens (2005) and Tardif (2014) as disciplinary knowledge and curricular knowledge. This reference was articulated with the bibliography on pedagogical planning, especially that used by Libâneo (2012). The analysis and confrontation process of the different historical documents used by the research was guided by the document analysis technique, as described by Cellard (2012). The results obtained supported the construction of a reading about an organization of the disciplinary knowledge of the Normal Physical Education Course of ESEF, which were differentiated by their practical and theoretical teaching characteristics. Intrinsically, these differentiations were possible to mark characteristics of the professional profile forged by the referred course. In this scenario, the teachers who attended and completed the Normal Course of Physical Education at ESEF, when inserting themselves in primary schools, led the teaching of a Physical Education focused on know how , a characteristic that permeated the professional training of the area, during the period (1940-1957).
{"title":"Notas sobre os saberes disciplinares do Curso Normal da Escola Superior de Educação Física do Rio Grande do Sul (1940-1956)","authors":"T. D. Begossi, J. Mazo, Cibele Biehl Bossle, V. Lyra","doi":"10.5902/1984644441338","DOIUrl":"https://doi.org/10.5902/1984644441338","url":null,"abstract":"The present study aims to understand how an organization of disciplinary disciplines of the Normal Course, of the Escola Superior de Educacao Fisica (ESEF), of the state of Rio Grande do Sul , occurred during the period in which the active activity (1940-1956). The historiographical narrative, guided by Certeau (2017) and Chartier (2017) was supported by the theoretical-methodological assumptions of teaching knowledge, especially those understood by Desbiens (2005) and Tardif (2014) as disciplinary knowledge and curricular knowledge. This reference was articulated with the bibliography on pedagogical planning, especially that used by Libâneo (2012). The analysis and confrontation process of the different historical documents used by the research was guided by the document analysis technique, as described by Cellard (2012). The results obtained supported the construction of a reading about an organization of the disciplinary knowledge of the Normal Physical Education Course of ESEF, which were differentiated by their practical and theoretical teaching characteristics. Intrinsically, these differentiations were possible to mark characteristics of the professional profile forged by the referred course. In this scenario, the teachers who attended and completed the Normal Course of Physical Education at ESEF, when inserting themselves in primary schools, led the teaching of a Physical Education focused on know how , a characteristic that permeated the professional training of the area, during the period (1940-1957).","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231186","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}
A. Santos, Á. Mesquita, M. C. M. Caraciolo, Valéria Sandra de Oliveira Costa
Reverse logistics is a strategy that operationalizes the return of solid waste to the business and productive environment. Promoting this work in schools is something new, since the school community and part of society are unaware of the harm that the components present in batteries cause to the environment and human health. This study aimed to promote the reverse logistics of batteries, through actions carried out with students at the Frei Epifânio High School of Reference, in the state of Pernambuco, as well as to develop educational practices to sensitize the school community regarding the correct disposal of waste electronic. It was a descriptive field study, with a qualitative and quantitative basis, where a questionnaire was applied to teachers and students from the 1st to the 3rd of high school, and the Education of Youth and Adults. From the responses obtained, the data were compiled and analysed and were presented in a table, using the relative frequency (RF). The results show that the reverse logistics theme at this school has not yet been the target of actions related to Environmental Education, and that much needs to be done in order to awaken students, teachers and the community to change habits and attitudes, especially in the disposal of this waste. and Environmental Education practices. In this sense, reverse logistics actions like the one that many schools should do, as they can contribute not only to a more balanced environment, but also to the development of Environmental Education projects and more sustainable schools.
{"title":"Logística reversa como instrumento de sustentabilidade ambiental em uma escola pública","authors":"A. Santos, Á. Mesquita, M. C. M. Caraciolo, Valéria Sandra de Oliveira Costa","doi":"10.5902/1984644442622","DOIUrl":"https://doi.org/10.5902/1984644442622","url":null,"abstract":"Reverse logistics is a strategy that operationalizes the return of solid waste to the business and productive environment. Promoting this work in schools is something new, since the school community and part of society are unaware of the harm that the components present in batteries cause to the environment and human health. This study aimed to promote the reverse logistics of batteries, through actions carried out with students at the Frei Epifânio High School of Reference, in the state of Pernambuco, as well as to develop educational practices to sensitize the school community regarding the correct disposal of waste electronic. It was a descriptive field study, with a qualitative and quantitative basis, where a questionnaire was applied to teachers and students from the 1st to the 3rd of high school, and the Education of Youth and Adults. From the responses obtained, the data were compiled and analysed and were presented in a table, using the relative frequency (RF). The results show that the reverse logistics theme at this school has not yet been the target of actions related to Environmental Education, and that much needs to be done in order to awaken students, teachers and the community to change habits and attitudes, especially in the disposal of this waste. and Environmental Education practices. In this sense, reverse logistics actions like the one that many schools should do, as they can contribute not only to a more balanced environment, but also to the development of Environmental Education projects and more sustainable schools.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The text addresses teaching and its transitivity processes. The purpose of this text is to reflect on the importance of transitivity in teaching, in view of the contributions of Paulo Freire in what concerns thinking right and reflection on action. In addition, other authors are evoked for writing, such as Pimenta (2002, 2010), Freitas (2018), Charlot (2000), Cunha (1999). The main argument developed in the text is that when thinking right the teacher thinks about, when thinking about reflects on his practice, and the reflection on practice puts him in the process of action-reflection-action, this characterizes teaching in movement. Research is the central element for transitivity in teaching, the teacher's investigative stance, which systematically reflects on his practice, sets him in constant motion. This movement is provoked by teachers through teaching knowledge such as reflection, research, decision making and right thinking.
{"title":"Docência em movimento: a transitividade no fazer docente","authors":"Isadora Alves Roncarelli, Nilda Stecanela, Fabiana Pauletti","doi":"10.5902/1984644440170","DOIUrl":"https://doi.org/10.5902/1984644440170","url":null,"abstract":"The text addresses teaching and its transitivity processes. The purpose of this text is to reflect on the importance of transitivity in teaching, in view of the contributions of Paulo Freire in what concerns thinking right and reflection on action. In addition, other authors are evoked for writing, such as Pimenta (2002, 2010), Freitas (2018), Charlot (2000), Cunha (1999). The main argument developed in the text is that when thinking right the teacher thinks about, when thinking about reflects on his practice, and the reflection on practice puts him in the process of action-reflection-action, this characterizes teaching in movement. Research is the central element for transitivity in teaching, the teacher's investigative stance, which systematically reflects on his practice, sets him in constant motion. This movement is provoked by teachers through teaching knowledge such as reflection, research, decision making and right thinking.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to think over theoretical and educational assumptions in parallel to results-based regulation. Modern and contemporary assumptions are highlighted, besides addressing a World Bank’s document in order to perceive the tone of assumptions made by that organization which interferes in human development. About the methodological procedures, choice of document is also linked to a bigger research in process, in which results-based regulation is discussed. We consider assumptions of modernity obscure fragmentation of knowledge under specialization. On the other hand assumptions of contemporaneity invite us to have other thoughts and it is an opportunity of resisting to the servitude and human deformation logic and additionally, that prospect is able to improve investigative experiences with other thoughts. About the document, business speech is predominant whose tone indicates modern assumptions. Thus, translating knowledge in measurable results is a key concern of the agency and it preserves the capitalist relations of production.
{"title":"Regulação por resultados: leitura de pressupostos teóricos educacionais aliada a um documento do Banco Mundial","authors":"R. Strieder, Aline Bettiolo dos Santos","doi":"10.5902/1984644440558","DOIUrl":"https://doi.org/10.5902/1984644440558","url":null,"abstract":"The study aims to think over theoretical and educational assumptions in parallel to results-based regulation. Modern and contemporary assumptions are highlighted, besides addressing a World Bank’s document in order to perceive the tone of assumptions made by that organization which interferes in human development. About the methodological procedures, choice of document is also linked to a bigger research in process, in which results-based regulation is discussed. We consider assumptions of modernity obscure fragmentation of knowledge under specialization. On the other hand assumptions of contemporaneity invite us to have other thoughts and it is an opportunity of resisting to the servitude and human deformation logic and additionally, that prospect is able to improve investigative experiences with other thoughts. About the document, business speech is predominant whose tone indicates modern assumptions. Thus, translating knowledge in measurable results is a key concern of the agency and it preserves the capitalist relations of production.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48067568","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}
Objective-it will be analyzed that theoretical and practical aspects of metacognicao, computer programming and robotics are being addressed in teses produced in Portuguese language not in the field of Education. In view of this, a quali-quantitative, exploratory approach is proceeded through predominantly bibliographic procedures, of the conhecimento status. For the delimitation of the documentary corpus, filters will be carried out in the period from 2013 to 2017, constants will not be included in the Catalog of Teses and Dissertacoes da Capes, Programs of Poster-Graduacao em Educacao with note 7, no system of Avaliacao Capes, RCAAP and B-On. Num process of rupture of loans , 57 filtered foram investigations, resulting in 17 tests for analysis. For this, it uses three categories gerais: computer program, metacognicao; scratch, metacognicao; y Robotics, metacognicao. Alem dessas, outras quatro specific: computer programming; robotics; y scratch; metacognicao. In this case, by way of an analysis of the title, you give chavras-chave, of the summary and of the sum, 13 theses contemplating the categories, being considered three as gerais and adding thematic subjects in research. Or I am associating these thematic ones, the promissor, pois, diante das fontes pesquisadas, shows the nature of research in this area. On the other hand, it allows an extension to a state of art that will be able to validate or result obtained.
目标:将分析以葡萄牙语编写的论文中讨论元认知、计算机编程和机器人技术的理论和实践问题，而不是在教育领域。鉴于此，主要通过书目程序进行了一种定性定量的探索性方法。文献语料库的划分将在2013年至2017年期间进行筛选，常量将不包括在《论文目录》、《研究生教育计划》(注7)、《Avaliacao Capes》、《RCAAP》和《B-On》系统中。在贷款破裂过程中，筛选了57个有孔调查，产生了17个测试进行分析。为此，它使用了三个类别:计算机程序、元认知;划痕,metacognicao;机器人，元认知。阿莱姆·德萨斯，尤其是四分之一:计算机编程;机器人技术;y划痕;metacognicao。在这种情况下，通过对标题的分析，你给出了“查维斯-查维斯”，摘要和总结性的13篇论文，考虑了这些类别，被认为是三个gerais，并在研究中增加了主题主题。或者我把这些主题联系起来，允诺者，观点，diante das fontes pesquisadas，显示了这个领域研究的本质。另一方面，它允许对技术状态进行扩展，从而能够验证所获得的结果。
{"title":"Metacognição, programação de computadores e robótica: um mapeamento de teses em língua portuguesa no campo educacional","authors":"Fernanda Batistela, A. Teixeira, C. T. W. Rosa","doi":"10.5902/1984644440698","DOIUrl":"https://doi.org/10.5902/1984644440698","url":null,"abstract":"Objective-it will be analyzed that theoretical and practical aspects of metacognicao, computer programming and robotics are being addressed in teses produced in Portuguese language not in the field of Education. In view of this, a quali-quantitative, exploratory approach is proceeded through predominantly bibliographic procedures, of the conhecimento status. For the delimitation of the documentary corpus, filters will be carried out in the period from 2013 to 2017, constants will not be included in the Catalog of Teses and Dissertacoes da Capes, Programs of Poster-Graduacao em Educacao with note 7, no system of Avaliacao Capes, RCAAP and B-On. Num process of rupture of loans , 57 filtered foram investigations, resulting in 17 tests for analysis. For this, it uses three categories gerais: computer program, metacognicao; scratch, metacognicao; y Robotics, metacognicao. Alem dessas, outras quatro specific: computer programming; robotics; y scratch; metacognicao. In this case, by way of an analysis of the title, you give chavras-chave, of the summary and of the sum, 13 theses contemplating the categories, being considered three as gerais and adding thematic subjects in research. Or I am associating these thematic ones, the promissor, pois, diante das fontes pesquisadas, shows the nature of research in this area. On the other hand, it allows an extension to a state of art that will be able to validate or result obtained.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present work that brings in its title the analogy "the real in clean dishes", as a provocative way of evidencing knowledge about the financing policy of school feeding in Brazil, analyzes the process of correction of the per capita values of the National School Feeding Program - NSFP, in Brazilian public basic education, full-time (2013/2018). It was elaborated from the data analysis of the NSFP per capita values, passed on to public schools and full time agreements, according to the number of enrollments, the documentary study of the Brazilian educational legislation for school feeding, and authors of education funding. It was found that there is a need for a higher per capita value to the NSFP for full-time education, with annual correction and definition /regulation of the minimum value of the complementation by the federated entities.
{"title":"O financiamento da alimentação escolar em tempo integral: o real em pratos limpos","authors":"Francisco Adaylson Abreu Oliveira, F. Carvalho","doi":"10.5902/1984644448198","DOIUrl":"https://doi.org/10.5902/1984644448198","url":null,"abstract":"The present work that brings in its title the analogy \"the real in clean dishes\", as a provocative way of evidencing knowledge about the financing policy of school feeding in Brazil, analyzes the process of correction of the per capita values of the National School Feeding Program - NSFP, in Brazilian public basic education, full-time (2013/2018). It was elaborated from the data analysis of the NSFP per capita values, passed on to public schools and full time agreements, according to the number of enrollments, the documentary study of the Brazilian educational legislation for school feeding, and authors of education funding. It was found that there is a need for a higher per capita value to the NSFP for full-time education, with annual correction and definition /regulation of the minimum value of the complementation by the federated entities.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231913","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}
Luiz Henrique Pereira da Silva, Hugo Leonardo Pereira Rufino
The teaching process is dynamic and from the beginning adapts to the reality of a certain time. Education has been heavily influenced by the growth of new technologies, including Augmented Reality (insertion of virtual elements in the real world), by its ability to illustrate very abstract concepts. To understand how this new technology has been used as a pedagogical tool in high school and the results obtained, this paper performs a systematic review of articles found in various scientific databases. Through the analysis of the obtained documents, this study shows an overview of the research that is being done on Augmented Reality applied to High School around the world, its techniques, and areas of interest, challenges and opportunities. Based on the results found, it is observed that the improved learning and motivation to learn stand out in the analyzed studies and corroborate the results found in initial research in this area.
{"title":"Revisão sistemática sobre as vantagens e desafios no uso de realidade aumentada como ferramenta pedagógica no ensino médio","authors":"Luiz Henrique Pereira da Silva, Hugo Leonardo Pereira Rufino","doi":"10.5902/1984644442392","DOIUrl":"https://doi.org/10.5902/1984644442392","url":null,"abstract":"The teaching process is dynamic and from the beginning adapts to the reality of a certain time. Education has been heavily influenced by the growth of new technologies, including Augmented Reality (insertion of virtual elements in the real world), by its ability to illustrate very abstract concepts. To understand how this new technology has been used as a pedagogical tool in high school and the results obtained, this paper performs a systematic review of articles found in various scientific databases. Through the analysis of the obtained documents, this study shows an overview of the research that is being done on Augmented Reality applied to High School around the world, its techniques, and areas of interest, challenges and opportunities. Based on the results found, it is observed that the improved learning and motivation to learn stand out in the analyzed studies and corroborate the results found in initial research in this area.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231104","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}
As a relational profession, teaching calls for broadening the gaze and listening to suspect dimensions beyond the boundaries demarcated by the one-sidedness of the thinking function. What training could contribute to opening passages across these borders? This paper focuses on teacher training based on data from two studies that, developed with different authors and times, favored the encounter with teachers in exercise and/or in initial training, mediated by artistic-expressive languages, proposing and discussing perspectives of aesthetics education. A thread that runs through both researches is the Jungian concept of the archetype of the child and, with it, the core of the discussion proposed for the article is woven, aiming to present Carl Gustav Jung and James Hillman’s contributions to education and, above all, to teacher training. Welcoming the theory of archetypes, making visible the symbolic child that inhabits the individual, highlighting the feeling function, contents present in the theory of the referred authors, made it possible to reflect on and envisage the necessary (re)signification of the training journey and reaffirm: it is necessary to open space to other logics, in order to bring conscious and unconscious closer together, cultivate and aggregate other forces that influence human action, integrate thinking and sensitivity, poetry and scientific knowledge.
{"title":"Jung, Hillman e a educação: por outras lógicas na formação docente","authors":"L. Ostetto, Cristiana Garcez dos Santos Seixas","doi":"10.5902/1984644448055","DOIUrl":"https://doi.org/10.5902/1984644448055","url":null,"abstract":"As a relational profession, teaching calls for broadening the gaze and listening to suspect dimensions beyond the boundaries demarcated by the one-sidedness of the thinking function. What training could contribute to opening passages across these borders? This paper focuses on teacher training based on data from two studies that, developed with different authors and times, favored the encounter with teachers in exercise and/or in initial training, mediated by artistic-expressive languages, proposing and discussing perspectives of aesthetics education. A thread that runs through both researches is the Jungian concept of the archetype of the child and, with it, the core of the discussion proposed for the article is woven, aiming to present Carl Gustav Jung and James Hillman’s contributions to education and, above all, to teacher training. Welcoming the theory of archetypes, making visible the symbolic child that inhabits the individual, highlighting the feeling function, contents present in the theory of the referred authors, made it possible to reflect on and envisage the necessary (re)signification of the training journey and reaffirm: it is necessary to open space to other logics, in order to bring conscious and unconscious closer together, cultivate and aggregate other forces that influence human action, integrate thinking and sensitivity, poetry and scientific knowledge.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71232223","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}
Rosane Barreto Ramos dos Santos, Paulo Pires de Queiroz
The bibliographic revision purposed in this article talks to Candau (2008; 2011; 2012), Moreira (2008; 2012; 2013) and Walsh´s contributions (2009), developing a reflection about the basic school and the different cultures that live in its spaces. This piece of work starts by reflecting about the roles developed at school, followed by the cultural aspects that permeate these spaces and may vary between a monocultural education and/ or an intercultural one, pointing this last one as a different way to be thought educative theories and practices problematizing the urgency of valuing the cultural diversity present within the scholar spaces, recognizing and valuing the cultures brought by the subjects to the scholar space, stimulating dialogic communications among them. It has become necessary the equality and the differences to be valued, empowered and stimulated to communicate democratically with each other, awakening people’s interest, scholar process’ subjects towards to the comprehension that it´s not possible to solve the differences and let alone, to pattern equality as it happens in monocultural practices. So, the school has the challenging role to become teachers and students, agents to multiply more inclusive ideas and practices inside and outside school through curriculum. Based on this set, it gets to the conclusion that interculturality arises as a plausible way so that pedagogic contents not to pattern learning according to what was analyzed throughout the article which purposes that, through the dialogue of recognizing the different identities in levels of equality and difference, to be possible to constitute a democratic society from the scholar basis.
{"title":"Práticas pedagógicas interculturais: (re) conhecendo as diferenças em sala de aula","authors":"Rosane Barreto Ramos dos Santos, Paulo Pires de Queiroz","doi":"10.5902/1984644440573","DOIUrl":"https://doi.org/10.5902/1984644440573","url":null,"abstract":"The bibliographic revision purposed in this article talks to Candau (2008; 2011; 2012), Moreira (2008; 2012; 2013) and Walsh´s contributions (2009), developing a reflection about the basic school and the different cultures that live in its spaces. This piece of work starts by reflecting about the roles developed at school, followed by the cultural aspects that permeate these spaces and may vary between a monocultural education and/ or an intercultural one, pointing this last one as a different way to be thought educative theories and practices problematizing the urgency of valuing the cultural diversity present within the scholar spaces, recognizing and valuing the cultures brought by the subjects to the scholar space, stimulating dialogic communications among them. It has become necessary the equality and the differences to be valued, empowered and stimulated to communicate democratically with each other, awakening people’s interest, scholar process’ subjects towards to the comprehension that it´s not possible to solve the differences and let alone, to pattern equality as it happens in monocultural practices. So, the school has the challenging role to become teachers and students, agents to multiply more inclusive ideas and practices inside and outside school through curriculum. Based on this set, it gets to the conclusion that interculturality arises as a plausible way so that pedagogic contents not to pattern learning according to what was analyzed throughout the article which purposes that, through the dialogue of recognizing the different identities in levels of equality and difference, to be possible to constitute a democratic society from the scholar basis.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230450","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}
Daiane Aparecida Ribeiro Queiroz, Mad Ana Desiree Ribeiro de Castro
The present work has as its theme the reflection on the educational process of the Technical Course in Alternation of the Escola Familia Agricola de Natalândia-MG [Agricultural Family School of Natalândia / MG] - EFAN. The objective proposed here is to analyze the approximations between the Pedagogy of Alternation, conducted at EFAN, and the omnilateral integrated education. It is a work developed within the framework of qualitative research, using the case study as a technical procedure and free observation as an instrument of data collection. Also, documentary research, using as sources of data collection the Political-Pedagogical Project, the Educational Plan, the semi-structured interview directed to parents and teachers/monitors, and the focus group conducted with students from the Technical Course in Agriculture integrated with high school. As a result of this study, it is possible to perceive that there is, in the guidance documents of EFAN and about the educational process developed by it, a concern with developing critical-reflective thinking, as well as the creativity and curiosity of students with a view to integral education. Besides, it is possible to observe the establishment of a bond between general education and professional education that motivates students to take ownership of productive techniques and their respective scientific foundations. In this sense, it is observed that the educational way of EFAN dialogues with the perspective of omnilateral integrated education.
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