S. F. Santos, G. T. Barcelos, Angellyne Moço Rangel
Social changes have transformed human relationships, and the ways of learning and teaching. Blended learning, a teaching modality that combines classroom and online activities, has been a way to adapt to this new social scenario. The main objective of this article is to identify the perceptions of Pedagogy undergraduates about the subject Learning Theories in the blended learning modality. The work reveals itself of a qualitative nature, with a bibliographic and exploratory approach and pedagogical intervention. In the first part of the research, with an exploratory approach, a questionnaire (questionnaire 1) was applied to 23 students who had taken the subject in the term before the intervention. The answers have shown: i) the need for a chance in the practices; ii) that the use of Digital Information and Communication Technologies could make the classes become more interesting; iii) the subject Learning Theories is a very important subject to the Pedagogue’s practice. From the analysis of these data, the second part of the research was developed, and it was characterized by a pedagogical intervention in this subject classes, which have been mediated through a virtual learning environment (LMS – Learning Management System), Schoology, with Blended Learning, and using Active Methodologies. 21 students from the 4th period of Pedagogy course were part of this intervention. For data collection, the instruments were: observation, questionnaires and a focal group. The results show that the intervention contributed significantly to the formation of the participants, either theoretically built knowledge, and through the practices considered innovative and inspiring by the students for their professional and academic development.
{"title":"Uso do Ensino Híbrido na disciplina Teorias de Aprendizagem: uma experiência no Curso de Pedagogia","authors":"S. F. Santos, G. T. Barcelos, Angellyne Moço Rangel","doi":"10.5902/1984644442008","DOIUrl":"https://doi.org/10.5902/1984644442008","url":null,"abstract":"Social changes have transformed human relationships, and the ways of learning and teaching. Blended learning, a teaching modality that combines classroom and online activities, has been a way to adapt to this new social scenario. The main objective of this article is to identify the perceptions of Pedagogy undergraduates about the subject Learning Theories in the blended learning modality. The work reveals itself of a qualitative nature, with a bibliographic and exploratory approach and pedagogical intervention. In the first part of the research, with an exploratory approach, a questionnaire (questionnaire 1) was applied to 23 students who had taken the subject in the term before the intervention. The answers have shown: i) the need for a chance in the practices; ii) that the use of Digital Information and Communication Technologies could make the classes become more interesting; iii) the subject Learning Theories is a very important subject to the Pedagogue’s practice. From the analysis of these data, the second part of the research was developed, and it was characterized by a pedagogical intervention in this subject classes, which have been mediated through a virtual learning environment (LMS – Learning Management System), Schoology, with Blended Learning, and using Active Methodologies. 21 students from the 4th period of Pedagogy course were part of this intervention. For data collection, the instruments were: observation, questionnaires and a focal group. The results show that the intervention contributed significantly to the formation of the participants, either theoretically built knowledge, and through the practices considered innovative and inspiring by the students for their professional and academic development.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48332678","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 paper has as its aim the analysis of the Convention on the rights of the child focusing on the right to education. We study this right from the perspective of the child as subjective of rights in the international and national law and of the interpretation of the right to education (article 29) given by the Committee on the Rights of the Child). It is a bibliographic and documental research. We elect as main source: The Convention of The rights of the Child, the General Comment no 1 (2001) of the Committee on the Rights of the Child, the periodic reports sent by Brazil (2003, 2012) to the Committee, the Constitution of the Federative Republic of Brazil and the Child and Adolescent Statute. We realize that is a concern with the child’s education in front of international human rights treaties, the national legislation and by development agendas that are guided by education as a core for the realization of the other rights.
{"title":"A Convenção sobre os direitos da criança e o direito à educação no Brasil","authors":"C. M. C. D. S. E. Silva, A. D. S. Silva","doi":"10.5902/1984644441231","DOIUrl":"https://doi.org/10.5902/1984644441231","url":null,"abstract":"This paper has as its aim the analysis of the Convention on the rights of the child focusing on the right to education. We study this right from the perspective of the child as subjective of rights in the international and national law and of the interpretation of the right to education (article 29) given by the Committee on the Rights of the Child). It is a bibliographic and documental research. We elect as main source: The Convention of The rights of the Child, the General Comment no 1 (2001) of the Committee on the Rights of the Child, the periodic reports sent by Brazil (2003, 2012) to the Committee, the Constitution of the Federative Republic of Brazil and the Child and Adolescent Statute. We realize that is a concern with the child’s education in front of international human rights treaties, the national legislation and by development agendas that are guided by education as a core for the realization of the other rights.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231308","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 sought to analyze the processes of commercialization of public education from the theoretical discussion with critical researchers on the reforms in education and its relationship with a specific case. Methodologically, we dialogue with academic production to articulate with a documentary analysis of publications in the press and data from the school network. The data of this research indicate that the combination between austerity and the focus of teaching oriented towards school performance, at the same time that it nationally projects the government of the state of Espirito Santo, may be deepening increasingly commercial and anti-democratic characteristics of education. In this movement that goes from managerialism to entrepreneurship in practice, quite contrary to the apparent success in management, policies derived from neoliberal reforms in the analyzed reality empty the public and democratic sense of educational management in addition to eroding the foundations of the right to education.
{"title":"Mercantilização da educação: do gerencialismo ao empresariamento da oferta escolar","authors":"M. Lima, Tatiana dos Santos Peterle","doi":"10.5902/1984644437100","DOIUrl":"https://doi.org/10.5902/1984644437100","url":null,"abstract":"The present work sought to analyze the processes of commercialization of public education from the theoretical discussion with critical researchers on the reforms in education and its relationship with a specific case. Methodologically, we dialogue with academic production to articulate with a documentary analysis of publications in the press and data from the school network. The data of this research indicate that the combination between austerity and the focus of teaching oriented towards school performance, at the same time that it nationally projects the government of the state of Espirito Santo, may be deepening increasingly commercial and anti-democratic characteristics of education. In this movement that goes from managerialism to entrepreneurship in practice, quite contrary to the apparent success in management, policies derived from neoliberal reforms in the analyzed reality empty the public and democratic sense of educational management in addition to eroding the foundations of the right to education.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47810634","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}
Via contributions from the Philosophy of Difference, this article, in an ensaistic way, unfolds itself by performing a dream-work treatment through the Archive of Education. It articulates questions about learning and admits the occurrence of illogisms. Such illogisms, by the logic of the dream, trace philosophical directions to the invention of their own senses. The text develops plans of thoughts that affirm the teaching right to dream didactics and to poetize curricula. The article also introduces the concepts of Sonhografias (Dreamographies) and Aulas-Sonho (Dream-Classes), these concepts are understood as signs of pulsional budding from the body that dramatizes classes. It concludes in experimentation poetry and asks if it would no longer be the Archive that sonhografa (writes to dream work mode) a teaching-research.
{"title":"O pensamento da filosofia da diferença que sonha signos do arquivo da Educação","authors":"Marina Dos Reis, Sandra Mara Corazza","doi":"10.5902/1984644439484","DOIUrl":"https://doi.org/10.5902/1984644439484","url":null,"abstract":"Via contributions from the Philosophy of Difference, this article, in an ensaistic way, unfolds itself by performing a dream-work treatment through the Archive of Education. It articulates questions about learning and admits the occurrence of illogisms. Such illogisms, by the logic of the dream, trace philosophical directions to the invention of their own senses. The text develops plans of thoughts that affirm the teaching right to dream didactics and to poetize curricula. The article also introduces the concepts of Sonhografias (Dreamographies) and Aulas-Sonho (Dream-Classes), these concepts are understood as signs of pulsional budding from the body that dramatizes classes. It concludes in experimentation poetry and asks if it would no longer be the Archive that sonhografa (writes to dream work mode) a teaching-research.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48840527","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}
Lucilene Julia da Silva, A. C. Nascimento, Maria Bertely Busquets
This paper addresses a political and educational experience that took place in Mexico and corresponds to reflections on some emerging questions of indigenous teacher training processes. These processes suggest correlations of critical interculturality with the good living, decoloniality of knowledge and power, and epistemic policies. This experience is present in the ongoing research project Milpas Educativas: Laboratorios socionaturales vivos para el buen vivir . This project is led by the members of Red de Educacion Inductiva Intercultural (REDIIN), part of the Centro de Investigaciones y Estudios Superiores en Antropologia Social (CIESAS) and of Universidad Iberoamericana (UIA), with the Union de los Maestros para una Nueva Educacion en Mexico (UNEM/EI). It seeks to analyze how some studies in the field of intercultural education have circulated, which has created meanings noted in those training spaces, particularly in the research project. Its methodology is based on a locus of enunciation perspective to explain an analytical approximation coupled with the intercultural inductive method and decolonial thinking conceptions and to understand how the critical interculturality have reverberated in three meetings considering five Mexican states in 2017, namely, Chiapas, Yucatan, Puebla, Oaxaca e Mochoacan. The study conducted suggests the repercussions were led to a training process aiming to understand different aspects that characterize interculturality and present clues in this creation of counter-hegemonic thinking and practices. The study also points to the openness of new learning horizons and a possible elaboration of the proposal we have called Resistance Policy.
{"title":"Educação intercultural e Lócus de enunciação: inspirado em uma experiência educativa no México","authors":"Lucilene Julia da Silva, A. C. Nascimento, Maria Bertely Busquets","doi":"10.5902/1984644439190","DOIUrl":"https://doi.org/10.5902/1984644439190","url":null,"abstract":"This paper addresses a political and educational experience that took place in Mexico and corresponds to reflections on some emerging questions of indigenous teacher training processes. These processes suggest correlations of critical interculturality with the good living, decoloniality of knowledge and power, and epistemic policies. This experience is present in the ongoing research project Milpas Educativas: Laboratorios socionaturales vivos para el buen vivir . This project is led by the members of Red de Educacion Inductiva Intercultural (REDIIN), part of the Centro de Investigaciones y Estudios Superiores en Antropologia Social (CIESAS) and of Universidad Iberoamericana (UIA), with the Union de los Maestros para una Nueva Educacion en Mexico (UNEM/EI). It seeks to analyze how some studies in the field of intercultural education have circulated, which has created meanings noted in those training spaces, particularly in the research project. Its methodology is based on a locus of enunciation perspective to explain an analytical approximation coupled with the intercultural inductive method and decolonial thinking conceptions and to understand how the critical interculturality have reverberated in three meetings considering five Mexican states in 2017, namely, Chiapas, Yucatan, Puebla, Oaxaca e Mochoacan. The study conducted suggests the repercussions were led to a training process aiming to understand different aspects that characterize interculturality and present clues in this creation of counter-hegemonic thinking and practices. The study also points to the openness of new learning horizons and a possible elaboration of the proposal we have called Resistance Policy.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230349","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}
Jenekésia Lins da Silva, Ana Paula do Rego, L. P. Mercado
Este artigo traz a producao de pesquisa como uma das mais importantes atribuicoes do professor universitario. A formacao universitaria do profissional de Educacao, como professor de graduacao, nao e considerada suficiente para o desenvolvimento da capacidade de produzir e tornar o grupo de professores em pesquisadores. As formacoes e pos-graduacoes possibilitam reflexoes acerca da formacao dos professores universitarios e suas atribuicoes e enfatizam discussoes sobre a pesquisa na universidade. Este e um artigo de reflexao teorica que teve como objetivo relatar os fundamentos teoricos de Perrenoud (2001), Tardif e Lahaye, (1991), Ramos (2010), Pimenta (2009), Gerhardt e Silveira (2009), Soares (2018), que nortearam as discussoes ocorridas no Curso de Formacao Continuada “Atuacao e Competencias do Professor Universitario” do Curso de Pos-graduacao em Educacao, na disciplina Metodologia do Ensino Superior com Tecnologias da Informacao e Comunicacao da Universidade Federal de Alagoas (UFAL) durante o primeiro semestre de 2018. Como forma de elucidar o percurso de uma formacao que favoreca a habilidade de desenvolver pesquisa na universidade, apresentamos a construcao de um Curso de Formacao para professores universitarios como pesquisadores e orientadores de pesquisas. Os resultados deste estudo podem ser utilizados como percurso de formacao de professores com enfase na pesquisa. A pesquisa na formacao docente fomenta inovacao na pratica pedagogica no intuito de fornecer subsidios para a producao do conhecimento, o qual induz progressao positiva na pratica pedagogica e promove uma formacao reflexiva sob a optica da transmissao do conhecimento.
{"title":"A pesquisa na formação do professor universitário: competências na produção e transmissão do conhecimento","authors":"Jenekésia Lins da Silva, Ana Paula do Rego, L. P. Mercado","doi":"10.5902/1984644438695","DOIUrl":"https://doi.org/10.5902/1984644438695","url":null,"abstract":"Este artigo traz a producao de pesquisa como uma das mais importantes atribuicoes do professor universitario. A formacao universitaria do profissional de Educacao, como professor de graduacao, nao e considerada suficiente para o desenvolvimento da capacidade de produzir e tornar o grupo de professores em pesquisadores. As formacoes e pos-graduacoes possibilitam reflexoes acerca da formacao dos professores universitarios e suas atribuicoes e enfatizam discussoes sobre a pesquisa na universidade. Este e um artigo de reflexao teorica que teve como objetivo relatar os fundamentos teoricos de Perrenoud (2001), Tardif e Lahaye, (1991), Ramos (2010), Pimenta (2009), Gerhardt e Silveira (2009), Soares (2018), que nortearam as discussoes ocorridas no Curso de Formacao Continuada “Atuacao e Competencias do Professor Universitario” do Curso de Pos-graduacao em Educacao, na disciplina Metodologia do Ensino Superior com Tecnologias da Informacao e Comunicacao da Universidade Federal de Alagoas (UFAL) durante o primeiro semestre de 2018. Como forma de elucidar o percurso de uma formacao que favoreca a habilidade de desenvolver pesquisa na universidade, apresentamos a construcao de um Curso de Formacao para professores universitarios como pesquisadores e orientadores de pesquisas. Os resultados deste estudo podem ser utilizados como percurso de formacao de professores com enfase na pesquisa. A pesquisa na formacao docente fomenta inovacao na pratica pedagogica no intuito de fornecer subsidios para a producao do conhecimento, o qual induz progressao positiva na pratica pedagogica e promove uma formacao reflexiva sob a optica da transmissao do conhecimento.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230213","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 article is part of the research entitled “Digital technologies, university teaching and basic education teacher training: effectiveness of Brazilian educational policies.” The general objective is to understand the dimension of the technological training of teachers in the curricula in compulsory education and in undergraduate courses, as well as analyzing the relationship of these curricula with the technological training of university professors in the field of education. In this text, we seek to dialogue with educational policies that aim to technologically train teachers in compulsory education and higher education, relating them to international initiatives, especially those of the Organization for Economic Development Cooperation (OECD), in order to problematize the gaps found in Brazilian proposals. We conducted a documentary analysis of training policies at Doctorate courses so as to achieve discuss how technological training has been dimensioned at these levels, with our focus being on researchers who, in the future, become teachers of the primary and secondary education The results show that at all levels of teacher education, there is a certain incipience concerning the technological training of teachers and researchers, which possibly has implications for the preparation of young Brazilians in compulsory education.
{"title":"Tecnologias digitais, formação de professores e de pesquisadores na pós-graduação: relações entre as iniciativas brasileiras e internacionais","authors":"E. Arruda, D. Mill","doi":"10.5902/1984644441203","DOIUrl":"https://doi.org/10.5902/1984644441203","url":null,"abstract":"This article is part of the research entitled “Digital technologies, university teaching and basic education teacher training: effectiveness of Brazilian educational policies.” The general objective is to understand the dimension of the technological training of teachers in the curricula in compulsory education and in undergraduate courses, as well as analyzing the relationship of these curricula with the technological training of university professors in the field of education. In this text, we seek to dialogue with educational policies that aim to technologically train teachers in compulsory education and higher education, relating them to international initiatives, especially those of the Organization for Economic Development Cooperation (OECD), in order to problematize the gaps found in Brazilian proposals. We conducted a documentary analysis of training policies at Doctorate courses so as to achieve discuss how technological training has been dimensioned at these levels, with our focus being on researchers who, in the future, become teachers of the primary and secondary education The results show that at all levels of teacher education, there is a certain incipience concerning the technological training of teachers and researchers, which possibly has implications for the preparation of young Brazilians in compulsory education.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175276","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}
Bruno Cleiton Macedo do Carmo, N. Fumes, Wlademir Paes de Lira
As a result of the social movements demands, in a recent decision, Brazilian Supreme Federal Court has made it possible to change the first name and the sex designation on birth certificate in all states of Brazil, not being necessary any transgender surgery or medical report. Only a self-declaration. The National Council of Justice established the minimum of eighteen years of age to request any change in sex designation or in the first name without prior judicial authorization. However, the legal imbroglio persists about the possibility to change of first name, sex designation or social name by individuals under 18 years old, especially when their parents are against, since children or youths depend on the representation or the assistance of their parents or legal guardians. The aim of this study is to analyze the legal implications and the possibilities of adoption the social name by under 18 years old coming from educational institutions, since these institutions show to be the closest social relation in this phase of life after the own family. We sought to review the doctrine, jurisprudence and the legal and administrative regulations that deal with the social name use as a theme. As a result of this research, it has been observed the most important thing to consider is the wish of the child or adolescent, and it should prevail despite the parent opinions. In addition, the schools play a fundamental role to guarantee this right to transgender students under 18 years of age.
{"title":"Direito ao uso do nome social por estudantes transgêneros em contraposição ao poder familiar","authors":"Bruno Cleiton Macedo do Carmo, N. Fumes, Wlademir Paes de Lira","doi":"10.5902/1984644440406","DOIUrl":"https://doi.org/10.5902/1984644440406","url":null,"abstract":"As a result of the social movements demands, in a recent decision, Brazilian Supreme Federal Court has made it possible to change the first name and the sex designation on birth certificate in all states of Brazil, not being necessary any transgender surgery or medical report. Only a self-declaration. The National Council of Justice established the minimum of eighteen years of age to request any change in sex designation or in the first name without prior judicial authorization. However, the legal imbroglio persists about the possibility to change of first name, sex designation or social name by individuals under 18 years old, especially when their parents are against, since children or youths depend on the representation or the assistance of their parents or legal guardians. The aim of this study is to analyze the legal implications and the possibilities of adoption the social name by under 18 years old coming from educational institutions, since these institutions show to be the closest social relation in this phase of life after the own family. We sought to review the doctrine, jurisprudence and the legal and administrative regulations that deal with the social name use as a theme. As a result of this research, it has been observed the most important thing to consider is the wish of the child or adolescent, and it should prevail despite the parent opinions. In addition, the schools play a fundamental role to guarantee this right to transgender students under 18 years of age.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230382","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. Costa, N. S. Musse, Rafael Rabelo Fillippi, L. S. Costa, Mayara Joana Mendonça da Silva
This article presents a didactic tool for teaching geosciences in elementary school, spreading knowledge about the geological heritage of Rio Grande do Norte (RN) and assisting teachers in the construction of practical-theoretical classes on minerals, rocks and the study of planet Earth. The work is based on three processes: elaboration, application and analysis on the kits. The kits were developed in five stages: bibliographic survey; collection of representative samples of the RN's geology; characterization and documentation of minerals and rocks; assembling the kits. The application was carried out in four stages: guided tour of the exhibition of the “Museu de Minerios do RN”; practical-exhibition workshop with kits; test application for verification of learning; and, delivery of kits to schools. The analysis was carried out using three statistical analysis techniques to assess learning and the description of the case studied. The 248 questionnaires applied revealed the highest rate of correctness for questions that associated minerals and rocks with everyday applications and were related to what was presented in the kits, since questions answered with greater randomness had contents on rock genesis and industrial application of minerals. The participation and interaction are positive points seen in the application of the kits, which can be used in the classroom as didactic material for learning improvement, providing support for contents provided for in the Base Nacional Comum Curricular (BNCC) [the Curricular Common National Base].
本文介绍了一种小学地球科学教学的教学工具，用于普及北里约热内卢Grande do Norte (RN)地质遗迹的知识，并协助教师建立矿物、岩石和地球研究的实践理论课程。这项工作基于三个过程:对工具包的阐述、应用和分析。这些资料包分五个阶段编制:书目调查;收集北太平洋地区具有代表性的地质样本;矿物和岩石的特征和记录;组装套件。该申请分四个阶段进行:在导游的带领下参观“museum de Minerios do RN”的展览;实用展览工作坊及工具;验证学习的测试申请;向学校提供工具包。分析是使用三种统计分析技术来评估学习和描述所研究的案例。248份问卷显示，与矿物和岩石相关的日常应用问题的正确率最高，这些问题与工具包中呈现的内容有关，因为回答的问题随机性较大，包含岩石成因和矿物工业应用的内容。参与和互动是应用工具包的积极方面，它可以在课堂上作为提高学习的教学材料，为国家共同课程基础(BNCC)提供的内容提供支持。
{"title":"Educação e didática no Ensino Fundamental: aprendendo geociências com kits de minerais e rochas","authors":"S. Costa, N. S. Musse, Rafael Rabelo Fillippi, L. S. Costa, Mayara Joana Mendonça da Silva","doi":"10.5902/1984644442481","DOIUrl":"https://doi.org/10.5902/1984644442481","url":null,"abstract":"This article presents a didactic tool for teaching geosciences in elementary school, spreading knowledge about the geological heritage of Rio Grande do Norte (RN) and assisting teachers in the construction of practical-theoretical classes on minerals, rocks and the study of planet Earth. The work is based on three processes: elaboration, application and analysis on the kits. The kits were developed in five stages: bibliographic survey; collection of representative samples of the RN's geology; characterization and documentation of minerals and rocks; assembling the kits. The application was carried out in four stages: guided tour of the exhibition of the “Museu de Minerios do RN”; practical-exhibition workshop with kits; test application for verification of learning; and, delivery of kits to schools. The analysis was carried out using three statistical analysis techniques to assess learning and the description of the case studied. The 248 questionnaires applied revealed the highest rate of correctness for questions that associated minerals and rocks with everyday applications and were related to what was presented in the kits, since questions answered with greater randomness had contents on rock genesis and industrial application of minerals. The participation and interaction are positive points seen in the application of the kits, which can be used in the classroom as didactic material for learning improvement, providing support for contents provided for in the Base Nacional Comum Curricular (BNCC) [the Curricular Common National Base].","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71231313","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 article analyzes the high school student occupations of schools that occurred in 2015 in the state of Sao Paulo, as a reaction to the school reorganization proposal that aimed to close 94 schools and the compulsory transfer of 311 thousand students and 74 thousand teachers. A bibliographic research and a theoretical analysis of the occupations was carried out, highlighting their performative dimension.. This key of analysis is supported by authors such as Ernesto Laclau, Chantal Mouffe and Judith Butler, who emphasize the relational and contingent character of identities, and the importance of the body in the current grammar of social conflicts. The conclusions indicate that the school occupation movement was a performative act in three dimensions: in the emergence of the subjects (the high school student identity that emerged with the occupation); in the way of presenting some educational demands (the production of new scholar practices that materialized the desired changes); in the inversion of administrative subjection by the creation of another visible, vibrant and active “student body”. The occupation movement went beyond the traditional and established channels of demand foreseen by representative democracy, becoming a disruptive movement, with a strong transgressive content in relation to the instituted powers and, therefore, triggered strong repression by the State. At the same time, they configured spaces for the production of new forms of education and school life with more freedom, autonomy and meaning, embodying criticisms that young people have been making for many years regarding public policies and the models of schooling that are offered to them.
{"title":"O caráter performativo das ocupações estudantis","authors":"Ana Paula Oliveira Corti, Leonardo Crochik","doi":"10.5902/1984644442474","DOIUrl":"https://doi.org/10.5902/1984644442474","url":null,"abstract":"The article analyzes the high school student occupations of schools that occurred in 2015 in the state of Sao Paulo, as a reaction to the school reorganization proposal that aimed to close 94 schools and the compulsory transfer of 311 thousand students and 74 thousand teachers. A bibliographic research and a theoretical analysis of the occupations was carried out, highlighting their performative dimension.. This key of analysis is supported by authors such as Ernesto Laclau, Chantal Mouffe and Judith Butler, who emphasize the relational and contingent character of identities, and the importance of the body in the current grammar of social conflicts. The conclusions indicate that the school occupation movement was a performative act in three dimensions: in the emergence of the subjects (the high school student identity that emerged with the occupation); in the way of presenting some educational demands (the production of new scholar practices that materialized the desired changes); in the inversion of administrative subjection by the creation of another visible, vibrant and active “student body”. The occupation movement went beyond the traditional and established channels of demand foreseen by representative democracy, becoming a disruptive movement, with a strong transgressive content in relation to the instituted powers and, therefore, triggered strong repression by the State. At the same time, they configured spaces for the production of new forms of education and school life with more freedom, autonomy and meaning, embodying criticisms that young people have been making for many years regarding public policies and the models of schooling that are offered to them.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49280139","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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