O presente estudo discorre sobre indicadores de acessibilidade em bibliotecas universitarias federais brasileiras e processos avaliativos no contexto da inclusao realizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira (INEP). Nesse sentido, o objetivo geral foi avaliar as politicas publicas de inclusao efetivadas em bibliotecas universitarias e as questoes avaliativas pertinentes a acessibilidade. Os dados da pesquisa foram coletados por meio de questionario online enviados a 25 (vinte e cinco) coordenadores de Sistemas de Bibliotecas de universidades federais brasileiras e 31 (trinta e um) avaliadores do INEP. Tambem a diretoria de Avaliacao de Educacao Superior (DAES) e a Coordenadoria Geral de Avaliacao de Cursos de Graduacao e Instituicoes de Ensino Superior do INEP, por meio de entrevista semiestruturada. Foram analisados, contextualizados e interpretados com base em fundamentos da analise de conteudo, resultando nas categorias; concepcao acerca da politica de inclusao nas bibliotecas universitarias; acessibilidade fisica; acessibilidade informacional; acessibilidade nos servicos; acessibilidade atitudinal; avaliacao do INEP e politica institucional inclusiva. Avancos, fragilidades de acessibilidade, inclusao e avaliacao nas bibliotecas universitarias apontaram para a necessidade de efetivacao de uma politica institucional inclusiva nos Sistemas de Bibliotecas das universidades federais brasileiras, de modo a eliminar barreiras e garantir o direito de oportunidades iguais a todos.
{"title":"Bibliotecas universitárias federais brasileiras: acessibilidade/avaliação do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)","authors":"Eliane Maria Stroparo, Laura Ceretta Moreira","doi":"10.5902/1984644440029","DOIUrl":"https://doi.org/10.5902/1984644440029","url":null,"abstract":"O presente estudo discorre sobre indicadores de acessibilidade em bibliotecas universitarias federais brasileiras e processos avaliativos no contexto da inclusao realizados pelo Instituto Nacional de Estudos e Pesquisas Educacionais Anisio Teixeira (INEP). Nesse sentido, o objetivo geral foi avaliar as politicas publicas de inclusao efetivadas em bibliotecas universitarias e as questoes avaliativas pertinentes a acessibilidade. Os dados da pesquisa foram coletados por meio de questionario online enviados a 25 (vinte e cinco) coordenadores de Sistemas de Bibliotecas de universidades federais brasileiras e 31 (trinta e um) avaliadores do INEP. Tambem a diretoria de Avaliacao de Educacao Superior (DAES) e a Coordenadoria Geral de Avaliacao de Cursos de Graduacao e Instituicoes de Ensino Superior do INEP, por meio de entrevista semiestruturada. Foram analisados, contextualizados e interpretados com base em fundamentos da analise de conteudo, resultando nas categorias; concepcao acerca da politica de inclusao nas bibliotecas universitarias; acessibilidade fisica; acessibilidade informacional; acessibilidade nos servicos; acessibilidade atitudinal; avaliacao do INEP e politica institucional inclusiva. Avancos, fragilidades de acessibilidade, inclusao e avaliacao nas bibliotecas universitarias apontaram para a necessidade de efetivacao de uma politica institucional inclusiva nos Sistemas de Bibliotecas das universidades federais brasileiras, de modo a eliminar barreiras e garantir o direito de oportunidades iguais a todos.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230804","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}
O presente artigo integra uma investigacao teorica ampla que visa a uma revisao do conceito de formacao em bases filosoficas contemporâneas. Nesta etapa pontual da pesquisa, a investigacao volta-se a algumas contribuicoes do existencialismo sartreano, em especial a concepcao de liberdade e suas implicacoes na formacao para a autonomia. Assim, o texto aborda a formacao do sujeito autonomo no contexto escolar, considerando a condicao relacional em que acontece a educacao, bem como o que implica a existencia do conflito nessas relacoes. Propoe-se, com a analise de aspectos da obra de Jean-Paul Sartre, uma analise do conflito como propulsor da constituicao da liberdade e da autonomia. Tanto a perspectiva do aluno, quanto a do professor nas relacoes interpessoais na escola sao objeto desta analise conceitual. Destacam-se os desafios ao aluno e ao professor em suas responsabilidades frente a constituicao da autonomia. Nesse percurso argumentativo, o texto propoe a presenca do professor como sujeito de referencia para o desenvolvimento da autonomia dos educandos. Justifica-se, assim, a posicao de afastamento das perspectivas idealistas de vies unitario, e a decorrente exigencia formativa de que se assuma a pluralidade como condicao original da educacao.
{"title":"A escola como espaço de formação para a autonomia numa perspectiva existencialista","authors":"Vanderlei Carbonara, Altemir Schwarz","doi":"10.5902/1984644439817","DOIUrl":"https://doi.org/10.5902/1984644439817","url":null,"abstract":"O presente artigo integra uma investigacao teorica ampla que visa a uma revisao do conceito de formacao em bases filosoficas contemporâneas. Nesta etapa pontual da pesquisa, a investigacao volta-se a algumas contribuicoes do existencialismo sartreano, em especial a concepcao de liberdade e suas implicacoes na formacao para a autonomia. Assim, o texto aborda a formacao do sujeito autonomo no contexto escolar, considerando a condicao relacional em que acontece a educacao, bem como o que implica a existencia do conflito nessas relacoes. Propoe-se, com a analise de aspectos da obra de Jean-Paul Sartre, uma analise do conflito como propulsor da constituicao da liberdade e da autonomia. Tanto a perspectiva do aluno, quanto a do professor nas relacoes interpessoais na escola sao objeto desta analise conceitual. Destacam-se os desafios ao aluno e ao professor em suas responsabilidades frente a constituicao da autonomia. Nesse percurso argumentativo, o texto propoe a presenca do professor como sujeito de referencia para o desenvolvimento da autonomia dos educandos. Justifica-se, assim, a posicao de afastamento das perspectivas idealistas de vies unitario, e a decorrente exigencia formativa de que se assuma a pluralidade como condicao original da educacao.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230655","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}
Na atualidade, temos uma das politicas nacionais de formacao de professores se efetivando via Programa Institucional de Bolsa de Iniciacao a Docencia Programa (Pibid)1. Por meio dessa macropolitica, o projeto Praticas curriculares de escrita e leitura e a formacao de professores participa desse espaco politico, articulando a pesquisa universitaria e a escola publica. O artigo versa sobre o tema aula a partir do aporte conceitual dos filosofos Nietzsche e Deleuze. Com eles, na primeira parte do artigo, definimos a docencia como vontade criadora e a articulamos a nocao de aula como ensaio. Apresentamos, em seguida, a operacao da critica genealogica como um dos principais elementos didaticos da aula como ensaio. A pesquisa, ao assumir esse posicionamento conceitual, apresenta, na terceira parte do texto a experimentacao do elemento didatico da critica genealogica na aula intitulada “Oficinando com as bruxas: entre o bem e o mal”, desenvolvida junto a uma turma dos anos iniciais de uma escola publica via o Pibid. A partir disso, a personagem bruxa foi levada ao territorio da critica genealogica como elemento didatico da aula como ensaio, possibilitando a problematizacao da valoracao dos valores e a desnaturalizacao de estereotipos.
{"title":"Docência e a aula como ensaio","authors":"Sônia Regina da Luz Matos, B. Schuler","doi":"10.5902/1984644439574","DOIUrl":"https://doi.org/10.5902/1984644439574","url":null,"abstract":"Na atualidade, temos uma das politicas nacionais de formacao de professores se efetivando via Programa Institucional de Bolsa de Iniciacao a Docencia Programa (Pibid)1. Por meio dessa macropolitica, o projeto Praticas curriculares de escrita e leitura e a formacao de professores participa desse espaco politico, articulando a pesquisa universitaria e a escola publica. O artigo versa sobre o tema aula a partir do aporte conceitual dos filosofos Nietzsche e Deleuze. Com eles, na primeira parte do artigo, definimos a docencia como vontade criadora e a articulamos a nocao de aula como ensaio. Apresentamos, em seguida, a operacao da critica genealogica como um dos principais elementos didaticos da aula como ensaio. A pesquisa, ao assumir esse posicionamento conceitual, apresenta, na terceira parte do texto a experimentacao do elemento didatico da critica genealogica na aula intitulada “Oficinando com as bruxas: entre o bem e o mal”, desenvolvida junto a uma turma dos anos iniciais de uma escola publica via o Pibid. A partir disso, a personagem bruxa foi levada ao territorio da critica genealogica como elemento didatico da aula como ensaio, possibilitando a problematizacao da valoracao dos valores e a desnaturalizacao de estereotipos.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230614","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}
M. A. R. Luppi, M. A. Behrens, Ricardo Antunes de Sá
O pensamento complexo busca uma tomada de consciencia, propondo uma nova organizacao dos saberes no sistema de ideias, interligando assim os conhecimentos. Deste modo, questiona-se: de que forma se articulam os elementos que emergem do campo de estudos da formacao inicial de professores e como se forma a tessitura de relacoes presentes nos fenomenos educacionais? O objetivo geral deste trabalho e mapear os elementos constituintes da formacao inicial a fim de demonstrar essa articulacao. A pesquisa e qualitativa, exploratoria e descritiva, preve uma reflexao analitica e critica. Como resultados alcancados, apresentam-se; a elaboracao de um diagrama, a indicacao de informacoes que compoem a concepcao de homem, a teoria de educacao e a concepcao de sociedade nos aspectos que se mostram coerentes com o pensamento complexo; a consideracao de que as percepcoes, experiencias, crencas e valores do pesquisador influenciam na pesquisa, a necessidade de uma reforma do pensamento que possibilite religar e interligar conhecimentos, a compreensao de que a condicao humana como individuo/especie/sociedade, exige atencao com relacao ao seu convivio e vida no planeta; ter como principios os fundamentos da teoria de sistemas, da cibernetica e do conceito de organizacao com base na complexidade e aceitar o conhecimento sujeito a incerteza e ao inesperado.
{"title":"A formação de professores e as contribuições do pensamento complexo","authors":"M. A. R. Luppi, M. A. Behrens, Ricardo Antunes de Sá","doi":"10.5902/1984644440066","DOIUrl":"https://doi.org/10.5902/1984644440066","url":null,"abstract":"O pensamento complexo busca uma tomada de consciencia, propondo uma nova organizacao dos saberes no sistema de ideias, interligando assim os conhecimentos. Deste modo, questiona-se: de que forma se articulam os elementos que emergem do campo de estudos da formacao inicial de professores e como se forma a tessitura de relacoes presentes nos fenomenos educacionais? O objetivo geral deste trabalho e mapear os elementos constituintes da formacao inicial a fim de demonstrar essa articulacao. A pesquisa e qualitativa, exploratoria e descritiva, preve uma reflexao analitica e critica. Como resultados alcancados, apresentam-se; a elaboracao de um diagrama, a indicacao de informacoes que compoem a concepcao de homem, a teoria de educacao e a concepcao de sociedade nos aspectos que se mostram coerentes com o pensamento complexo; a consideracao de que as percepcoes, experiencias, crencas e valores do pesquisador influenciam na pesquisa, a necessidade de uma reforma do pensamento que possibilite religar e interligar conhecimentos, a compreensao de que a condicao humana como individuo/especie/sociedade, exige atencao com relacao ao seu convivio e vida no planeta; ter como principios os fundamentos da teoria de sistemas, da cibernetica e do conceito de organizacao com base na complexidade e aceitar o conhecimento sujeito a incerteza e ao inesperado.","PeriodicalId":44306,"journal":{"name":"Educacao","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71230810","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 presents the state of the art about surveys that are related to financial mathematics and education financial at school environment between 2010 to 2017. Research was done on what was published from basic education to higher education, pursuing studies related to history of Financial Mathematics as a school subject in the Degree courses in Mathematics. The research was divided into three moments: in the first, research was carried out at CAPES and CNPq; in a second moment it was searched in the web in general; and the third one sought books dealing with financial mathematics, which did not only bring the contents to be worked in basic or higher education, but which had other elements, such as the history of financial mathematics or how to work the financial mathematics in undergraduate courses.In all, sixty-six papers composed of articles, dissertations, theses and book chapters that deal with financial mathematics and financial education in the school context. Among all papers, no one treats the history of Financial Mathematics as a school subject, either in basic education or higher education.
{"title":"Estado da arte de pesquisas junto a Matemática Financeira e a Educação Financeira entre 2010 a 2017","authors":"L. Pires, Rosa Lydia Teixeira Corrêa","doi":"10.5902/1984644438576","DOIUrl":"https://doi.org/10.5902/1984644438576","url":null,"abstract":"This paper presents the state of the art about surveys that are related to financial mathematics and education financial at school environment between 2010 to 2017. Research was done on what was published from basic education to higher education, pursuing studies related to history of Financial Mathematics as a school subject in the Degree courses in Mathematics. The research was divided into three moments: in the first, research was carried out at CAPES and CNPq; in a second moment it was searched in the web in general; and the third one sought books dealing with financial mathematics, which did not only bring the contents to be worked in basic or higher education, but which had other elements, such as the history of financial mathematics or how to work the financial mathematics in undergraduate courses.In all, sixty-six papers composed of articles, dissertations, theses and book chapters that deal with financial mathematics and financial education in the school context. Among all papers, no one treats the history of Financial Mathematics as a school subject, either in basic education or higher 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":"71230125","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}
Ana Maria Eyng, Jéssica Adriane Pianezzola da Silva, J. Cardoso
Human Rights Education is at the heart of the problematic of this article, given the dialogic relationship between the educational policies, curricula and perceptions of students. The dialectical method guided this research, using a qualitative approach, and included empirical research integrating the collection of perceptions more than four hundred high school students and the review of public policy documents and nine high school educational projects. The analysis of documents and perceptions of young people helps identify the fragility of learning and experience of Human Rights in Brazilian schools. Students demonstrate their expectations of Human Rights Education, requiring greater space for participation, equal treatment, freedom of expression and questioning. Human Rights Education in the curriculum would also allow a dialogue between equality and difference in the critical intercultural perspective.
{"title":"Dialogue Interculturel dans le curriculum pour la realisation de l’Education aux Droits de l’Homme: possibilites et limites","authors":"Ana Maria Eyng, Jéssica Adriane Pianezzola da Silva, J. Cardoso","doi":"10.5902/1984644439257","DOIUrl":"https://doi.org/10.5902/1984644439257","url":null,"abstract":"Human Rights Education is at the heart of the problematic of this article, given the dialogic relationship between the educational policies, curricula and perceptions of students. The dialectical method guided this research, using a qualitative approach, and included empirical research integrating the collection of perceptions more than four hundred high school students and the review of public policy documents and nine high school educational projects. The analysis of documents and perceptions of young people helps identify the fragility of learning and experience of Human Rights in Brazilian schools. Students demonstrate their expectations of Human Rights Education, requiring greater space for participation, equal treatment, freedom of expression and questioning. Human Rights Education in the curriculum would also allow a dialogue between equality and difference in the critical intercultural perspective.","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":"71230355","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}
C. A. Dalbosco, Francisco Carlos dos Santos Filho, Renata Maraschin, Luciana Oltramari Cezar
This essay investigates the hermeneutic idea of health and the resulting formative notion of treatment. In its first part, the essay diagnoses, based on some texts of the German philosopher Hans-Georg Gadamer, the increasing technologization of contemporary professions and, specifically in the case of medicine, the risk of the disappearance of self-treatment that this technologization causes. In addition to medicine, it also briefly takes psychoanalysis and pedagogy to exemplify the risk of over-specialized professionalization. In the second part, the essay seeks to doubly ground the hermeneutical idea of health: on the one hand, in the heritage of Hippocratic medicine that supports Gadamer's point of view and, on the other hand, in dialogical praxis, considering it the core of philosophical hermeneutics itself. In its second part, the essay interprets three aspects of the Gadamerian dialogue, translating them into medical professional practice. Finally, in the third and last part, the essay shows that hermeneutically understood medical treatment leads to self-treatment, which is an indispensable, but not sufficient, condition of the patient's cure. In summary, when patients are mobilized by the dialogical praxis of medical discernment, they are more able to understand the importance of their taking treatment as self-treatment.
{"title":"Discernimento médico e práxis dialógica: O tratamento como cura de si mesmo","authors":"C. A. Dalbosco, Francisco Carlos dos Santos Filho, Renata Maraschin, Luciana Oltramari Cezar","doi":"10.5902/1984644438548","DOIUrl":"https://doi.org/10.5902/1984644438548","url":null,"abstract":"This essay investigates the hermeneutic idea of health and the resulting formative notion of treatment. In its first part, the essay diagnoses, based on some texts of the German philosopher Hans-Georg Gadamer, the increasing technologization of contemporary professions and, specifically in the case of medicine, the risk of the disappearance of self-treatment that this technologization causes. In addition to medicine, it also briefly takes psychoanalysis and pedagogy to exemplify the risk of over-specialized professionalization. In the second part, the essay seeks to doubly ground the hermeneutical idea of health: on the one hand, in the heritage of Hippocratic medicine that supports Gadamer's point of view and, on the other hand, in dialogical praxis, considering it the core of philosophical hermeneutics itself. In its second part, the essay interprets three aspects of the Gadamerian dialogue, translating them into medical professional practice. Finally, in the third and last part, the essay shows that hermeneutically understood medical treatment leads to self-treatment, which is an indispensable, but not sufficient, condition of the patient's cure. In summary, when patients are mobilized by the dialogical praxis of medical discernment, they are more able to understand the importance of their taking treatment as self-treatment.","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":"48211441","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}
Alexandre Macedo Pereira, Margarete Von Muhlen Poll
Nowadays Brazilian education has been attacked by the Federal Government on several fronts, such as: an attempt to disqualify teacher’s work and also education professionals, education budget cuts, a censorship attempt to academic and teaching freedom and so on. This work aims to a) show the Brazilian Education Guidelines and Framework Law’s trajectory between 1945 to 1964; b) expose the behind the scenes of the political dispute in the National Congress regarding the approval of Brazilian Education Guidelines and Framework in the period of 1945 to 1964; c) promote reflection about the political, ideological, economic relations and public education policies. As regards to methodology aspects, this research is bibliographic and documental, qualitative and exploratory. As theoretical support, we have used the works of Boris Fausto (2013), Thomas E. Skidmore (2010) e Evaldo Vieira (2015). In the field of History of Education, we have used the contributions of Dermeval Saviani (1998). Furthermore, as supplementary theoretical support, we have considered the works of Istvan Meszaros (2015), Steven Levitsky e Daniel Ziblatt (2018), among others. The research has shown that social and political groups quarreled over the control of Brazilian education for different reasons. Among divergences and convergences between those groups, the bill which determines the guidelines for Brazilian Education moved through the National Congress for sixteen years. We have concluded that it is necessary to reflect upon the paths we go through, the strategies we use, the partnerships we establish in order to face educational problems.
如今，巴西教育受到联邦政府在几个方面的攻击，例如:试图取消教师和教育专业人员的工作资格，削减教育预算，审查学术和教学自由的企图等等。这项工作旨在a)展示1945年至1964年间巴西教育指导方针和框架法的发展轨迹;b)揭露1945年至1964年期间国民议会关于批准巴西教育指导方针和框架的政治争端的幕后;C)促进对政治、意识形态、经济关系和公共教育政策的反思。在方法论方面，本研究是书目和文献，定性和探索性。作为理论支持，我们使用了Boris Fausto (2013)， Thomas e . Skidmore(2010)和Evaldo Vieira(2015)的作品。在教育史领域，我们使用了Dermeval Saviani(1998)的贡献。此外，作为补充理论支持，我们考虑了Istvan Meszaros (2015)， Steven Levitsky和Daniel Ziblatt(2018)等人的作品。研究表明，社会和政治团体出于不同的原因争夺巴西教育的控制权。在这些群体之间的分歧和趋同中，确定巴西教育指导方针的法案在国民议会中进行了16年。我们的结论是，有必要反思我们走过的道路，我们使用的策略，我们建立的伙伴关系，以面对教育问题。
{"title":"A odisseia da Lei de Diretrizes e Bases da Educação Nacional no Brasil (1945-1964)","authors":"Alexandre Macedo Pereira, Margarete Von Muhlen Poll","doi":"10.5902/1984644438609","DOIUrl":"https://doi.org/10.5902/1984644438609","url":null,"abstract":"Nowadays Brazilian education has been attacked by the Federal Government on several fronts, such as: an attempt to disqualify teacher’s work and also education professionals, education budget cuts, a censorship attempt to academic and teaching freedom and so on. This work aims to a) show the Brazilian Education Guidelines and Framework Law’s trajectory between 1945 to 1964; b) expose the behind the scenes of the political dispute in the National Congress regarding the approval of Brazilian Education Guidelines and Framework in the period of 1945 to 1964; c) promote reflection about the political, ideological, economic relations and public education policies. As regards to methodology aspects, this research is bibliographic and documental, qualitative and exploratory. As theoretical support, we have used the works of Boris Fausto (2013), Thomas E. Skidmore (2010) e Evaldo Vieira (2015). In the field of History of Education, we have used the contributions of Dermeval Saviani (1998). Furthermore, as supplementary theoretical support, we have considered the works of Istvan Meszaros (2015), Steven Levitsky e Daniel Ziblatt (2018), among others. The research has shown that social and political groups quarreled over the control of Brazilian education for different reasons. Among divergences and convergences between those groups, the bill which determines the guidelines for Brazilian Education moved through the National Congress for sixteen years. We have concluded that it is necessary to reflect upon the paths we go through, the strategies we use, the partnerships we establish in order to face educational problems.","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":"71230309","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}
Although it has been assumed for some time by the literature of the area, as a promising field for the implementation of praxis in teacher education, the lack of recognition of the important role of internship in undergraduate courses, unfortunately, has not yet been overcome. In an attempt to resume the discussion of its importance in the formative process of future teachers and assuming a design that seeks a shared and collaborative reflective process between university and school, I bring as a trigger to the debate excerpts from the field diary of a pedagogy student of a public university from Sao Paulo. Taking Freire's defense of moving from a “naive curiosity” to an “epistemological curiosity”, the internship is seen as a primordial space for the construction of “right thinking”, in which the experienced mobilizations help in the investigation of different themes and the construction syntheses from the already studied and discovered, allowing a formative leap for all involved.
{"title":"Preciso fazer estágio professora? – Estágio como experiência formativa primordial","authors":"L. Almeida","doi":"10.5902/1984644441063","DOIUrl":"https://doi.org/10.5902/1984644441063","url":null,"abstract":"Although it has been assumed for some time by the literature of the area, as a promising field for the implementation of praxis in teacher education, the lack of recognition of the important role of internship in undergraduate courses, unfortunately, has not yet been overcome. In an attempt to resume the discussion of its importance in the formative process of future teachers and assuming a design that seeks a shared and collaborative reflective process between university and school, I bring as a trigger to the debate excerpts from the field diary of a pedagogy student of a public university from Sao Paulo. Taking Freire's defense of moving from a “naive curiosity” to an “epistemological curiosity”, the internship is seen as a primordial space for the construction of “right thinking”, in which the experienced mobilizations help in the investigation of different themes and the construction syntheses from the already studied and discovered, allowing a formative leap for all involved.","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":"49618606","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 goal of this work was to understand how is constituted the formative trajectories of beginning teacher educators in federal institutions of Higher Education in the Northern region of Brazil. The methodological approach was linked to the field of oral life story. The collaborators were six teacher’s trainers, in the initial phase of the teaching career in the university, acting in teaching training courses of Pedagogy, History and Field Education, of two institutions of Higher Education. The narrative interview was used, addressing teachers’ life story, training and professional development. For the narrative analysis we used an Interpretative-Comprehensive reading. The experiences reported revealed that the initial phase in university teaching was taken by the professors as a time of validation of the learning apprehended during the formative life and professional trajectory. It was understood that the formation of the beginning teacher in the teaching training courses studied was directly related to life experiences.
{"title":"Professores iniciantes em cursos de licenciatura: história de vida, formação e desenvolvimento profissional","authors":"S. Soares, S. Guimarães","doi":"10.5902/1984644440380","DOIUrl":"https://doi.org/10.5902/1984644440380","url":null,"abstract":"The goal of this work was to understand how is constituted the formative trajectories of beginning teacher educators in federal institutions of Higher Education in the Northern region of Brazil. The methodological approach was linked to the field of oral life story. The collaborators were six teacher’s trainers, in the initial phase of the teaching career in the university, acting in teaching training courses of Pedagogy, History and Field Education, of two institutions of Higher Education. The narrative interview was used, addressing teachers’ life story, training and professional development. For the narrative analysis we used an Interpretative-Comprehensive reading. The experiences reported revealed that the initial phase in university teaching was taken by the professors as a time of validation of the learning apprehended during the formative life and professional trajectory. It was understood that the formation of the beginning teacher in the teaching training courses studied was directly related to life experiences.","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":"71230371","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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