ISSN: 2310-2799
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546,196 artículos
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Año:
2019
ISSN:
1980-5314, 0100-1574
Modes of constitution of brazilian teaching: traditionalism, technical competence and good practices
Scherer, Renata Porcher
Cadernos de Pesquisa
Resumen
Having Brazilian teaching as the object of research, this article seeks to answer the following question from a historical perspective: which Brazilian teaching practices are described in the pedagogical literature of the second half of the 20th century? Documentary analysis of three works of great impact in the educational literature is carried out and a brief analytical exercise is proposed. Far from exhausting these documentary sources, this analysis seeks to find some clues about the impact of these concepts on teaching in basic education that predominated in Brazil. Thus, the three trends that comprise (and continue to comprise) the guidelines of academic research in this period are mapped: in the 1960s, the articulations between teaching and traditionalism; in the 1980s, discussions about technical competence and political commitment; and, in the 1990s, centrality in teachers’ practice.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Assis, Évelin Fulginiti de; Corso, Luciana Vellinho
Cadernos de Pesquisa
Resumen
This article discusses the construction of an intervention program on counting principles for first grade children, as well as the pilot study that put it into practice to evaluate its applicability (quality of proposals, duration and children engagement) and dynamics (contextualization, previous motivation, activity and systematization). Initial application was performed with ten children from a state school located in Porto Alegre (RS). A field diary was the instrument used for recording the sessions progress. The results showed a clear need for adjustments in the intervention (dynamics reorganization and selection of tasks), which were then made aimed at improving the program, enabling its future application in an experimental study.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Bruno, Daniela; Barreiro, Alicia
Cadernos de Pesquisa
Resumen
Various studies have recently revealed that a political representation crisis is taking place worldwide. The aim of this study is understand the social representations of democracy showed in the narratives of Argentine adolescents (N = 32) aged between 16 and 18 years. A semi-structured interview was used, which was based on Piaget’s clinical method. The results obtained show that adolescents represent democracy as a fundamental mechanism for the operation of the representative democratic regime and the inherent principles of this form of government. It is concluded that these ways of representing democracy seem to overshadow the possibility of regarding it as a system of government, that is, a broad political institution.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Osti, Andréia; Tassoni, Elvira Cristina Martins
Cadernos de Pesquisa
Resumen
Affections experienced by students in the school environment infl uence learning. This study sought to investigate how students perceive the learning environment and what feelings are involved in the relationship with learning, as well as to measure gender differences. Participants were 312 students from the 5th grade of primary education of three municipal schools in the interior of São Paulo state. The Free Word Association Technique was applied and results show that boys have more negative feelings and perceptions regarding school and the relationship with the teacher. Girls have more positive feelings and negative ones are directed towards themselves. By discussing the relationships between affectivity and cognition, this research contributes to the fi eld of teacher education.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Melo, Lina; Caballero, Ana; Soto-Ardila, Luis Manuel; Melo, David
Cadernos de Pesquisa
Resumen
We describe a case study focused on the knowledge of the curriculum of a high school physics teacher, two consecutive years on electric field teaching. We used three levels to characterize the knowledge of the curriculum: declarative, design and action. The characterization of the knowledge of the curriculum was doing from pedagogical content knowledge (PCK), through the content analysis as a technique. The results show a high traditional tendency in each of the levels considered. After the intervention, the level of design represents the biggest changes, where intermediate trend increases. These results show the importance of curriculum design of education, in the process of realization of the PCK.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Almeida, Wilson Mesquita de
Cadernos de Pesquisa
Resumen
This article discusses free public higher education in Brazil. First, it contextualizes the topic and then systematizes the arguments in favor of charging tuition fees, justifying them in the light of empirical evidence and concepts used to support those arguments. In the same analysis, it presents counterpoints to the arguments raised and briefly discusses ideological and financial interests that call for the end of free public higher education.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Souza, Maria Celeste Reis Fernandes de; Campos, Renata Bernardes Faria; Santos, Thiago Martins; Enes, Eliene Nery Santana
Cadernos de Pesquisa
Resumen
The paper presents the results of a study that aims to understand the relations that 9th-grade students establish with the Rio Doce, in the context of the Fundão dam rupture. The theoretical and methodological basis are the contributions of Bernard Charlot, in dialogue with the field of environmental education. The data were generated through the balance of knowledge and interviews. The results indicate the preponderance of affective learnings over school and citizen learnings. In turn, it is towards the school that students direct their learning demands, giving them meanings in the context of the socio-technical disaster. The importance of the school for collective decision-making and socially responsible action in the context of the disaster is herefore affirmed.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Mello, Luiz; Resende, Ubiratan Pereira de
Cadernos de Pesquisa
Resumen
In this study, quali-quanti methodology was applied to analyze the implementation of Law no. 12,990/2014 on quotas for Black candidates at 63 federal universities and 38 federal ‘institutes’ (secondary and vocational training), during the period that spanned 2014 to 2018. The law reserves 20% of teaching vacancies filled through federal civil servant examinations for Black people. We observe the distance that separates the legally-stipulated conditions and actual practice in these institutions. As five years have now gone by since the passage of this legislation, it seems safe to say that the goal of expanding racial/color diversity in federal civil service will not be achieved through public examinations for teaching careers. Moreover, meeting this goal becomes progressively harder, given the present scenario of resurgence of meritocratic discourses that question the legitimacy of affirmative actions for Afro-Brazilians.
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Año:
2019
ISSN:
1980-5314, 0100-1574
Passone, Eric; Araújo, Karlane Holanda
Cadernos de Pesquisa
Resumen
This article deals with the paradox of school inclusion in the basic education evaluation policy of the state of Ceará, a federative unit that stands out among the state education systems of the country in terms of proficiency indicators in basic education, although there is within its system a normative device that deduces from the evaluation calculation the performance of students with disabilities, generating a state of “internal exclusion” to the school system. Based on the debate about evaluation policies as a mechanism of educational management in the national context and on the observation of studies that point to the exclusionary trend of large-scale evaluation in relation to inclusive education, a law provision is addressed that promotes the exclusion of special education from the results of the evaluations of the Permanent Evaluation System of Ceará Basic Education (Spaece).
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Año:
2019
ISSN:
1980-5314, 0100-1574
Sarti, Flavia Medeiros
Cadernos de Pesquisa
Resumen
The present article focuses on the socioprofessional dimension of teacher training, based on assumptions linked to the Sociology of Practice and the Sociology of Knowledge. It centers on the concepts of habitus and of geração, taking them as unifying principles of teaching practice and proposing to articulate them with precepts of professional teacher development. The discussion is supported by a review of the literature on the processes involved in the learning and professional development of teachers. It concludes that professional teacher training at the university level requires alternating between the school and the involvement of multiple categories of trainers in which experienced teachers have a place, including in the formative monitoring of future teachers.
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Hecho en México, Universidad Nacional Autónoma de México (UNAM). 1997-2025.
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