ISSN: 2310-2799
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546,196 artículos
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Año:
2022
ISSN:
1980-5314, 0100-1574
Galvão, Fernando Vizotto
Cadernos de Pesquisa
Resumen
Bray, M. (2021). Educação sombra na África: Tutoria privada e suas implicações para as políticas públicas. Comparative Education Research Centre (CERC), University of Hong Kong.
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Año:
2022
ISSN:
1980-5314, 0100-1574
Peixe, Débora Cristina de Sampaio; Tomazzetti, Cleonice Maria
Cadernos de Pesquisa
Resumen
Resenha de: Fortunati, A. (Org.). (2020). Confiança, oportunidade, tempo: Olhar, imaginar, construir o futuro com os olhos das crianças. Buqui.
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Año:
2022
ISSN:
1980-5314, 0100-1574
Cadernos de Pesquisa
Resumen
Errata ao artigo "Gênero e pré-escola: experiências e estratégias de homens educadores de infância", de Maria Helena Santos, Eduardo Ferreira Cruz e António Manuel Marques. DOI: https://doi.org/10.1590/198053148974.
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Año:
2022
ISSN:
1980-5314, 0100-1574
Ferreira, Eduardo Carvalho; Moraes, Jerusa Vilhena de
Cadernos de Pesquisa
Resumen
The present study aims to discuss and problematize how close is the relationship between the notion of scientific literacy and school teaching of human sciences by presenting the results of the analysis of 32 articles, focusing on their main contributions, principles, challenges and suggestions that may potentially foster the dialogue between scientific literacy and human sciences. The construction of the analysis was based on a heuristic methodology whose results gave visibility to four general aspects: scientific literacy as a way to qualify human sciences teaching, the strengthening of a vision about school education based on scientific values, the valorization of practices as a place of formative experience and the viability of scientific literacy to be thought of as a social practice.
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Año:
2022
ISSN:
1980-5314, 0100-1574
Pagaime, Adriana; Kumada, Kate Mamhy Oliveira; Drago, Silvana Lucena dos Santos; Prieto , Rosângela Gavioli; Melo, Douglas Christian Ferrari de; Artes , Amélia
Cadernos de Pesquisa
Resumen
This study analyzes the strategies and challenges identified in the beginning of the Covid-19 pandemic to the provision of schooling for special education students, particularly from the perspective of public primary education teachers. The data were generated by means of the responses of 937 teachers from across Brazil to an online questionnaire that was posted on an accessible platform and translated into Libras. Among the results, it was observed that despite pre-pandemic investments on digital technologies, remote learning was predominantly carried out using printed material, and teaching special education students was pointed out as the main challenge. It is expected that this study will contribute to mapping the implications of remote learning for special education.
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Año:
2022
ISSN:
1980-5314, 0100-1574
Moreira, Helce Amanda; Moura, Fernanda; Teixeira, Pedro
Cadernos de Pesquisa
Resumen
The teaching of controversial issues is an important part of democratic education, and the school is a privileged space for the discussion of them, as it allows the encounter with the different. In 2019, the Brazilian federal government established the regulation of homeschooling as the main agenda for Education. The article aims to discuss the feasibility of teaching controversies in homeschooling. For this, a bibliographic investigation is carried out on the teaching of controversial topics and homeschooling and an analysis of legal documents and pro-homeschooling associations. The results indicate that the teaching of controversies is a duty of Brazilian education and incompatible with homeschooling. We conclude that homeschooling constitutes a threat to democratic education and to democracy itself.
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Año:
2022
ISSN:
1980-5314, 0100-1574
Silva Neto, Cláudio Marques da; Carvalho, Marília Pinto de
Cadernos de Pesquisa
Resumen
This article presents part of the findings of an ethnographic study that analyzes the influence of gender on the indiscipline of 11- and 12-year-old children. We observed that, although boys exhibit disruptive behaviors more frequently, girls also transgress the rules of the pedagogical game, but they do so in a more discreet way and in accordance with the patterns incorporated into the structure of the school order. The results indicate that the notions of gender and the forms of masculinity and femininity guide the behavior of boys and girls, as well as interfere in the perception and, consequently, in the way in which teachers deal with indiscipline in the classroom – resulting in the continuation of binary gender divisions.
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