P. Pederiva, Débora Oliveira, José Valdinei Albuquerque Miranda, Marta Pederiva
{"title":"Os Signos Artísticos e a Educação Estética em Vigotski","authors":"P. Pederiva, Débora Oliveira, José Valdinei Albuquerque Miranda, Marta Pederiva","doi":"10.1590/2175-6236116929vs01","DOIUrl":"https://doi.org/10.1590/2175-6236116929vs01","url":null,"abstract":"RESUMO Este artigo discute, à luz da Teoria Histórico-Cultural, o papel dos signos artísticos na educação estética. Enfatiza o conceito de signo, percepção estética, expressão, criação artística e desenvolvimento humano. Teórico-metodologicamente, dialoga com Vigotski e com duas pesquisadoras das artes: a primeira realizou entrevistas semiestruturadas com artistas profissionais, e a segunda organizou rodas de conversas, na escola, com crianças em idade alfabetização. A discussão teórico-prática efetivada no presente artigo permite pensar uma educação estética articulada ao conceito de signo artístico e indica possibilidades de organização das artes na educação, como educação estética, de maneira a potencializar o desenvolvimento humano cultural.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127340297","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}
Mario Reinaldo Vásquez Astudillo, E. M. Morales Morgado, Elva Morales Robles, Cristiano Maciel, Maria Cristina Soares Paniago
{"title":"Emergency Remote Education: satisfaction and competences of teachers","authors":"Mario Reinaldo Vásquez Astudillo, E. M. Morales Morgado, Elva Morales Robles, Cristiano Maciel, Maria Cristina Soares Paniago","doi":"10.1590/2175-6236110781vs02","DOIUrl":"https://doi.org/10.1590/2175-6236110781vs02","url":null,"abstract":"ABSTRACT The study offers an early vision of an incidental non-probability sample of 333 teachers from twelve Ibero-American countries, in connection with the satisfaction with Emergency Remote Education and competences perceived to address it. A validated questionnaire comprised of 28 items was applied. The nonparametric Pearson Chi-Square test is used to determine the association between variables and Cramer’s V to establish their intensity. The competences perceived by teachers are highly statistically associated with the competences observed in their students for their work online, as well as teacher satisfaction with the ERE associated with student response. In conclusion, initial concerns of teachers are connected more to students than to tools or resources.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130355132","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}
{"title":"Desterro em Ato: práticas educacionais em dimensão performativa","authors":"Anna Erika Ferreira Lima, C. Ribeiro","doi":"10.1590/2175-6236112061vs01","DOIUrl":"https://doi.org/10.1590/2175-6236112061vs01","url":null,"abstract":"RESUMO Este artigo propõe instaurar uma zona de indiscernibilidade entre os domínios da arte e da educação. Para tanto, confronta documentos relativos tanto à legislação como à pesquisa educacional, com alguns gestos executados pelo artista Nelson Leirner em uma situação de ambiência pedagógica, dando vulto ao problema da demanda por sentido. Evoca procedimentos analíticos operados em três textos de Michel Foucault. Sua companhia permite tomar a representação como uma operação que ultrapassaria o mero ato de representar como re-apresentar a verdade. Tal modo de tomar a representação, em viés performativo, conduz à forja do desterro como estratégia metodológica de investigação de práticas, em seus modos singulares de funcionamento e efeitos.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134605931","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}
{"title":"Education in Vygotsky: practice and way to freedom","authors":"Sônia Regina dos Santos Teixeira","doi":"10.1590/2175-6236116921vs02","DOIUrl":"https://doi.org/10.1590/2175-6236116921vs02","url":null,"abstract":"ABSTRACT The article analyzes formulations by L. S. Vigotski (1896-1934) in the field of education, in an articulated and historically situated way with the set of the author’s work, aiming to highlight the notion of education for freedom present in his theorization and to outline possible implications of this conception for contemporary school education. The first section discusses the social genesis of personality in Vygotsky’s view, as a way to freedom. In the second section, the author’s concept of education is presented, such as human education and instruction. In the third section, the relationship between instruction and the development of the conscious personality is discussed and some possibilities for the realization of education as a practice and way to freedom in the contemporary school are presented. It is concluded that the concept of education as a practice and a way to freedom, formulated by Vigotski and not always made explicit by scholars of the author’s work, can contribute to the realization of a critical and emancipatory education.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134407688","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}
Tereza Cristina de Almeida Guimarães, Elisangela da Silva Bernado, Amanda Moreira Borde
{"title":"Street-level Bureaucracy in Teacher Discretionary Power","authors":"Tereza Cristina de Almeida Guimarães, Elisangela da Silva Bernado, Amanda Moreira Borde","doi":"10.1590/2175-6236110669vs02","DOIUrl":"https://doi.org/10.1590/2175-6236110669vs02","url":null,"abstract":"ABSTRACT This study aims to analyze teacher’s performance as a street-level bureaucrat and the role of teachers’ discretionary power in schools. The article presents result of a survey carried out in 2019, in a public school in São Gonçalo/RJ. Its theoretical contribution seeks a dialogue with assumptions of Lipsky’s Street-Level Bureaucracy theory (1980), in order to understand politics in its last phase of execution and the action of the subjects. The results showed an important teacher’s discretionary power as a factor in the reconfiguration of the school’s public policies, especially in relation to its interaction with the other actors involved in the implementation process.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132529251","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}
{"title":"Self-Managed Modes and Investigative Clues in Teacher Formation","authors":"R. Dias, Eduardo Antonio de Pontes Costa","doi":"10.1590/2175-6236117549vs02","DOIUrl":"https://doi.org/10.1590/2175-6236117549vs02","url":null,"abstract":"ABSTRACT The paper discusses the importance of self-management modes that are woven into the relationship between research practices considered problematizing and the field of inventive formation, together with Basic Education teachers. Operator-concepts, ethical-aesthetic-political, support theoretical and empirical work and think about what is produced in formation practices. Such operator-concepts polemicize the domain of the notion of subject, produced by the dichotomous Cartesian scene, generating investigative clues created by gestures, practices, and knowledge within the experience of forming teachers through the perspective of invention. Thus, it seeks to potentiate forms of resistance and counter-hegemonic modes that singularize the paths of teacher formation.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123863234","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}
{"title":"Ageism in the Academic Career: a study with professors","authors":"Lauro Oliveira Viana, D. Helal","doi":"10.1590/2175-6236121896vs02","DOIUrl":"https://doi.org/10.1590/2175-6236121896vs02","url":null,"abstract":"ABSTRACT Ageism is configured as discrimination against another person based on their age, occurring mainly in relation to the elderly. The phenomenon, despite being experienced by higher education teachers, is little studied in regards to Education, in Brazil. Seeking to contribute to the debate, this article aims to analyze ageism among professors at the Federal University of Piauí. Therefore, the Ageism Scale in the Organizational Context was applied to the professors, whose results were analyzed in a multivariate way (Exploratory Factor Analysis and multiple linear regression), in order to identify the predominant factors of ageism at the university. Two factors related to ageism were identified, one positive and one negative.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124259379","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}
Claudio Almir Dalbosco, M. Rossetto, Delamar José Volpato Dutra, Claudio Bertotto
{"title":"Parrhesiastic Aufklärung as Democratic Government of Self","authors":"Claudio Almir Dalbosco, M. Rossetto, Delamar José Volpato Dutra, Claudio Bertotto","doi":"10.1590/2175-6236118193vs02","DOIUrl":"https://doi.org/10.1590/2175-6236118193vs02","url":null,"abstract":"ABSTRACT The dispute between modernity and postmodernity calls into question the emancipatory potential of reason and, to escape extremist positions on this, we argue that Foucault’s reading of the Kantian question of Aufklärung offers not only principles to critically mark out the advances and limits of modernity but also arguments to think about the human formation inherent to Aufklärung. For Foucault, the Greco-Roman heritage of the Kantian Aufklärung shows that his own historical ontology is a tributary of the philosophical-practical tradition linked to parrhesia-libertas, which posits culture and education beyond the negation of modernity as a whole. Therefore, formation implies understanding the world in which one lives and the dual human condition of minority and majority.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124989784","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}
{"title":"Entre o Trabalho e a Escola: cursos de vida de jovens pobres","authors":"Ana Karina Brenner, P. Carrano","doi":"10.1590/2175-6236120417vs01","DOIUrl":"https://doi.org/10.1590/2175-6236120417vs01","url":null,"abstract":"RESUMO O artigo apresenta dados de pesquisa de campo realizada com jovens estudantes do ensino médio na modalidade EJA de 14 escolas da rede estadual na cidade do Rio de Janeiro. Os dados analisados são resultantes de três metodologias de investigação: survey, entrevistas narrativas e dispositivos fotográficos para a narração de si. Os jovens adultos da pesquisa revelam que o retorno à escola ocorre como redescoberta do sentido da escolarização em seus projetos de melhoria das condições de vida. Trabalho e escola estabelecem entre si influências recíprocas e, para esses jovens, não são tempos sociais que se excluem, mas que se sobrepõem para constituir a experiência própria de uma juventude popular trabalhadora.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129015132","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}
{"title":"New Secondary Education: full-time schools policy analysis","authors":"Valdoir Pedro Wathier, Célio da Cunha","doi":"10.1590/2175-6236119386vs02","DOIUrl":"https://doi.org/10.1590/2175-6236119386vs02","url":null,"abstract":"ABSTRACT This paper analyzes the Policy of Promoting Full-Time Secondary Schools, which prompts the Brazilian New Secondary Education to identify possibilities for ecosystemic education. Its theoretical basis is plural, based on complexity and governance. Methodology includes document analysis, survey with schools, and immersion in a school in the Brazilian Federal District. Based on critical discourse analysis, it concluded that there is room for self-eco-organization of local policies, indicating that reform does not take place in norms or resources but in people’s actions, in the context of practice. Failure to allocate financial resources and information can compromise sustainability.","PeriodicalId":273710,"journal":{"name":"Educação & Realidade","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130501340","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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