Tendencias Pedagogicas最新文献_第7页

A reforma pombalina e suas implicações para a educação brasileira em meados do século XVIII 庞巴尔改革及其对18世纪中期巴西教育的影响

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/TP2019.33.009

Alexander Shiguinov Neto, D. M. Strieder, A. Silva

{"title":"A reforma pombalina e suas implicações para a educação brasileira em meados do século XVIII","authors":"Alexander Shiguinov Neto, D. M. Strieder, A. Silva","doi":"10.15366/TP2019.33.009","DOIUrl":"https://doi.org/10.15366/TP2019.33.009","url":null,"abstract":"The historical knowledge of Brazilian formal education is primordial to perceive the educational context of change, which has been lived nowadays and the establishment of differentiated analytical referrals. Thus, based on the premise that the ideologies of each historical moment have directed the implementation of educational proposals, this research aimed at analyzing the importance of understanding both the important historiographic period of Brazilian education and the impact of the educational reforms that have been carried out in Brazil Colony by Sebastiao Jose de Carvalho e Melo, the Marquis of Pombal. The studied period was named as the governmental phase (1750-1777), which occurred during the reign of Dom Jose I in Portugal and ended in the Pombaline Reforms implemented in Portugal and in Brazil Colony. Such anti-Jesuitical reforms focused on measures whose goals were to take apart the current educational system and to attribute to it the educational decadence of the empire regarding that historical moment in order to put Portugal forward from a new 'cultural' guidance and colonial overexploitation. This is a qualitative and bibliographical research, which shows that the Pombaline reform has destabilized an already safe educational organization without settling down a new model instead. And this meant a backset in educational development, especially in the Brazilian context still under organization.","PeriodicalId":33163,"journal":{"name":"Tendencias Pedagogicas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/TP2019.33.009","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43588215","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}

引用次数: 2

A importância da Arte no ambiente escolar para a construção do saber crítico e reflexivo: uma análise por meio de debate sobre a exposição Quermuseu 艺术在学校环境中对批判性和反思性知识建构的重要性——通过对Quermuseu展览的辩论分析

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/TP2019.33.010

Paula Juca Sousa Santos, L. Trotta

{"title":"A importância da Arte no ambiente escolar para a construção do saber crítico e reflexivo: uma análise por meio de debate sobre a exposição Quermuseu","authors":"Paula Juca Sousa Santos, L. Trotta","doi":"10.15366/TP2019.33.010","DOIUrl":"https://doi.org/10.15366/TP2019.33.010","url":null,"abstract":"The present article tries to find out the relation between the role of the school and the critical and reflexive construction of the adolescents in front of the manifestations of Contemporary Art. In this bias, for purposes of obtaining data, a didactic sequence was proposed through a debate about the exhibition called Queermuseo, exhibited by the Santander Cultural Museum, in Porto Alegre. The main objective was to identify whether discussions and awareness-raising activities involving Art in the school environment can contribute to the transformation and awareness of the students' critical and reflective sense. In this sense, students participated in the 3rd year of the Integrated Middle School to the Technician of Agroindustry of Campus Paraiso del Tocantins of IFTO. For the analysis of the data, quantitative research was used. The theoretical contribution was based on the conception of the multiple intelligences, proposed by Gardner (1994). It is hoped that the results of this research may contribute to future work on the importance of debates about Art in the school environment, with a view to the development and transformation of the individual in society.","PeriodicalId":33163,"journal":{"name":"Tendencias Pedagogicas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42541757","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}

引用次数: 0

Metodologías cooperativas y colaborativas en la formación del profesorado para la interculturalidad. 跨文化教师培训中的合作和协作方法。

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/TP2019.33.003

Alicia Peñalva Vélez, Juan José Leiva Olivencia

引用次数: 9

El rendimiento académico del alumnado autóctono y de origen inmigrante en la Región de Murcia 穆尔西亚地区本地和移民学生的学业成绩

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/TP2019.33.001

Andrés Escarbajal Frutos, Juan Navarro Barba, P. A. Sánchez

引用次数: 2

Competencia Intercultural en Secundaria: Miradas entrelazadas de profesores y estudiantes hacia personas de otras culturas y creencias 中学跨文化能力:教师和学生对其他文化和信仰的人的相互交织的看法

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/tp2019.33.002

Miguel Ángel Ballesteros Moscosio, Estefanía Fontecha Blanco

引用次数: 2

Accesibilidad en sitios web del Ministerio de Educación de Chile 智利教育部网站的可访问性

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/TP2019.33.008

Yorka Tatiana Ortiz Ruiz

{"title":"Accesibilidad en sitios web del Ministerio de Educación de Chile","authors":"Yorka Tatiana Ortiz Ruiz","doi":"10.15366/TP2019.33.008","DOIUrl":"https://doi.org/10.15366/TP2019.33.008","url":null,"abstract":"La presente investigacion descriptiva – cuantitativa transeccional, tiene como objetivo analizar politicas y normativas de Chile que orientan el diseno web para garantizar un nivel de accesibilidad acorde a la sociedad actual. Existen leyes como la 20.422 que establece derechos de las personas con discapacidad, el Decreto N° 1 de junio 2015 que aprueba norma tecnica sobre sistemas y sitios web de los organos de la administracion del estado y una guia de accesibilidad web actualizada el ano 2017, del Servicio Nacional de la Discapacidad que establece nivel AA como exigencia para sitios gubernamentales, elaborada en base a las pautas de accesibilidad para contenidos web (WCAG) 2.0 del World Wide Web Consortium (W3C). A partir de estas referencias y normativas se evaluaron, usando herramientas automaticas especializadas como TAW y eXaminator, paginas iniciales o home desarrollados por el Ministerio de Educacion y de uso habitual por parte de docentes, estudiantes, apoderados, padres y publico en general, tanto de caracter informativo como de apoyo educativo. Todos resultaron ser sitios no accesibles, siendo las debilidades mas recurrentes la ausencia de textos alternativos en imagenes, videos u otros elementos que lo exigen y enlaces poco claros para una navegacion asertiva, exigencias basicas de accesibilidad. Estos resultados preliminares de evaluacion evidencian carencias en el diseno que no es acorde a un Diseno Universal o Diseno para Todos que busca satisfacer necesidades de informacion de todo usuario independiente de sus capacidades fisicas, motoras y/o intelectuales, ademas de cumplir con la legislacion vigente en Chile sobre accesibilidad web.","PeriodicalId":33163,"journal":{"name":"Tendencias Pedagogicas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/TP2019.33.008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46619927","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}

引用次数: 4

Interculturalidad crítica, teoría sociolingüística e igualdad de oportunidades. La extraordinaria historia de un menor infractor. 批判性跨文化、社会语言学理论和机会平等。一个未成年罪犯的非凡故事。

Tendencias Pedagogicas Pub Date : 2019-01-02 DOI: 10.15366/TP2019.33.006

D. Pastor, Caterí Soler García, Iulia Mancila

{"title":"Interculturalidad crítica, teoría sociolingüística e igualdad de oportunidades. La extraordinaria historia de un menor infractor.","authors":"D. Pastor, Caterí Soler García, Iulia Mancila","doi":"10.15366/TP2019.33.006","DOIUrl":"https://doi.org/10.15366/TP2019.33.006","url":null,"abstract":"This article discusses how people raised in disadvantaged contexts are socialized by specific cultural codes that limit their development. To illustrate it, a fragment of Samir Almasi's life history is presented. He was a minor offender who became an educator after a process of juvenile justice reform. One of the fundamental key related to this extraordinary change was the fact that during his childhood he had acquired a culture that allowed him to function adequately in any social environment, not only in his context of origin. Most of his colleagues in the centre of internment of juvenile offenders could not react and develop alike because they were socialized in specific languages of interaction, and behaviour not accepted by the majoritarian society. We make an analogy of that situation using the “restricted codes” notion from Bernstein's socio-linguistic theory. The results show that people who has experienced a culturally limited socialization makes emancipation unreachable outside of their primary environment. From a critical intercultural perspective, we argue that it is necessary to analyse the determinant factors of this unequal situation. Likewise, we argue for the acquisition of a minimum culture for all people, fundamentally, those from culturally depressed environments, in pursuit of a true equal opportunities and an inclusive society. The public education must be a guarantee of this cultural right.","PeriodicalId":33163,"journal":{"name":"Tendencias Pedagogicas","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.15366/TP2019.33.006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42503142","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}

引用次数: 3

Los agrupamientos escolares: expectativas, prácticas y experiencias 学校团体：期望、实践和经验

Tendencias Pedagogicas Pub Date : 2018-06-29 DOI: 10.15366/TP2018.32.004

A. Castejón, Jordi Pàmies Rovira

引用次数: 1

Valoración de los Programas de Mejora del Aprendizaje y del Rendimiento desde la visión de sus protagonistas en cuatro poblaciones de la provincia de Sevilla 从塞维利亚省四个城镇的主角的角度评估提高学习和表现的方案

Tendencias Pedagogicas Pub Date : 2018-06-29 DOI: 10.15366/tp2018.32.003

Mª del Carmen Corujo Vélez, Sara Méndez García, Ana María Rodríguez Carmona

引用次数: 3

Agrupamientos escolares y retos para la educación inclusiva en infantil y primaria 幼儿和小学全纳教育的学校群体和挑战

Tendencias Pedagogicas Pub Date : 2018-06-29 DOI: 10.15366/TP2018.32.006

Pablo Cortés-González, Blas González-Alba, María de Fátima Sánchez Mesa

引用次数: 8