Colloquium Humanarum最新文献_第5页

REFLEXÕES SOBRE A AVALIAÇÃO DE MATEMÁTICA DO PROGRAMA MAIS ALFABETIZAÇÃO REALIZADA POR UM ALUNO COM AUTISMO DO ENSINO FUNDAMENTAL 对小学自闭症学生MAIS alfabetizacao项目数学评价的思考

Colloquium Humanarum Pub Date : 2022-12-20 DOI: 10.5747/10.5747/ch.2022.v19.h537

Daniel Novaes

{"title":"REFLEXÕES SOBRE A AVALIAÇÃO DE MATEMÁTICA DO PROGRAMA MAIS ALFABETIZAÇÃO REALIZADA POR UM ALUNO COM AUTISMO DO ENSINO FUNDAMENTAL","authors":"Daniel Novaes","doi":"10.5747/10.5747/ch.2022.v19.h537","DOIUrl":"https://doi.org/10.5747/10.5747/ch.2022.v19.h537","url":null,"abstract":"This article discusses the resolution of a mathematics exercise of the large-scale evaluation of the More Literacy Program, performed by a student with autism in collaboration with the regular teacher and the intern. It starts from the problematic of educational policies that advocate education for all but culminates in the standardization of developmental assessment due to the initial diagnosis of disability. The study is based on the cultural-historical theory of human development, whose understanding of disability is not in what the subject lacks, but in the possibilities arising from the socio-historical-cultural environment. The investigations took place during the 2019 school year in a municipal school of basic education, in the second year of primary schools, with an 8-year-old student diagnosed with autism, with the fictitious name Miguel. The cut brought is from an exercise of the official evaluation of the Program, performed by the student in collaboration with the teacher and the intern. Classroom situations were analyzed in the light of the microgenetic approach of cultural-historical nature, recorded through photography and field diary. The results point to the resolution of the evaluative task in collaboration, which allowed the student with autism to participate in the task that was common to all in the room. They also revealed the need to think of a more democratic and collaborative school. In the final considerations, some indicators of the student's development are listed with focus on discussions about the man and the social function of the school present in the cultural-historical theory.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42218292","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

AS MARCAS DE CORREÇÃO TEXTUAL: ANÁLISE DE PRODUÇÕES TEXTUAIS CORRIGIDAS POR PROFESSORES DE QUINTOS ANOS DO ENSINO FUNDAMENTAL 文本校正标记:小学五年级教师对文本作品校正的分析

Colloquium Humanarum Pub Date : 2022-12-19 DOI: 10.5747/ch.2022.v19.h535

Ana Luzia Videira Parisotto, Clara Sanches Sebastião

{"title":"AS MARCAS DE CORREÇÃO TEXTUAL: ANÁLISE DE PRODUÇÕES TEXTUAIS CORRIGIDAS POR PROFESSORES DE QUINTOS ANOS DO ENSINO FUNDAMENTAL","authors":"Ana Luzia Videira Parisotto, Clara Sanches Sebastião","doi":"10.5747/ch.2022.v19.h535","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h535","url":null,"abstract":"The present article brings some results of a scientific research (Fapesp/Process 2021/06003-8), which investigated the limits and potentialities of the textual correction marks left by teachers in texts productions of fourth and fifth grades of Elementary School. We delimited for this piece only the analysis of data related to the marks of correction in texts produced by students of the fifth grade of Elementary School. In this way, we aimed to verify the teacher correction marks in fifth grade students' texts, describe and analyze the types of textual correction identified in the corpus in the light of Serafini's (1995) and Ruiz's (2020) studies, and reflect on the potential contributions to text review that go beyond the orthographic-grammatical dimension. This investigation is characterized as qualitative research (GODOY, 1995), with a descriptive-analytical focus (MARTINS, 2008) on aspects related to the correction and evaluation of twenty written productions from the FPPEEBS Research Group writing bank. That said, the results indicate that depending on the type of correction that the teacher takes as a tool to mark the student's text, he can, by means of a dialogical interaction, of the teacher-reader and student-author, guide to a next stage in the process of textual production, the rewriting, stimulating the autonomy and active action of the student; on the other side, he can suppress the interactive character of the text taking the correction as a monologue, a sanitizing practice, of \"hunting mistakes\", and thus restrict the student's action.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47405453","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

EDUCAÇÃO DO CAMPO: ALFABETIZAÇÃO CIENTÍFICA E A PEDAGOGIA DA ALTERNÂNCIA EM UMA ESCOLA FAMÍLIA AGRÍCOLA 田野教育：科学的教唆与学校农业家庭交替教育

Colloquium Humanarum Pub Date : 2022-11-17 DOI: 10.5747/ch.2022.v19.h534

Luciane Batista Teixeira, Carla Ledi Korndörfer, Patrícia Cunha Gonzaga Silva, J. A. Aragão, M. Cruz, Márcia Percília Moura Parente, Antônia Carla de Jesus Oliveira, L. S. Figueirêdo

{"title":"EDUCAÇÃO DO CAMPO: ALFABETIZAÇÃO CIENTÍFICA E A PEDAGOGIA DA ALTERNÂNCIA EM UMA ESCOLA FAMÍLIA AGRÍCOLA","authors":"Luciane Batista Teixeira, Carla Ledi Korndörfer, Patrícia Cunha Gonzaga Silva, J. A. Aragão, M. Cruz, Márcia Percília Moura Parente, Antônia Carla de Jesus Oliveira, L. S. Figueirêdo","doi":"10.5747/ch.2022.v19.h534","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h534","url":null,"abstract":"This work sought to investigate how the teaching of Sciences in Rural Education was constituted within the scope of the Escola Família Agrícola (EFA) project, through the instruments of the Pedagogy of Alternation. The EFA is located in the municipality of São Lourenço do Piauí and operates on an alternating basis, students spend 15 days at school and 15 days in the community where they live, a routine that is inspired by the guiding principles of the Pedagogy of Alternation. As for the methodology, a qualitative-quantitative approach was developed, also counting on the documentary and ethnographic method. Materials were consulted, including official documents that contribute to the understanding of the functioning of the EFA. In the field data collection, a version was used as a basic instrument for the Scientific Literacy Test (TACB), applied to students. For the monitors, in addition to the TACB, a semi-structured form was used to outline their profile. The results revealed that, of the 38 students in the 3rd year of the Integrated High School Technical Course in Agriculture and Animal Science, only 11 (28,9%) could be considered scientifically literate, while 27 (71,1%) didn´t reach the minimum number of hits in the three axes. The research carried out in this work indicated that the students´ results were unsatisfactory in relation to the Simplified Basic Scientific Literacy (TACB-S), which implies the quality of science teaching in this EFA.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443954","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

AVALIAÇÃO DA INFRAESTRUTURA DAS ESCOLAS PÚBLICAS DE ENSINO MÉDIO DOMUNICÍPIO DE MARÍLIA COMO SUBSÍDIOS PARA A IMPLEMENTAÇÃO DALEI 13.415/2017 评估马里中等社区公立学校的基础设施作为实施补贴13.415/2017

Colloquium Humanarum Pub Date : 2022-11-17 DOI: 10.5747/ch.2022.v19.h533

V. Gomes, Claudia Pereira de Pádua Sabia

{"title":"AVALIAÇÃO DA INFRAESTRUTURA DAS ESCOLAS PÚBLICAS DE ENSINO MÉDIO DO\u0000MUNICÍPIO DE MARÍLIA COMO SUBSÍDIOS PARA A IMPLEMENTAÇÃO DA\u0000LEI 13.415/2017","authors":"V. Gomes, Claudia Pereira de Pádua Sabia","doi":"10.5747/ch.2022.v19.h533","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h533","url":null,"abstract":"The present study aims to identify the infrastructure conditions presented in state public schools in the municipality of Marília to receive the implementation of the High School Reform (EM), Law N. 13415/2017, Evidencing the important of evaluation beyond the standardized tests, with discussions about the contextual factors of schools that need to be considered in the search for quality. The research was developed in a documentary and bibliographic nature, with the support of the PIBIC scholarship UNESP´s Rectoty. As a result, we identified that although the regulations of the Reform contemplate the need to improve the infrastructure, its implementation, which began in 2021, is taking place with the existing structural conditions. According to the infrastructure scale proposed by Soares et al. (2013) organized into four levels of classification, we found that all 18 schools that offer the EM in this municipality are classified as basic infrastructure for their operation. Only five schools have a Science Laboratory, two schools have a Library and the other Reading Rooms. We also highlight that seven of the 18 schools investigated were selected by the “Programa Escola + Bonita” (SÃO PAULO, 2019) because they have a greater need for investment in infrastructure. We emphasize that changing the curricular organization as the Reform of the EM proposes without the availability of objective working conditions is not enough for the advancement of quality, at the same time it does not provide a human and emancipatory training for young people.\u0000Keywords: School infrastructure; High school reform; Marilia's high school; State public schools.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46092968","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

SABERES DOCENTES, PRÁTICAS EDUCATIVAS E FORMAÇÃO DE PROFESSORES: DESAFIOS, POSSIBILIDADES E DIREÇÕES FUTURAS 教师知识、教育实践与教师培训：挑战、可能性和未来方向

Colloquium Humanarum Pub Date : 2022-09-28 DOI: 10.5747/ch.2022.v19.h532

L. Rufino, Samuel de Souza Neto

{"title":"SABERES DOCENTES, PRÁTICAS EDUCATIVAS E FORMAÇÃO DE PROFESSORES: DESAFIOS, POSSIBILIDADES E DIREÇÕES FUTURAS","authors":"L. Rufino, Samuel de Souza Neto","doi":"10.5747/ch.2022.v19.h532","DOIUrl":"https://doi.org/10.5747/ch.2022.v19.h532","url":null,"abstract":"The aim was to analyze the process of constitution of the field of teachers’ knowledge, especially from its relations between the contexts of teacher education and educational practices. In this way, an attempt was made to put into perspective the potential and development of this field, its current challenges and possible future directions. Through a theoretical essay, three axes were thematized, which permeated the following engenders: 1) conceptual aspects and theoretical foundation of this field; 2) presentation of some typologies and classifications currently found on this theme; 3) contextualization about the idea of knowledge reservoir mobilized in pedagogical practice and its implications nowadays. It is concluded that an analysis of teachers’ knowledge encourages new ways of understanding the relationship between professional education and professional practice. This perspective offers analytical structures supported by new paradigms linked to teaching and learning processes based on the idea of professionalization. In the meantime, several analogies can be listed in the perspective of amalgamation of teaching knowledge, so that we propose to analyze it anecdotally as a \"watercolor of knowledge\" in the light of a kind of color palette in a watercolor used by the teacher during his everyday professional actions. Thus, analyzing the process of elucidation of pedagogical practices in the light of teaching knowledge presents itself as a fruitful field of action and scientific investigation that deserves to be fostered and explored in view of its possibilities of collaboration with research in the field of education.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45427575","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

ARTE, FORMAÇÃO HUMANA E EXPERIÊNCIA ESTÉTICA: POTÊNCIAS (TRANS) FORMADORAS À LUZ DA TEORIA CRÍTICA 艺术、人的形成与审美经验:批判理论下的(转化)形成力量

Colloquium Humanarum Pub Date : 2022-09-13 DOI: 10.5747/ch.2022.v19.h531

Késia Mendes Barbosa Oliveira, Keyla Andrea Santiago Oliveira

引用次数: 0

SEQUÊNCIAS DIDÁTICAS PARA UMA EDUCAÇÃO INCLUSIVA: PROPOSTAS PARA O ENSINO DE FÍSICA E DE LÍNGUA PORTUGUESA 全纳教育的教学顺序&对物理与葡萄牙语教学的建议

Colloquium Humanarum Pub Date : 2022-08-25 DOI: 10.5747/ch.2022.v19.h530

Sabrina Skrebsky Richter, Cibele Aparecida de Araújo, C. Pereira

引用次数: 0

IDEOLOGIA E FORMAÇÃO DE PROFESSORES 意识形态与教师培训

Colloquium Humanarum Pub Date : 2022-08-08 DOI: 10.5747/ch.2022.v19.h529

Aline Cristina Santana Rossi

引用次数: 0

A LEITURA E A ESCRITA NA DEFICIÊNCIA INTELECTUAL: EXPERIÊNCIAS QUE FAVORECERAM O PROCESSO DE ALFABETIZAÇÃO 智障人士的阅读和写作:有利于读写过程的经验

Colloquium Humanarum Pub Date : 2022-05-31 DOI: 10.5747/ch.2021.v19.h527

Juliana de Souza Borges Munhoz, Carmen Lúcia Dias, Daniel Ferreira dos Santos

{"title":"A LEITURA E A ESCRITA NA DEFICIÊNCIA INTELECTUAL: EXPERIÊNCIAS QUE FAVORECERAM O PROCESSO DE ALFABETIZAÇÃO","authors":"Juliana de Souza Borges Munhoz, Carmen Lúcia Dias, Daniel Ferreira dos Santos","doi":"10.5747/ch.2021.v19.h527","DOIUrl":"https://doi.org/10.5747/ch.2021.v19.h527","url":null,"abstract":"Students with intellectual disabilities account for 67% of students targeted by special education. It is a neurodevelopmental disorder, characterized by deficits in intellectual and adaptive functions, it is possible to observe an extra time to appropriate reading and writing, to understand written language and difficulties related to abstract thinking. Thus, it is important that teachers know the methods and the theories that are available in the literacy process. The objective of this research consisted in gathering Brazilian experiences that contributed to the advance of the process of reading and writing acquisition of students with intellectual deficiency. For this purpose, we developed a bibliographic research, consulting the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Coordination for the Improvement of Higher Education Personnel - CAPES), Biblioteca Digital Brasileira de Teses e Dissertações (Brazilian Digital Library of Theses and Dissertations - BDTD), Scientific Electronic Library Online (Scielo) and Academic Google databases (GA). As a result, we verified experiments that used the Phonovisuoarticulatory, Abacada and Phonic methods and a practice that did not use a specific method. We observed that none of the practices started from the whole to the parts, being common to all of them the teaching of letters, syllables and the commitment of those involved in providing a methodology to achieve the proposed objective. We hope that this work will contribute to a rethinking of the proposed activities, towards inclusion, the development of the maximum potential and the comprehensive education of the student.","PeriodicalId":33252,"journal":{"name":"Colloquium Humanarum","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44853455","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

AS INSTITUIÇÕES DE ENSINO E SUAS MÚLTIPLAS VIOLÊNCIAS: O BIOPODER E SUAS MARCAS NA EDUCAÇÃO FORMAL 教育机构及其多重暴力:生物权力及其在正规教育中的标志

Colloquium Humanarum Pub Date : 2022-05-27 DOI: 10.5747/ch.2022.v19.h526

Wesley Piante Chotolli

引用次数: 0