Educacao em Revista最新文献_第10页

PAULO FREIRE'S CONTRIBUTIONS TO THE EDUCATION OF YOUNG PEOPLE AND ADULTS: A NARRATIVE REVIEW 保罗·弗莱雷对青少年和成人教育的贡献:叙述回顾

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469840514t

Jocasta Maria Oliveira Morais, Francisco Thiago Chaves DE Oliveira, S. M. NÓBREGA-THERRIEN, Sarlene Gomes DE Souza

{"title":"PAULO FREIRE'S CONTRIBUTIONS TO THE EDUCATION OF YOUNG PEOPLE AND ADULTS: A NARRATIVE REVIEW","authors":"Jocasta Maria Oliveira Morais, Francisco Thiago Chaves DE Oliveira, S. M. NÓBREGA-THERRIEN, Sarlene Gomes DE Souza","doi":"10.1590/0102-469840514t","DOIUrl":"https://doi.org/10.1590/0102-469840514t","url":null,"abstract":"ABSTRACT: Even 50 years after the launch of Paulo Freire's Pedagogy of the Oppressed, his current contributions to the field of education are perceptible. This article discusses the education for young people and adults guided by Freire's principles. To do so, we developed a narrative review based on the book Pedagogy of the Oppressed and analyzed four themes, namely: (I) the human essence and knowledge; (II) the individual-society relationship; (III) the theory-practice relationship and the objectivity-subjectivity relationship; (IV) the social purposes of education and the teacher's place in the educational process. As a result, we perceived that Paulo Freire's pedagogy is the result of a long life journey, a man's journey between his origins, his world, experiences, readings, and contact with other subjects. His pedagogical and humanistic ideas depart from the micro to the macrocosms, from the world of the less privileged classes in opposition to the privileged ones. In the educational field of young people and adults, taking Paulo Freire as an inclusive educator means, among other aspects, building types of knowledge that consider diverse worldviews and enables the humanization process.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67518356","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

COGNITIVE SKILLS AS PREDICTORS OF ARITHMETIC ACHIEVEMENT OF 3th AND 4th GRADERS 认知技能对三、四年级学生算术成绩的预测作用

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469836538t

Camila Peres Nogues, Fábio Dos Santos Jardim, Elielson Magalhães Lima, Beatriz Vargas Dorneles

{"title":"COGNITIVE SKILLS AS PREDICTORS OF ARITHMETIC ACHIEVEMENT OF 3th AND 4th GRADERS","authors":"Camila Peres Nogues, Fábio Dos Santos Jardim, Elielson Magalhães Lima, Beatriz Vargas Dorneles","doi":"10.1590/0102-469836538t","DOIUrl":"https://doi.org/10.1590/0102-469836538t","url":null,"abstract":"ABSTRACT: This article presents a study that aimed to identify general and specific cognitive skills as predictors of arithmetic achievement. Through a quantitative analysis, we evaluated 127 students in the 3rd and 4th grades on the following skills: working memory, phonemic awareness, reading comprehension, number transcoding, number line estimation, and quantitative reasoning. We assessed these cognitive skills in two moments, at the beginning and the end of the school year. In this second moment, we also assessed the students' arithmetic achievement. The results specifically indicated a direct influence of number transcoding, quantitative reasoning, and phonemic awareness on arithmetic performance. In addition, the findings showed that number transcoding is a mediator in the relation between quantitative reasoning and phonemic awareness with arithmetic performance. Thus, we emphasize the importance of general and specific skills for students' arithmetic performance. Furthermore, we highlight the prioritization of teaching based on the understanding of the number system and the relations between amounts (quantitative reasoning) for arithmetic learning, as well as for preventing future mathematical difficulties.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67514424","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

REGULATION BY RESULTS AND RECONFIGURATIONS IN INSTITUTIONAL ARRANGEMENTS AIMED AT THE DEMOCRATIC SCHOOL GOVERNMENT 以民主学校管理为目标的制度安排中的结果调节与重组

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469836571-t

E. Nardi, Rosilene Lagares, Ana Elica Bearzi

引用次数: 0

POLITICAL, CONTEXTUAL AND KNOWLEDGE DIMENSIONS OF TEACHER EDUCATION: A PERSPECTIVE IN THE LIGHT OF BAKHTINIAN THOUGHT 教师教育的政治、语境和知识维度:巴赫金主义思想的视角

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469836778-t

Diomar Caríssimo Selli Deconto, F. Ostermann

{"title":"POLITICAL, CONTEXTUAL AND KNOWLEDGE DIMENSIONS OF TEACHER EDUCATION: A PERSPECTIVE IN THE LIGHT OF BAKHTINIAN THOUGHT","authors":"Diomar Caríssimo Selli Deconto, F. Ostermann","doi":"10.1590/0102-469836778-t","DOIUrl":"https://doi.org/10.1590/0102-469836778-t","url":null,"abstract":"ABSTRACT: Based on Bakhtinian thought, we developed dimensions of a perspective of counter-hegemonic training of Science teachers. This training perspective, which we call “dialogical-responsible teacher education,” consists of seven dimensions - practical, ethics, aesthetics, investigative, political, contextual, and knowledge. The last three will be developed in this paper. The development of these dimensions was built up from the collating of Bakhtinian Circle texts with texts from the literature on teacher education, tensions, and contrasts, showing insufficiencies and proposing advances concerning the hegemonic training model guided by technical rationality. In this process, formative dimensions emerged that distanced from a prescriptive profile, are constituted as principles that allow rethinking, transforming, giving directions, and structuring formations that break with the hegemonic perspective. We argue that our dimensions make it possible to resignify teacher education regarding the broad understanding of reality, criticality, teaching autonomy, organicity of training processes, and dialogicity in constructing knowledge.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67515153","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

HOSPITAL PEDAGOGICAL SUPPORT TO CHILDREN WITH CANCER IN THE LITERACY PROCESS 医院在识字过程中对癌症儿童的教学支持

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469837031t

Emanuelle DA Silva Ferreira, Ana Cláudia Rodrigues Gonçalves Pessoa

{"title":"HOSPITAL PEDAGOGICAL SUPPORT TO CHILDREN WITH CANCER IN THE LITERACY PROCESS","authors":"Emanuelle DA Silva Ferreira, Ana Cláudia Rodrigues Gonçalves Pessoa","doi":"10.1590/0102-469837031t","DOIUrl":"https://doi.org/10.1590/0102-469837031t","url":null,"abstract":"ABSTRACT: The present study aims at the general analysis of the pedagogical hospital monitoring carried out in the oncology sector of a public hospital in Recife with regard to children in the literacy process. The specific objectives are to verify the knowledge of parents and teachers of oncology about the laws that ensure the continuity of the teaching-learning process in the hospital environment; analyze whether and how the relationship between the school and how oncology teachers occur in the children's literacy process; investigate the actions of the educator in hospital care in the oncology sector. We conducted research with a qualitative approach, using data collection, decoding and semi-structured changes as tools. Through the study, it was possible to verify that the access to hospital pedagogy offers a child and adolescent in a situation of hospitalization, not only the continuity of the schooling process, but offers a perspective for the future, I contributed to a cure so desired, for the continuation of life projects. We emphasize the need to develop new research aimed at contributing to the continuity of the teaching-learning process of children undergoing treatment, especially those who are in the process of literacy.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517028","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

TEACHER EDUCATION AND TEACHING AS PHRONESIS: BEING AND LEARNING TO BE 教师教育和教学的实践:存在和学习存在

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469838405-t

Luiz Gilberto Kronbauer, Paulo Evaldo Fensterseifer

引用次数: 0

CODE OF ETHICS FOR THE TEACHING PROFESSION: EDUCATORS’ PERCEPTIONS AND OPINIONS 教师职业道德准则:教育者的看法和意见

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469841031t

Paulo Fraga DA Silva, I. Ishii, Myriam Krasilchik

{"title":"CODE OF ETHICS FOR THE TEACHING PROFESSION: EDUCATORS’ PERCEPTIONS AND OPINIONS","authors":"Paulo Fraga DA Silva, I. Ishii, Myriam Krasilchik","doi":"10.1590/0102-469841031t","DOIUrl":"https://doi.org/10.1590/0102-469841031t","url":null,"abstract":"ABSTRACT: The present research aimed to analyze the perceptions and opinions about the existence of a code of ethics for the teaching profession among the following groups: teacher educators, Basic Education teachers, and undergraduate students. The data were collected through a digital form filled out by the groups. The analysis indicated the need for an instrument that guides the actions of teachers when facing thorny situations, which are not discussed during study but are often part of everyday school life. Conversely, a concern was raised over who would develop this instrument and how it would be used by institutions. The results point to the demand of undergraduates, teachers, and teacher educators for educational processes that emphasize aspects of guidance, reflection, and decision-making in day-to-day school situations. The inclusion of these topics in teacher education courses is essential so that they can actively and critically participate in the continuous construction of a possible code of ethics or reflective practices regarding the principles and values that guide their profession. It is argued that the presence of the subject “code of ethics” in teacher education curricula is fundamental, as trainees need to be warned that future attributions in their daily work are not only limited to teaching, but also involve responsibilities arising from issues that emerge in this context and from the impact of their decisions on students, teachers, and institutions.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67518673","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

CURRICULA AND ART SIGNS AROUND A COUNTERCULTURAL EDUCATION 课程和艺术标志围绕着反文化教育

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469840555t

J. Carvalho, Sandra Ribeiro Suzana Cunha Manuel Moreira da Silva

引用次数: 0

ENSEÑANZAS DE CIENCIAS INSURGENTES: AMBIENTALIZANDO CIENCIAS Y EDUCACIONES 叛乱科学教学:环境化科学与教育

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469839408e

Javier Giovanny Sánchez Molano, Rosiléia Oliveira de Almeida

{"title":"ENSEÑANZAS DE CIENCIAS INSURGENTES: AMBIENTALIZANDO CIENCIAS Y EDUCACIONES","authors":"Javier Giovanny Sánchez Molano, Rosiléia Oliveira de Almeida","doi":"10.1590/0102-469839408e","DOIUrl":"https://doi.org/10.1590/0102-469839408e","url":null,"abstract":"RESUMEN: El tejido textual corresponde a una revisión crítica, cuya primera versión basó los análisis y discusiones relacionadas con experiencias de campo producidas en una investigación cualitativa (SÁNCHEZ MOLANO, 2020) en instituciones escolares de la periferia de una metrópoli latinoamericana. En el recorrido del texto nos acompañarán las Epistemologías del Sur, cuyas ideas principales darán consistencia al hilo argumental, en relación con proposiciones sobre ciencias contrahegemónicas, ciencias contemporáneas, ambientalismo latinoamericano y a la noción de ecología de saberes, así como a las enseñanzas de las ciencias que pueden anclarse en estas proposiciones. Se avanza en la comprensión de la práctica científica desde los postulados del pragmatismo epistemológico y el pluralismo metodológico, que serían complementarios a perspectivas educativas inspiradas en la interculturalidad crítica y en la educación ambiental insurgente. Con base en lo anterior, se proponen actualizaciones nomenclaturales en el campo de las enseñanzas de las ciencias, más acordes con perspectivas emancipatorias que se proyectan desde América Latina.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517962","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

THE FISSURES BETWEEN BEING AND MUST BE: SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER 存在与必须之间的裂隙:一位体育教师的自我反思

Educacao em Revista Pub Date : 2023-01-01 DOI: 10.1590/0102-469837884-t

Beatriz Staimbach Albino

{"title":"THE FISSURES BETWEEN BEING AND MUST BE: SELF-REFLECTIONS FROM A PHYSICAL EDUCATION TEACHER","authors":"Beatriz Staimbach Albino","doi":"10.1590/0102-469837884-t","DOIUrl":"https://doi.org/10.1590/0102-469837884-t","url":null,"abstract":"ABSTRACT: Since the 1980s there has been a certain fascination with the theme of the reflective/researching teacher. Little is said, however, that this discussion is part of a larger one, which criticizes positivism and rationality. Following the tradition of Critical Social Theory, some theoretical and methodological assumptions were discussed in order to then reflect on the teaching practice and the school context in which this author is inserted. Violence and indifference as inherent to the civilizing process, of which education is part, and the confrontation of the contradictions between the teacher’s being and “must be” as an antidote to the reproduction of barbarism, appear as central themes. The use of records and memories of the period of initiation to teaching and insertion in the work environment (years 2019 and 2020) was made, with attention to my doing teaching and a latent “teacher must be” in daily school life, in its interconnections with social and cultural aspects. In the elaboration work (cognitive and affective) of the experience, the little rationality prevailing in the school space was one of the key points of the analysis, revealing itself, among others: the insistence on rhetoric and educational postulates, at the expense of denying reality; the predominance of the principle of competition, especially among peers and with singularities that relate to gender issues; and the difficulty of facing violence in physical education classes. It ends with some notes on teacher self-reflection, especially the urgency that the ethical-political principle overlaps merely instrumental/performative objectives in this process.","PeriodicalId":34106,"journal":{"name":"Educacao em Revista","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67517677","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