Educacao e Pesquisa最新文献_第10页

Reflections on the educational practice of active Panamanian mathematics teachers 巴拿马数学在职教师教育实践的思考

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349256706eng

Orlando García Marimón, J. Díez-Palomar

{"title":"Reflections on the educational practice of active Panamanian mathematics teachers","authors":"Orlando García Marimón, J. Díez-Palomar","doi":"10.1590/s1678-4634202349256706eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349256706eng","url":null,"abstract":"Abstract The purpose of this document is to analyze the results of previous research where the components with the low or null presence of the Didactical Suitability Criteria (DSC) in developed tasks (didactic sequences) for a training course in the teaching of Mathematics are reviewed. Individual semi-structured interviews were conducted with five teachers who participated in the previous research to gather information on why these results were obtained. The interview consisted of eight questions on the component’s connections, didactical innovation, representativeness of complexity, errors, social-professional practicality, and autonomy. The analysis was conducted through a qualitative study of the semantic units of meaning (descriptive analysis). These were extracted from the transcripts of the interviews guided. The results revealed that most interviewees indicated that components, such as autonomy and social-professional practicality, generate positive emotions in their students. It is concluded that the teachers’ reflection on their mathematics classes up to that time was considered a non-priority for the components whose score was low. However, the interviewees considered the importance of modifying their educational practices by employing other components of the DSCs to have quality teaching and learning processes.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67642972","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

Evaluation of teaching and learning for people with intellectual disabilities in regular schools in times of pandemic 大流行期间对普通学校智力残疾者的教与学进行评估

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349269037eng

Andreia Vieira de Mendonça, Tania Vicente Viana, Karla Angélica Silva do Nascimento

{"title":"Evaluation of teaching and learning for people with intellectual disabilities in regular schools in times of pandemic","authors":"Andreia Vieira de Mendonça, Tania Vicente Viana, Karla Angélica Silva do Nascimento","doi":"10.1590/s1678-4634202349269037eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349269037eng","url":null,"abstract":"Abstract This article aims to identify the evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021), focusing on people with intellectual disabilities. In this sense, we find elements for reflection about evaluating people with intellectual disabilities, contextualizing an approach for its re-signification. To this end, pertinent questions are related to the appreciation of students’ individual differences, discussing the evaluation of teaching-learning in the inclusive context. The study is qualitative, using a semi-structured interview script with family members and/or guardians of people with intellectual disabilities to highlight the relationship between legislation, teaching-learning assessment, and inclusive education in the context of the Covid-19 pandemic (2020-2021). The data analyzed are part of Mendonça’s thesis (2022). The literature review provides theoretical references to contribute to the discussion. The evaluation of teaching-learning in regular education during the Covid-19 pandemic (2020-2021) was problematized concerning people with intellectual disabilities. It was verified, by a portion of the sample, that the evaluation of people with intellectual disabilities was neglected in this period, and, among the other research participants, it is characterized by the limited use of quantitative and measurement instruments. We conclude the need to rethink the evaluation of the teaching-learning of the person with intellectual disabilities, in an inclusive context, under the Brazilian legislation in force.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67643933","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

Validation of an evaluation instrument for the flipped classroom active methodology 翻转课堂主动教学法评估工具的验证

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349248000eng

Dionara Guarda, G. Gehlen, Gimene Cardozo Braga, Albimara Hey

{"title":"Validation of an evaluation instrument for the flipped classroom active methodology","authors":"Dionara Guarda, G. Gehlen, Gimene Cardozo Braga, Albimara Hey","doi":"10.1590/s1678-4634202349248000eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349248000eng","url":null,"abstract":"Abstract Active methodologies are understood as ways to develop the learning process and construct critical training with future professionals in the most diverse areas, favoring the autonomy of the student in their learning, ecouraging individual and collective decision-making. The objective of this study, as well as its methodological path, seeks to validate the evaluation instrument used in the Flipped Classroom Active Methodology. Developed by teachers of the nursing course and based on bloom taxonomy of the Cognitive Domain, the instrument contains twenty items to be evaluated. For validation, the psychometric properties of validity and reliability related to Pasquali’s psychometry were used. Verified through the Content Validity Index (CVI), it measures the proportion of evaluators who are in agreement with the instrument’s items, using an agreement of at least 80% among the evaluators as a decision criterion on the pertinence and acceptance of the item. The instrument was evaluated by 8 participants considered experienced in the area, using a 4-point Likert scale. The reliability criterion, analyzed using the IBM SPSS® software, presented a Cronbach’s alpha value of 0.94 and the validity criterion reached 70% agreement between the evaluators. It is concluded that the instrument is reliable, however, regarding the validity criterion, it needs adjustments to represent what it intends.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639841","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

Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge 干预定量推理作为一种发展算术知识的可能性

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349254184en

Camila Peres Nogues, Akira Borba Colen França, Beatriz Vargas Dorneles

{"title":"Intervention in quantitative reasoning as a possibility to develop arithmetic knowledge","authors":"Camila Peres Nogues, Akira Borba Colen França, Beatriz Vargas Dorneles","doi":"10.1590/s1678-4634202349254184en","DOIUrl":"https://doi.org/10.1590/s1678-4634202349254184en","url":null,"abstract":"Abstract The low performance in mathematical abilities at the beginning of school life can lead to learning problems in the long term. Therefore, we highlight the importance of knowing the basic mathematical abilities that influence specifically the learning of arithmetic, so that it would be possible to indicate interventions focused on performance predicting abilities in this area and help the development of students’ mathematical knowledge, as well as teachers’ practice. In this sense, this study aimed to investigate the effects of an intervention in quantitative reasoning on the arithmetic performance of students from the 4th and 5th Grades of Elementary School. We separated 40 children into experimental and control groups. The experimental group participated in an intervention program focused on quantitative reasoning, organized in 7 sessions, twice a week, lasting 45 minutes each session. The control groups participated in sessions with mathematical games and mindfulness practices. The results indicated that the intervention showed no significant effect when comparing the performance of both groups. However, we found a significant improvement in the performance of 5th Grade students who participated in the experimental groups. The findings of this study help understand efficient instructional principles and highlight the importance of educational practices based on evidence.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67641895","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

Leadership in chilean early childhood education during the pandemic: experiences and meanings 大流行期间智利幼儿教育的领导:经验和意义

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349263089eng

Carola Zañartu Canihuante, Paula Guerra Zamora, Juan José González Ortiz

{"title":"Leadership in chilean early childhood education during the pandemic: experiences and meanings","authors":"Carola Zañartu Canihuante, Paula Guerra Zamora, Juan José González Ortiz","doi":"10.1590/s1678-4634202349263089eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349263089eng","url":null,"abstract":"Abstract The COVID-19 health emergency that began in 2019 continues, to this day, to affect a large percentage of the world population. In order to deter its progress, countries have generated various health protocol strategies, including the readjustment of their educational systems. Thus, face-to-face learning was replaced with online classes, and teaching staff were tasked with generating the adjustments necessary to provide continuity to learning processes — at least, to the extent to which their contexts allowed them to. The complexity of this task has called for leaders whose practices, in tandem with all members of the educational community, may invigorate the pedagogical, management and communicational processes involved, as this ever-evolving context demands. This article presents the construction of meanings and leadership practices of 5 leaders in early child educational centers in Chile during the years 2020 and 2021. We worked under a comprehensive-interpretive paradigm, a qualitative approach, and a grounded theory situated design. Our data collection instrument were narrative interviews. We studied the data through content analysis and using the software ATLAS.ti 9.0. The findings here presented highlight the importance of leadership practices in educational work and show some characteristics of early childhood education, a level of education at which leadership processes are located and tend towards care, the distribution of tasks, and trust.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67644000","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

Identification of cognitive and metacognitive strategies in school pedagogues: results of a training program 学校教师认知和元认知策略的识别:一个培训项目的结果

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349248484en

Henrique Costa Brojato, Evelise Maria Labatut Portilho

{"title":"Identification of cognitive and metacognitive strategies in school pedagogues: results of a training program","authors":"Henrique Costa Brojato, Evelise Maria Labatut Portilho","doi":"10.1590/s1678-4634202349248484en","DOIUrl":"https://doi.org/10.1590/s1678-4634202349248484en","url":null,"abstract":"Abstract This article aims to identify the cognitive and metacognitive strategies utilized by school pedagogues responsible for the coordination and articulation of the pedagogic process inside schools in a continuous training program. Metacognition is not usually examined in connection with teachers and/or professional development; therefore, to analyze the importance of metacognitive development for school pedagogues, attention to continuous training is essential both to attain a better comprehension of the term and to establish ways to identify it. This qualitative research taking a phenomenological and hermeneutic approach was developed based on a continuous training program with 16 pedagogues from public and private schools and different segments of activity. Semi-structured interviews and an instrument for the identification of the utilization of five cognitive strategies (reflexivity, reality conscious, verbalization, attention and thought/attitude) and three metacognitive (awareness-making, self-control and autopoiesis) were administered. The results indicate a high level of agreement by participants with the items described by the instrument; in addition, when relating verbal reports from participants to the results obtained with the instrument, it was noted that the proposed continuous training program could facilitate reflections about “learn to learn” as articulated within the activity context. Further studies are needed of school pedagogues, as well the development of training processes (both initial and continued) that promote the development of metacognitive strategies, contributing to daily activity together with the teachers.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67639735","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

Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile 在智利La Araucanía的跨文化教育中，教师和传统文化教育者之间存在明显的歧视

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349250586eng

Katerin Arias-Ortega, Gerardo Muñoz, Segundo Quintriqueo

{"title":"Perceived discrimination among teachers and traditional culture educators in intercultural education in La Araucanía, Chile","authors":"Katerin Arias-Ortega, Gerardo Muñoz, Segundo Quintriqueo","doi":"10.1590/s1678-4634202349250586eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349250586eng","url":null,"abstract":"Abstract The article presents research results on the educational relationship between mentor teachers and traditional culture educators in the implementation of Programa de Educación Intercultural Bilingüe (Bilingual Intercultural Education Program, BIEP) in La Araucanía, Chile. Research methodology is mixed, in which a Likert-style scale questionnaire is applied to a total of 155 participants, of which 105 are traditional culture educators and 50 are mentor teachers. Results show practices of explicit and implicit discrimination perceived by Mapuche students in the educational relationship they establish with the teacher. Both mentor teachers and traditional culture educators recognize that an educational relationship of involvement, recognition and collaboration could reverse such discriminatory practices. We conclude that the educational relationship in school education is based on implicit and explicit forms of racism towards the teaching of indigenous language and culture at school. Thus, the discrimination perceived by tradition educators challenges the school and its historical role in the processes of subalternization of the Mapuche people. In this context, there is a need for an intercultural educational intervention that provide a relevant response to the social, cultural, and linguistic diversity present in school education. This constitutes a challenge for directors, teachers, parents, and community members to advance in an inter-epistemic dialogue, based on respect, ethics, political commitment, co-responsibility, negotiation, mediation and abandonment of biased frames of reference.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67641053","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: 1

A demanding school: schooling strategies in Waldorf institutions 苛刻的学校:华德福学校的教育策略

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349258607en

Tsamiyah Levi, Ernesto Seidl

引用次数: 0

The suspension of suspensions: the “school form” and the “ skholé ” in times of pandemic 停学:大流行时期的“学校形式”和“学校制度”

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349265127eng

Luiz Antonio Callegari Coppi

{"title":"The suspension of suspensions: the “school form” and the “ skholé ” in times of pandemic","authors":"Luiz Antonio Callegari Coppi","doi":"10.1590/s1678-4634202349265127eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349265127eng","url":null,"abstract":"Abstract Due to the moment’s urgency, the Covid-19 pandemic promoted the transposition of school activities originally planned for the face-to-face context to digital platforms. However, replacing the arena in which classes take place is not irrelevant, and this article intends to show how the technological characteristics of the applications used strain what, in recent centuries, has been understood as the school. To this end, we propose, firstly, a visit to the moment of the resurgence of the school during the Renaissance and the relationship of this event with a specific technology, Gutenberg’s movable type press — bookish knowledge, then establishes the school as a space different from family and social environments, giving rise to what is conventionally called “School Form.” From there, the article advances in the argument articulating this concept to that of skholé , which conceives the school as a space of suspension of the logic that binds children and young people to a fixed and unavoidable identity. This suspension allows them to disidentify from predetermined destinations and experience equality and self-experimentation. Finally, these concepts of “School Form” and skholé are contrasted with the conditions for performing remote teaching during the pandemic. Some questions are raised about what is expected of the school as a collective project.","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67643653","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

State Education Plan of Paraná: the dismantling of federative coordination and the fragility of the socio-state interface 巴拉圭的国家教育计划<e:1>:联邦协调的瓦解和社会-国家界面的脆弱性

Educacao e Pesquisa Pub Date : 2023-01-01 DOI: 10.1590/s1678-4634202349256316eng

Elisangela Alves da Silva Scaff

{"title":"State Education Plan of Paraná: the dismantling of federative coordination and the fragility of the socio-state interface","authors":"Elisangela Alves da Silva Scaff","doi":"10.1590/s1678-4634202349256316eng","DOIUrl":"https://doi.org/10.1590/s1678-4634202349256316eng","url":null,"abstract":"Abstract This study aims to identify the characteristics of the socio-state interface established in the methodology of elaboration, monitoring, and evaluation of the State Education Plan of Paraná (PEE-PR). The focus is to indicate how the processes are carried out, especially considering the social participation required in the guidelines established by the National Education Plan (PNE). The methodology used is a qualitative approach based on documental research and developed through a data survey on the websites of the PNE of the Paraná State Department of Education (Seed-PR), of the Paraná State Board of Education (CEE/PR), the Education State Forum (FEE-PR), and the Paraná Institute for Economic and Social Development (IPARDES). The results point to the central role the Union has in coordinating actions related to the PEE-PR, especially with regard to the socio-state interface as a fundamental principle for the construction of public policies. The post-2016 political scenario, marked by the contraction of this movement by the federal government, has weakened the collective construction of the monitoring and evaluation stages of the ten-year education plans in local federative entities, especially in the state of Paraná. Thus, the collective construction is vulnerable to the most varied political interests manifested in the local federative entities, which compromises any prospect of consolidating a national education system, the primary objective of the PNE (2014-2024).","PeriodicalId":35419,"journal":{"name":"Educacao e Pesquisa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67642209","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