Innovacion Educativa最新文献

{"title":"Tiempo y memoria del Instituto-Escuela","authors":"Encarnación Martínez Alfaro","doi":"10.15304/ie.28.5482","DOIUrl":"https://doi.org/10.15304/ie.28.5482","url":null,"abstract":"","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67377592","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":"Internship Subjects in Scientific Production of National Events: Ideas and Prospects","authors":"Elzimar Pereira Nascimento Ferraz, M. J. S. Pinho","doi":"10.18224/EDUC.V20I2.6243","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6243","url":null,"abstract":"Abstract: the supervised internship in teacher training courses is developed, among other aspects, in the interpersonal relationship generated fundamentally by three subjects: trainee, tutor and supervising teacher. This paper, the result of a document research and a bibliographic study, addresses the subjects of the Pedagogy stage contemplated in the annals of two editions of the ENDIPE (National Meeting of Didactics and Practice of Teaching) and the ANPED (National Association of Research and Graduate Studies in Education). Theoretically, the work was based on Pimenta (2011), Calderano (2013) e Gatti (2010) among others. In the editions 54 productions, specifically on the Internship in Pedagogy, with the trainee present in most of the discussions. Sujeitos do estagio em producoes cientificas de eventos nacionais: ideias e prospectivas \u0000 \u0000Resumo: o estagio supervisionado nos cursos de formacao de professores desenvolve-se, dentre outros aspectos, na relacao interpessoal engendrada fundamentalmente por tres sujeitos: estagiario, professor orientador e professor supervisor. Este artigo, resultado de uma pesquisa documental e um estudo bibliografico, aborda os sujeitos do estagio de Pedagogia contemplados nos anais de duas edicoes do ENDIPE (Encontro Nacional de Didatica e Pratica de Ensino) e da ANPED (Associacao Nacional de Pesquisa e Pos-Graduacao em Educacao). Teoricamente, o trabalho se fundamentou em Pimenta (2011), Calderano (2013), Gatti (2010), entre outros. Nas 54 producoes, especificamente do Estagio em Pedagogia, o sujeito estagiario esta presente na maioria das discussoes.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"37 1","pages":"431-446"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90094212","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, Citizenship and the Environment","authors":"M. Silva","doi":"10.18224/EDUC.V20I2.6247","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6247","url":null,"abstract":"","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"29 1","pages":"485-498"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81389806","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":"Distance Education and Teacher Formation: by a Possible Didactics","authors":"Daniela da Costa Britto Pereira Lima, Emanoela Celestino Almeida Ramos, M. Desidério","doi":"10.18224/EDUC.V20I2.6250","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6250","url":null,"abstract":"Abstract: this article aims to present the results of the research carried out with the objective of analyzing distance education (DE) and the need for a new didactic in virtual learning environments. In bibliographical and documentary research, the focus was on theorists as Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), among others, and on the legislation governing this modality of teaching. The text concludes with considerations about didactics in DE and the importance of teacher mediation in virtual learning environments and that in teacher formation digital technologies are understood as a mediated action in a didactic perspective that surpasses the instrumental model. \u0000 \u0000 Educacao a distância e formacao do professor: por uma didatica possivel \u0000 \u0000Resumo: este artigo tem como objetivo apresentar resultados da pesquisa realizada com o objetivo de analisar a educacao a distância (EaD) e a necessidade de uma nova didatica nos ambientes virtuais de aprendizagem (AVA). Na pesquisa bibliografica e documental, o foco recaiu sobre teoricos como Peters (2001), Feenberg (2004), Toschi (2005a, 2005b, 2013), entre outros, e sobre a legislacao que rege essa modalidade de ensino. Conclui-se o texto com consideracoes acerca da didatica na EaD e da importância da mediacao docente nos AVA e de que na formacao de professores as tecnologias digitais sejam compreendidas como uma acao mediatizada numa perspectiva didatica que supera o modelo instrumental.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"25 1","pages":"469-484"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79438495","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":"Emerging Perspectives in the Mandatory Curricular Internship of the Pedagogy Course","authors":"C. Silva, Marilza Vanessa Rosa Suanno","doi":"10.18224/EDUC.V20I2.6239","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6239","url":null,"abstract":"Abstract: this essay presents two teaching projects developed during the mandatory Internship Curriculum in the Education undergraduate course at Universidade Federal de Goias. These two projects are also articulated to the results of two previous researches (SILVA, 2009); SUANNO, 2015) about teaching according to a phenomenological, complex and transdiciplinarian approach. It proposes teaching and learning to be considered as “art masterpieces”, living and critic-reflective experiences, fruit of a collective creation permeated by dialogue from emerging paradigms and epistemologies that promote the lengthening of comprehension and perception about knowledge and the human intelectual dimension that give meaning to life. \u0000 \u0000 Perspectivas Emergentes no Estagio Curricular Obrigatorio do Curso de Pedagogia \u0000 \u0000Resumo: este artigo apresenta a analise de dois Projetos de Ensino desenvolvidos no Estagio Curricular Obrigatorio do Curso de Pedagogia da Universidade Federal de Goias e se articulam aos resultados de duas pesquisas (SILVA, 2009; SUANNO, 2015) sobre ensinar e aprender na perspectiva da Fenomenologia, Complexidade e Transdisciplinaridade. Propoe pensar a aprendizagem e a ensinagem como \"obra de arte\", vivencia e experiencia critico-reflexiva, fruto de criacao coletiva perpassada pelo dialogo a partir de paradigmas e epistemologias emergentes para ampliar a compreensao e percepcao sobre o conhecimento e a dimensao intelectual e humana que dao sentidos a vida.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"8 1","pages":"315-338"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84704848","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":"Historical Footsteps of Teaching Practice and Current Internship Issues in Teacher Training","authors":"Valdeniza Maria Lopes da Barra","doi":"10.18224/EDUC.V20I2.6234","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6234","url":null,"abstract":"Abstract: it is a historical exercise that selects the documentary and bibliographical studies to think the formation of teachers for the initial years of schooling from the practice of teaching/internship. It is organized in three historical moments. The first occurs in the nineteenth century when normal schools arise, and these were annexed to the so-called model schools, a space where the practical training of primary teachers would be given. Already, the second, is delimited by the years 1930 and 1940, period in which Pedagogy becomes a course of higher education and the colleges of application arise as a space for practical training of degrees. The third is at the end in the 1960s, through Resolution No. 9/69, which established that teaching practice should be conducted as a supervised internship in the community schools themselves. Once this historical itinerary has been fulfilled, the text highlights some of the concerns derived from the act of thinking and performing the internship in schools and the engenderings involved. \u0000 \u0000 Pegadas historicas da pratica de ensino e questoes atuais do estagio na formacao de professores \u0000 \u0000Resumo: trata-se de um exercicio historico que elege os estudos documental e bibliografico para pensar a formacao de professores para os anos iniciais da escolarizacao a partir da pratica de ensino/estagio. Organiza-se em tres momentos historicos. O primeiro se da no seculo XIX quando surgem as escolas normais, sendo que a estas eram anexadas as denominadas escolas modelo, espaco onde se daria a formacao pratica de professores primarios. Ja, o segundo, e delimitado pelos anos 1930 e 1940, periodo em que a Pedagogia se torna curso do ensino superior e os colegios de aplicacao surgem como espaco de formacao pratica das licenciaturas. O terceiro se da no final nos anos 1960, por meio da Resolucao No 9/69, que estabelecia que a pratica de ensino deveria ser realizada na forma de estagio supervisionado nas proprias escolas da comunidade. Cumprido o referido itinerario historico, o texto destaca algumas inquietacoes derivadas do ato de pensar e realizar o estagio nas escolas e os engendramentos ai implicados.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"122 1","pages":"339-356"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87985972","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":"The Non-Conventional Internship and its Contributions to Teachers’ Education and Training","authors":"Vanessa Gabassa, Carime Rossi Elias, V. Girotto","doi":"10.18224/EDUC.V20I2.6242","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6242","url":null,"abstract":"Abstract: the article presents the results of the analysis of two supervised internship experiences carried out in non-conventional educational sites. It is a documentary research whose corpus consisted of reports written by interns of the Graduate School of Education. Three categories came out of the material analysis: a) usefulness / functionality of the internship in non-educational contexts; b) differentiating elements (compared to schools) found at the internship sites c) feelings associated with the experience gained in the internship. The results show that the internship in teachers’ education and training can also be thought of from non-conventional educational sites. \u0000 \u0000 O estagio nao convencional e suas contribuicoes a formacao docente \u0000 \u0000Resumo: o artigo apresenta resultados da analise de duas experiencias de estagio supervisionado realizadas em espacos educativos nao convencionais. Trata-se de pesquisa documental cujo corpus consistiu em relatorios elaborados por estagiarios do Curso de Pedagogia. Da analise do material decorreram tres categorias: a) utilidade/funcionalidade da realizacao do estagio em contexto nao escolar; b) elementos diferenciadores (comparados com a escola) encontrados no campo de estagio e c) sentimentos associados a experiencia vivida no estagio. Os resultados mostram que o estagio na formacao docente pode ser pensado tambem a partir de espacos educativos nao convencionais.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"12 1","pages":"408-430"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87201312","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":"Internship in Fundamental Teaching of Young and Adults: reflections on Acess and Permanence","authors":"M. Rodrigues, Maria do Rosário Teles de Farias, Janaína Cristina de Jesus","doi":"10.18224/EDUC.V20I2.6236","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6236","url":null,"abstract":"Abstract: this present article discourse about the internship developed with students of the Pedagogy course of the College of Education of the Federal University of Goias (FE/UFG), in the Education Youths and Adults in Education institutions of the Municipal General office of Education of Goiania. It presents reflections on the specificity of this teaching modality, and of as the stage it can contribute to the educators' initial and continuous formation, providing the action-reflection-action on the daily demands that are put by the school context and choosing the dialogue as one of the ways for the development of a process teaching-learning significant. \u0000 \u0000 Estagio no ensino fundamental de Jovens e Adultos: reflexoes sobre acesso e permanencia \u0000 \u0000Resumo: o presente artigo discorre sobre o trabalho de estagio desenvolvido com discentes do curso de Pedagogia da Faculdade de Educacao da Universidade Federal de Goias (FE/UFG), na Educacao de Jovens e Adultos em instituicoes educacionais da Secretaria Municipal de Educacao de Goiânia (SME). Apresenta reflexoes sobre a especificidade desta modalidade de ensino, e de como o estagio pode contribuir para a formacao inicial e continuada dos educadores, proporcionando a acao-reflexao-acao sobre as demandas diarias que sao postas pelo contexto escolar e elegendo o dialogo como um dos caminhos para o desenvolvimento de um processo ensino-aprendizagem significativo.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"11 1","pages":"373-392"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84253448","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":"Reflections upon the Mandatory Internships on Mathematics Teacher Training Undergraduate Courses","authors":"Dalva Eterna Gonçalves Rosa, A. Magalhães","doi":"10.18224/EDUC.V20I2.6241","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6241","url":null,"abstract":"Abstract: this essay’s main objective is to present some of the results from a research which investigated the investigated the Mandatory Internship in Mathematics undergraduate teaching courses at a public university in the state of Goias. Its goals were to comprehend how this specific curricular component encouraged the teachers-to-be’s reflective practices. The subjects analyzed were seven professors from the Mathematics teacher training program in seven different university units. They worked with MI in 2008 or 2009. The theoretical and methodological qualitative approach made this paper, and its documental analysis of surveys and reflective intervivews, possible. The context and data diagnosed that, on Mathematics teacher training undergraduate courses, the development of reflective teaching practices are still timid and isolated. \u0000 \u0000 Reflexoes sobre o estagio supervisionado nos cursos de Licenciatura em Matematica \u0000 \u0000Resumo: este artigo tem o objetivo de apresentar alguns resultados de pesquisa realizada sobre o Estagio Supervisionado nos Cursos de licenciatura em matematica de uma universidade publica do estado de Goias. O objetivo da pesquisa foi compreender se esse componente curricular tem provocado a pratica reflexiva dos licenciandos. Os sujeitos foram sete professores de licenciatura em matematica de sete unidades universitarias dessa instituicao, que trabalharam com o Estagio Supervisionado em 2008 ou 2009. O enfoque teorico-metodologico qualitativo possibilitou a analise documental, de questionarios e entrevistas de carater reflexivo. No contexto investigado, acoes para o desenvolvimento de praticas reflexivas na formacao de professores de Matematica ainda sao timidas e isoladas.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"6 1","pages":"393-407"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87748966","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":"Social Exclusion and Social Inclusion: Looking for an Emancipatory Alternative in the Human Sciences","authors":"B. Fichtner","doi":"10.18224/EDUC.V20I2.6244","DOIUrl":"https://doi.org/10.18224/EDUC.V20I2.6244","url":null,"abstract":"Abstract: the article discusses social exclusion by problematizing the way in which this concept has been treated in the Human Sciences. The analysis develops from brief outline on the antinomies of modern society and current trends in the human sciences to then present a reflection on the relationships between everyday life and modern society. Finally, he discusses the potential of Vygotsky's proposal as an emancipatory alternative. It is concluded that Vygotsky opens perspectives for a qualitatively new theoretical understanding of what is deficiency and about the different practical and therapeutic experiences as a system \u0000 \u0000 Exclusao social e inclusao social: a procura de uma alternativa emancipatoria nas Ciencias Humanas \u0000 \u0000Resumo: o artigo discute a exclusao social problematizando a forma pela qual este conceito tem sido tratado nas Ciencias Humanas. A analise se desenvolve a partir de breve esboco sobre as antinomias da sociedade moderna e as tendencias atuais nas ciencias humanas para, em seguida, apresentar uma reflexao sobre as relacoes entre vida cotidiana e sociedade moderna. Por fim discute o potencial da proposta de Vigotski como alternativa emancipatoria. Conclui-se que Vigotski abre perspectivas para uma compreensao teorica qualitativamente nova sobre o que e deficiencia e sobre as diferentes experiencias praticas e terapeuticas como sistema.","PeriodicalId":40706,"journal":{"name":"Innovacion Educativa","volume":"68 2 1","pages":"447-468"},"PeriodicalIF":0.5,"publicationDate":"2017-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85487857","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}