Praxis & Saber最新文献_第7页

Investigación educativa: problemática y carácter multidisciplinario. Reflexiones teóricas y filosóficas 教育研究：问题和多学科性质。理论与哲学反思

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Praxis & Saber Pub Date : 2021-01-24 DOI: 10.19053/22160159.V12.N29.2021.11469

Ana María Bocanegra Valle

引用次数: 3

Etnoecología en el aula de clase: una propuesta para la formación docente contextualizada en comunidades tradicionales Etnoecología教室里建议:教育培训类传统社区的报道

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11532

Karina Vieira Martins, G. C. S. Baptista, Rosiléia Oliveira de Almeida

{"title":"Etnoecología en el aula de clase: una propuesta para la formación docente contextualizada en comunidades tradicionales","authors":"Karina Vieira Martins, G. C. S. Baptista, Rosiléia Oliveira de Almeida","doi":"10.19053/22160159.V12.N28.2021.11532","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11532","url":null,"abstract":"En el presente artículo, presentamos y discutimos los resultados de una investigación que tuvo como objetivo analizar intervenciones didácticas desarrolladas por docentes en formación inicial en biología durante un curso de extensión universitaria centrado en la enseñanza de la ecología intercultural. El abordaje del trabajo es cualitativo con un análisis del enfoque comunicativo de las intervenciones desarrolladas por los docentes en formación inicial. Con base en los datos presentados, es posible inferir que los docentes en formación inicial no pudieron insertar con precisión el diálogo intercultural con los estudiantes, lo que revela un enfoque comunicativo de tipo interactivo de autoridad durante las intervenciones. Sin embargo, nos dimos cuenta de que había una intención de promover el diálogo intercultural y la inclusión de elementos etnoecológicos en sus clases. Este trabajo indica que la formación de profesores de biología sensibles a la diversidad cultural es un proceso lento y complejo, que no debe acontecer en momentos específicos durante el periodo de formación inicial, sino, más bien, debe estimular en los estudiantes universitarios experiencias más extensas sobre la relación entre universidad y escuela.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44195773","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

Educational process and socio-environmental conflicts: construction of possible meanings and senses 教育过程与社会环境冲突:可能意义与感官的建构

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11169

Romualdo José dos Santos, Luiz Marcelo de Carvalho

{"title":"Educational process and socio-environmental conflicts: construction of possible meanings and senses","authors":"Romualdo José dos Santos, Luiz Marcelo de Carvalho","doi":"10.19053/22160159.V12.N28.2021.11169","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11169","url":null,"abstract":"Neste artigo, sistematizamos parte dos resultados da tese do primeiro autor, que teve como objetivo construir possíveis significados e sentidos sobre a relação entre processo educativo e conflitos socioambientais, a partir da análise dos textos de teses e dissertações em educação ambiental [EA] concluídas no Brasil. Trata-se de uma pesquisa documental inserida em um projeto mais amplo sobre o estado da arte da pesquisa em EA no Brasil — Projeto EArte. Os trabalhos analisados foram selecionados no Banco de Teses E Dissertações disponível no site desse projeto —www.earte.net. As análises foram orientadas pelos referenciais teórico-metodológicos associados à perspectiva histórico cultural e à perspectiva bakhtiniana. Os dados apresentados neste artigo referem-se às análises das teses e dissertações que exploraram processos educativos envolvendo conflitos socioambientais, associados à ideia de “participação” e “participação e cidadania”. As análises nos permitiram considerar que a promoção da participação e o exercício da cidadania tem sido entendidos como tarefas desafiadoras para os educadores ambientais. Neste contexto, os conflitos socioambientais passam a ser considerados como princípio orientador de propostas e práticas em EA na perspectiva crítica, pautadas no diálogo entre saberes, potencialmente capazes de promover a superação da “semiformação” dos sujeitos.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42329352","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

Ethno-conservation and environmental education in Brazil: resistance and learning in a traditional community 巴西的民族保护与环境教育:传统社区的抵抗与学习

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11443

Diógenes Valdanha Neto, P. Jacobi

{"title":"Ethno-conservation and environmental education in Brazil: resistance and learning in a traditional community","authors":"Diógenes Valdanha Neto, P. Jacobi","doi":"10.19053/22160159.V12.N28.2021.11443","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11443","url":null,"abstract":"A existência dos povos tradicionais é frequentemente ameaçada por iniciativas de desterritorialização. Nesse contexto, relata-se um estudo de caso realizado na comunidade ribeirinha de São Carlos do Jamari, localizada no estado de Rondônia— Amazônia brasileira—, com os objetivos de compreender qual a interpretação feita por esses comunitários sobre o desastre da inundação sofrida em 2014 e de compreender quais mudanças foram fomentadas pelos processos de aprendizagem social que permearam esse grupo nesse contexto. A inundação histórica da comunidade ocorreu no contexto de implantação de duas grandes usinas hidrelétricas no rio Madeira — Santo Antônio e Jirau. Foram realizadas entrevistas com sete moradores e um grupo focal com cinco pessoas, além de observações diretas do cotidiano da comunidade e desenvolvimento de conversas informais. Os dados revelam que predomina uma interpretação questionadora do desastre, relacionando-o à implantação das usinas. Também foram identificadas três esferas de mudanças na comunidade permeadas por processos de aprendizagem: as relações comunidade-comunidade, comunidade-território e comunidade-Estado. Argumenta-se pela necessidade de fortalecimento da perspectiva etnoconservacionista em diálogo com a educação ambiental latino-americana.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43528278","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

Spanish PIBID: a space that brings school and future teachers together 西班牙PIBID：一个将学校和未来教师聚集在一起的空间

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.10879

Julian Bergmann, Andréa Cesco

{"title":"Spanish PIBID: a space that brings school and future teachers together","authors":"Julian Bergmann, Andréa Cesco","doi":"10.19053/22160159.V12.N28.2021.10879","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.10879","url":null,"abstract":"This paper proposes a reflection on the Spanish Teaching Initiation Institutional Scholarship Program [Spanish PIBID] at the Federal University of Santa Catarina as a space that brings together schools and future teachers, in schools of the Florianópolis Metropolitan Region, showing actions and challenges faced for the consolidation of the program in the region. Based on a research done with the participants of the Spanish subproject—2012-2020—the project was analyzed from the perspective of PIBID teacher trainees, according to the topics highlighted by them, such as the relation between theory and practice, their presence in school, or the relation between the university and basic school. Based on official data on filled and unfilled school capacity, current challenges faced by teaching programs in universities were also taken into account, especially in the case of Spanish as a foreign language program, considering the need to keep teaching-fostering public policies in place. As a formative experience, the subproject is perceived as rewarding, having as a theoretical basis the training of reflective teachers and researchers, concerned with collaborating to maintaining high quality standards for public school as an institution that educates critical and autonomous citizens. ","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44678024","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 of the art on critical environmental education at the Research Meeting on Environmental Education 环境教育研究会上批判环境教育的最新进展

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11609

D. P. Silveira, Leonir Lorenzetti

{"title":"State of the art on critical environmental education at the Research Meeting on Environmental Education","authors":"D. P. Silveira, Leonir Lorenzetti","doi":"10.19053/22160159.V12.N28.2021.11609","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11609","url":null,"abstract":"Critical environmental education [CEE] is presented as an important form of social intervention, since it helps in the promotion and understanding of socio-environmental problems in their multiple dimensions. Thus, in this article, the research on CEE, presented at the Research Meeting on Environmental Education [RMEE], in the time period between 2001 and 2019, was analyzed, taking into account its possibilities as a means of scientific communication, since it allows the debate about environmental education and its connections in the contemporary world. The methodology was based on a state-of-the-art research. 898 works were found in the archives of the RMEE. Forty-one papers with the term critical environmental education in their title were analyzed. For the analysis, descriptors and categories were created. Discursive textual analysis was adopted to interpret the data. In 2017 and 2015, there was the largest number of publications of works related to CEE. It is observed that CEE enables a new perspective on issues related to nature and society, as well as on emerging situations in the contemporary world, through the reflection on the quality of life and actions related to nature and society.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482899","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

Colonialidad del saber – educación ambiental: la necesidad de diálogos de saberes 知识的殖民主义-环境教育:知识对话的需要

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11601

M. L. Eschenhagen

{"title":"Colonialidad del saber – educación ambiental: la necesidad de diálogos de saberes","authors":"M. L. Eschenhagen","doi":"10.19053/22160159.V12.N28.2021.11601","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11601","url":null,"abstract":"Este artículo es una reflexión sobre la educación ambiental en las universidades, entendida como la adquisición de criterios ambientales para tomar decisiones responsables con y frente a la vida. En este texto se indagan las raíces de la forma en que Occidente moderno ha entendido el concepto de ambiente y las distintas perspectivas políticas, económicas y sociales que atraviesan su comprensión, para, después, proponer la necesidad de diversificar dichos puntos de vista, de tal modo que se amplíen las formas de entender las problemáticas ambientales. Si se revisa cómo se entiende el concepto de ambiente, cambia la forma de entender los problemas ambientales. A través de un escrutinio documental crítico, este artículo presenta el contexto y la concepción de ambiente. Luego, se introduce la noción de modernidad/colonialidad y la importancia de la colonialidad del saber para demostrar cómo influye en la idea de naturaleza. Finalmente, se presenta un diálogo de saberes y se propone la perspectiva de la hermenéutica diatópica, que ayuda a disolver posibles malentendidos, por ejemplo, en torno la propuesta de la “naturaleza como sujeto de derecho”.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":"12 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41756324","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

Fundamentos políticos y conceptuales para diseñar las políticas de educación ambiental en el sistema educativo argentino 阿根廷教育系统中设计环境教育政策的政治和概念基础

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11560

Silvina Corbetta, Pablo Sessano

引用次数: 2

“If the river comes to an end, the community comes to an end”: pedagogical dimension of environmental racism “如果河流结束，社区也会结束”：环境种族主义的教育层面

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11075

André Carneiro Melo, M. A. Barzano

{"title":"“If the river comes to an end, the community comes to an end”: pedagogical dimension of environmental racism","authors":"André Carneiro Melo, M. A. Barzano","doi":"10.19053/22160159.V12.N28.2021.11075","DOIUrl":"https://doi.org/10.19053/22160159.V12.N28.2021.11075","url":null,"abstract":"This article aims to analyze the educational practices that emerge from conflict situations in which ancestry and the right to the quilombola territory are appreciated. From the narratives of the residents of the Barreiros de Itaguaçu community with regard to the conditions of retrenchment of their traditional territory, we wanted to contribute—through the production of knowledge about the environmental racism experienced by the community—with the hope of increasing its visibility in places where the different axes ofcoloniality do not allow it. Living together within the community revealed that the residents create resistance strategies to fight the process of occupation of their territory. This idea of resistance that we describe here is not limited exclusively to the defense of the territory, it also refers to the defense of the ways of survival and to the defense of the community way of life, which evinces the quilombola identity. This context of community resistance is considered as a universe of tensions and diverse problems engendered by the worldwide colonial system, based on the different faces of coloniality, from where the quilombolacommunity-produced knowledges emerge, which query other ways of appropriating nature.","PeriodicalId":41406,"journal":{"name":"Praxis & Saber","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43692674","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

Relación emociones y educación en ciencias: estado del arte reportado en eventos académicos 情感与科学教育的关系:学术活动报告的最先进状态

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Praxis & Saber Pub Date : 2021-01-02 DOI: 10.19053/22160159.V12.N28.2021.11173

Yulieth Nayive Romero, R. Tuay, María Rocío Silva Pérez

引用次数: 1