{"title":"“Modos de existência” como dispositivo teórico-conceitual","authors":"C. Ribeiro","doi":"10.20396/etd.v22i4.8655333","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8655333","url":null,"abstract":"The study focuses on the field of educational research, discussing the nature of the work of thought through research problems. From Michel Foucault and Étienne Souriau, it approaches the theoretical-conceptual device \"modes of existence\", highlighting how both authors produce the implication between a thought of the arts and a philosophical thought for the treatment of the issue. The article aims to demonstrate how this procedure confers to the modes of existence a strategic condition of a theoretical-conceptual device, thus overcoming the areas of problematization in which they were forged. Foucault discusses modes of existence from a problematization of subject and experience, suggesting, within the horizon of a radical dis-subjectivation, an experience of impossibility. Souriau discusses modes of existence from a problematization of the aesthetic work, evoking, in this work itself, the singular movements of instauration and unfinished. Because of the treatment of both thinkers on the question of modes of existence, it becomes possible to construct an indissociably political, ethical and aesthetic approach, aspects that activate strategic implications in the field of education and, particularly in the context of research in education, once that a problematization of the modes of existence operates in favor of a problematization of the mode of existence of a problem of investigation.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"912-930"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186589","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":"Estágios da gestão pedagógica para o uso das tecnologias digitais","authors":"Paula Patrícia Barbosa Ventura, J. A. C. Filho","doi":"10.20396/etd.v22i4.8655663","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8655663","url":null,"abstract":"This article's aim is to propose stages of pedagogical management towards the use of digital technologies when active methodologies are used. This proposal was based on technological management stages by Sandholtz, Ringstaff and Dwyer (1997). Conceived with a qualitative nature and pointed as a case study, the research was carried in a federal institution, during 2016.2 and 2017.1 semesters. The participants were four teachers from the permanent staff. As instruments, a survey questionnaire, observation and interviews were used. Regarding data analysis, it started with questions on a smaller scale as the initial or subsequent codes were defined. Phases like sorting, classification and analysis itself of the material also supported the analysis. Thus, the data were triangulated, being anchored by the interpretative paradigm. Based on literature and empirical research, five stages of pedagogical management were proposed Initiation, Insertion, Integration, Effectivity and Disruption -, demonstrating that the investigated teachers fluctuated, during the research period, between elementary and intermediate stages when using the technologies in a pedagogical way. In this sense, the importance of developing new theoretical frameworks based on real situations is affirmed, with a greater probability of them being carried out by teachers, bringing theory and practice closer together. It is believed that if teachers develop practices based on these stages, there are greater possibilities of making students co-responsible for their own learning.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"1010-1030"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337210","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":"Escala de avaliação da qualidade de cursos de licenciatura a distância","authors":"Marta Fernandes Garcia, Dirceu da Silva","doi":"10.20396/etd.v22i4.8655550","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8655550","url":null,"abstract":"O artigo apresenta o processo de construção e validação de uma escala para avaliação da percepção da qualidade de cursos de licenciatura na modalidade a distância. Para tanto, quatro procedimentos foram empregados: (1) revisão da literatura; (2) validação teórica ou de face; (3) validação semântica e (4) validação estatística, através da Modelagem de Equações Estruturais (MEE), com geração de um constructo de segunda ordem (Qualidade), usando-se o software SmartPLS 2.0. A escala do tipo Likert foi estruturada a partir da solicitação de atribuição de uma nota entre zero e dez e disponibilizada em uma plataforma online. A validação da Escala de Avaliação de Cursos de Licenciatura a Distância (EALDIS) contou com uma amostra de 1.060 estudantes de diferentes cursos de licenciatura a distância do Brasil. A versão final foi validada com 83 itens e 8 constructos. Os testes de confiabilidade dos dados, validade discriminante e preditiva, indicador de coeficientes de caminho e tamanho do efeito apresentaram indicadores de validação muito adequados. Desta forma, a escala apresentada se constitui num instrumento de pesquisa confiável, podendo contribuir para a avaliação de cursos de formação de professores em nível superior na modalidade a distância.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"969-989"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337615","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":"disciplinas escolares","authors":"Anne-Marie Chartier","doi":"10.20396/etd.v22i4.8660167","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8660167","url":null,"abstract":"Para representar la multiplicidad unificada de los saberes, los Enciclopedistas concibieron el \"árbol del conocimiento\". El recorrido, desde el tronco hasta las ramas más finas, ordena a la par, las áreas de conocimiento, los niveles de especialización y las etapas del currículo, desde la escuela hasta la universidad. De hecho, a pesar de sus etiquetas estables (matemáticas, historia), las disciplinas, los saberes y las ciencias están sujetas a restricciones y lógicas heterogéneas, pero la imagen del árbol que habita nuestros inconscientes escolares hace casi \"impensables\" otras clasificaciones disciplinarias posibles.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337466","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":"História do currículo do presente","authors":"Juliana Marsico, Marcia Serra Ferreira","doi":"10.20396/etd.v22i4.8660143","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8660143","url":null,"abstract":"In this paper, we investigate different discourses that produce a specificity for school knowledge in sciences, historically addressed to Adult Education (EJA) in Brazil. It is part of the investigations we have been carrying out in the Curriculum History Study Group, within the context of NEC/UFRJ, with resources from CNPq, Capes and Faperj. In a dialogue with Michel Foucault and historians who instigate us in the production of a Curriculum History as History of the Present (Reinhart Koselleck, for example), we mobilized the notion of alchemy of school subjects proposed by Thomas Popkewitz to understand how school knowledge in sciences has been historically produced for EJA. We are interested in understanding what transformations this knowledge undergoes when traversed by statements that produce regularities for this modality. We investigated: (i) official documents related to EJA in the country; (ii) a textbook collection made available by the Ministry of Education. In the analysis, statements related to the education of young and adult people focused on emancipation, citizen training and work, as well as those focused on the life experiences of these students, emerge as exercising regulatory effects over the curriculum production investigated here. It is in this discursive context that school knowledge in sciences is produced, that participates in the fabrication of students described as oppressed workers who need a teacher (and teaching) to emancipate them. In this movement, the contingencies and complexities of everyday life are being reorganized as objects of school logic, becoming, alchemically, the school knowledge in sciences.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"837-855"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337642","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":"filosofía neotomista como filosofía escolar (Colombia 1870-1930)","authors":"O. Saldarriaga","doi":"10.20396/etd.v22i4.8660154","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8660154","url":null,"abstract":"Este artículo aborda la historia de Filosofía como disciplina escolar, en la convergencia de tres planos: el epistémico: el tipo de saber y sus criterios de verdad; el histórico: desde su formación bajomedieval y renacentista europea hasta la organización curricular del bachillerato colombiano en el siglo XX; y el pedagógico: los métodos y esquemas de distribución curricular y los fines políticos asignados a su enseñanza en la secundaria. Recurre a tres nociones metodológicas: el triple canon de la filosofía enseñada (Alasdair McIntyre); el régimen epistémico empírico-trascendental del saber moderno (Foucault), y el de proceso de institucionalización del saber pedagógico (Zuluaga). Sus fuentes van desde las Historias de la filosofía y la educación, hasta los debates filosóficos y pedagógicos entre neotomistas y positivistas en Colombia.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"873-890"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48314897","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}
Rafael Ríos Beltrán, Olga Lucía Zuluaga Garcés, M. Velasco
{"title":"¿Historia epistemológica de la ciencia o historia de la enseñanza de los saberes y las disciplinas escolares?","authors":"Rafael Ríos Beltrán, Olga Lucía Zuluaga Garcés, M. Velasco","doi":"10.20396/etd.v22i4.8660150","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8660150","url":null,"abstract":"The purpose of the article is to analyze some of the knowledge relationships that are woven between the studies of the Anglo-Saxon curriculum, the school disciplines of French origin and the history of knowledge and school disciplines of Colombian origin based on the methodological notion of pedagogical knowledge. Methodologically, thematic reading was used as a strategy that allowed discursive analysis to be carried out based on the pedagogy, science and knowledge series in each of the three historical traditions. As results, some reflections of the conceptual order are presented that allow configuring a field of knowledge around the teaching of knowledge and school disciplines. In conclusion, from the perspective of historical-pedagogical studies, the political effects of the constitution of the teacher as a professional of teaching in the contemporary world are questioned.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"856-872"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337244","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":"Cultura material de la escuela e historia intelectual","authors":"A. Benito","doi":"10.20396/etd.v22i4.8660176","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8660176","url":null,"abstract":"This essay proposes some reflections and suggestions in order to raise the need to rethink the material culture of the school, a field that has been shaping up in recent years as an innovative historiographic trend in the intellectual history of education. Material and intellectual are not opposed, as might be suspected at first sight, since the consideration of materialities as objects and as contents by contemporary historiography, and not only as a source, is due to an operation of cultural history that it has to be carried out from intellectual presumptions. Otherwise, the historical operation would be reduced to a mere ethnographic construction, and therefore it would not transcend the positivist and instrumental orientation of the analysis. The intellectual vision of the material changes the episteme and introduces a new criticism in the material culture","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"793-811"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337664","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":"Cultura, Saberes e Disciplinas Escolares na Ibero-América","authors":"M. Martins","doi":"10.20396/etd.v22i4.8661682","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8661682","url":null,"abstract":"O quarto número da revista Educação Temática Digital –ETD é lançado ainda em meio às incertezas sobre o retorno dos estudantes às atividades escolares, antes consideradas regulares. O vírus Sars Cov2e a pandemia que a ele se associa modificaram, nesse estranho ano de 2020, o cotidiano de todas as pessoas. No caso das crianças e jovens que frequentam as escolas, tais modificações foram marcadas pelo distanciamento físico dos colegas, pela perda da vivência no espaço escolar e por uma profusão de atividades mediadas por uma tecnologia assombrosa e sedutora, produzindo distintas sensações e pertencimentos ao mundo.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"784-786"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68337857","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}
Joana Dourado França de Souza, Edvaldo Souza Couto
{"title":"Felicidade em gif","authors":"Joana Dourado França de Souza, Edvaldo Souza Couto","doi":"10.20396/etd.v22i4.8655338","DOIUrl":"https://doi.org/10.20396/etd.v22i4.8655338","url":null,"abstract":"RESUMO O artigo apresenta resultados de uma pesquisa e teve como objetivo discutir usos e interações de perfis de jovens no Instagram por meio de publicações de GIFs na função Stories, recurso para compartilhamento de fotos e vídeos com duração de 24 horas na memória do aplicativo. O principal argumento é que esse grupo de jovens usufrui de saberes, de pedagogias que circulam nas mídias sociais digitais para performar a felicidade experimentada e/ou inventada no Instagram Stories. A fundamentação teórica considerou estudos nos campos das pedagogias culturais, da cibercultura aplicada à educação, notadamente, os estudos relacionados às redes sociais digitais e a era da mobilidade. O método utilizado foi o da pesquisa qualitativa, descritiva e analítica, de cunho netnográfico. O artigo conclui que os jovens estudados performam as experiências de felicidade vividas por meio de GIFs no Instagram Stories e, desta forma, trazem à tona pedagogias que constituem a funcionalidade e a rede social em questão.","PeriodicalId":42482,"journal":{"name":"ETD Educacao Tematica Digital","volume":"22 1","pages":"931-947"},"PeriodicalIF":0.2,"publicationDate":"2020-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68336686","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}
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