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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diversitas Journal is the property of Diversitas Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article is the result of reflections from the research of a professional master’s thesis and its general objective was to evaluate the use of affective recipes based on Freirean assumptions, as a stimulus to the process of knowledge construction with EJA students. The specific objectives were to analyze the relationship between the appreciation of students' prior knowledge in a dialogue proposal and the motivation for learning natural sciences in EJA. The methodology was based on a qualitative approach, being a basic and participatory research. The research participants are students of the 8th year of EJA, during the first two months of 2022. Data collection was carried out through face-to-face interviews. It was considered at the end of this study that the appreciation of speech, of the students' experience demonstrated through their recipes and stories brought to the context of the classroom a growth for the group. [ABSTRACT FROM AUTHOR]

This research aims to present an activity report on the teaching of Geomorphology that involves models, anaglyph images, and maps of hypsometry and drainage networks. The activities reported in this article are part of a larger project, which elaborates the geoenvironmental atlases of municipalities in the Center-West of Rio Grande do Sul and creates teaching materials to support teachers in these municipal networks. The activity was applied in elementary schools in Jari and Nova Esperança do Sul, RS. Most students already had prior knowledge and could visualize the concepts in anaglyph images and models. However, when interpreting the maps, less than 25% were able to identify high and low points and also the flow direction, which links to the lack of Cartographic Literacy notions: difficulty in creating and reading legends; difficulty inserting symbols on the map; and the memorization of the cardinal points, since 17% of the students indicated that the water can only go to the south - low portion on the map. Thus, it is important to consider teaching Geomorphology focused on the place through diversified strategies based on the notions of literacy and cartographic literacy. [ABSTRACT FROM AUTHOR]

This paper aims to describe the progress of a learning product resulting from a master's degree investigation project whose goal was to aid educators in addressing sexuality in various learning environments. As a theoretical contribution, we start with Intentional Sexual Education. Regarding methodological procedures, this research is characterized by being qualitative and exploratory in nature. The starting point was to apply a questionnaire to adolescents to verify their prior knowledge about sexuality and explore what topics would interest them. Subsequently, conversation circles were held with the adolescents, in which the topics they selected were discussed. Based on the data collected and analyzed from the conversation circles, a teacher guide was prepared with the title “Contributions from an exploratory study as support for the construction of a pedagogical proposal for sexual education with adolescents.” As a result, it is highlighted that the entire research process was developed with adolescents, allowing conversation circles to be proposed as sexual education actions in different educational spaces with themes related to sexuality. [ABSTRACT FROM AUTHOR]

With the aim of promoting student protagonism in the construction of their knowledge in Biology classes, this article introduces an educational product that seeks to empower students to actively participate in the learning process. To achieve this objective, the study focuses on describing the advances of an investigative cycle within a didactic activity presented in the aforementioned educational product, based on the theoretical framework proposed by García and García (2000). The main approach of this pedagogical intervention comprises three essential aspects for the effective conclusion of the learning process. These include presenting a problem situation that stimulates students' critical thinking, interacting between students' prior knowledge and new information from various sources to solve the problem situation, and, finally, a conclusion involving the communication of the results achieved. This study follows a qualitative approach, with the purpose of characterizing the moments of the investigative cycle that arise during the performance of the activity, based on the indicated theoretical framework and emphasizing the active participation of students through this teaching strategy. Additionally, the research demonstrates the effectiveness of the actions developed by students to solve the proposed problem situation, highlighting the discussions and other strategies used throughout the activity, which contribute to the consolidation of individual and collective knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aufklärung: Revista de Filosofia is the property of Aufklarung: Revista de Filosofia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Business & Projects / Revista de Gestão e Projetos is the property of Revista de Gestao e Projetos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Graphs are one of the most common ways of representing natural or social phenomena and their wide use in the scientific environment makes them one of the forms of representation with great importance in scientific literacy. Consulting primary and secondary sources of the theoretical framework of semiotics, or the general theory of signs formulated by the American logician, scientist and philosopher Charles Sanders Peirce (1839-1914), this article aims to describe graphics as semiotic signs, highlighting its characteristics that lead to argumentative reasoning, as well as performing an epistemological synthesis on the structuring of arguments so that it is possible to incorporate graphics and other non-verbal elements as part of the argumentative structure. From an applied analysis of Peirce's semiotics, graphs were described as symbolic signs dependent on prior knowledge of the system of rules necessary to read a graph that represents the respective phenomenon; however, when interpreted semiotically, they are able to provide premises (information about the phenomenon) that can be used in structuring arguments, inducing an inferential reasoning that uses this information to elaborate a cyclical system of interaction between abductive, deductive and inductive inferences, thus allowing the incorporation of a non-verbal element in an analysis of the argumentative structure. [ABSTRACT FROM AUTHOR]

This study aimed to analyze the training process of Family Practice residents in childcare. It was participatory research with continuous teaching-learning process guided by the researcher. Andragogy principles (valuing prior knowledge, motivation, autonomy, horizontal teaching, knowledge exchange, significance, and applicability of new knowledge) were used through active methodologies. At the end of the residency, students are trained in childcare and the community benefits from the positive results of the training. The process presented social and scientific relevance, as it reflects the potential of in-service teaching. Teaching-learning according to andragogy makes training more participatory and motivating. It is essential to apply andragogy in teaching Family Practice residency in Primary Care. Students develop autonomy, security, and motivation. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflective thinking has four levels: habitual action, understanding, reflection and critical reflection, and is the ability to assign personal meaning to prior knowledge and then to envision its application in practice. The objective of this study is to verify how the use of teaching cases can be related to the level of reflective thinking in students of the administration course. It is a longitudinal experiment, with repeated measurements, with quantitative and qualitative analysis. For this, the reflection questionnaire, by Kember et al. (2000), in a universe of 67 students, with a sample of 38 individuals in the quantitative collection and interview with 14 students. The results suggest that the cases discouraged mechanical learning, contributed to the understanding of concepts and theories, were important for students to get in touch with ambiguities of opinion, helped to visualize the theory practical application, favored the analysis of alternatives of action and led students to have new ideas, to change their opinion and to broaden their view of people management. It is concluded that teaching cases can favor the development of reflective thinking in business administration students, but the importance of adapting the cases to students' professional reality is highlighted, as the little or lack of professional experience can compromise the ability to reflect. [ABSTRACT FROM AUTHOR]

Approaches to learning are a set of motivation and strategy adopted by students in the classroom. Thus, the student can take a superficial or deep approach, according to his perception of what is expected of him. The aim of this research was to verify how the use of teaching cases can be related to the approaches to learning in undergraduate students in Administration. It's a longitudinal experiment, with repeated measurements, with quantitative and qualitative analysis. For this purpose, the Revised Study Process Questionnaire (R-SPQ-2F), by Biggs, Kember and Leung (2001) was used in a universe of 67 students, with a sample of 38 individuals in the quantitative collection and interview with 14 students. It's concluded that the teaching cases can contribute to the deep motivation and strategy, mainly stimulating the active participation of the students and their co-responsibility through their own learning. It's important to highlight that actions, both by students and teachers, can improve the experience of using cases, such as: adapting assessments and the level of complexity of activities; availability and prior preparation of students; and avoid the apportionment of questions, the polarization of discussions and the accumulation of activities. The personal characteristics of students and teachers, academic objective and students' prior knowledge, fatigue, classroom climate and use of bonuses can also be associated with the approach to learning used by students. [ABSTRACT FROM AUTHOR]

In this article, we intend to relate the ways in which reading activities are carried out and teachers' perceptions of their students' reading. Therefore, we examined responses to an online questionnaire from teaching professors from public and community universities in Santa Catarina. The study is exploratory, and seeks to provide an overview of what happens in the proposed context. The data were generated in a broader survey on academic literacy, which involved universities in Santa Catarina. Based on the theoretical propositions of academic literacy studies, an analysis of the data showed that the comprehension of the texts read is the main challenge to be faced with regard to reading at university. It includes lack of prior knowledge and little familiarity with the proposed texts, in addition to the lack of time alleged by students and referenced by teachers. However, such aspects do not affect the activities' routing, which are intended, in general, to guide students' ways of reading. There are also movements for the socialization of reading, in addition to serving as a starting point for writing practices. In these directions, it was possible to infer movements towards the academic literacy models proposed by Lea and Street (2006). [ABSTRACT FROM AUTHOR]

Copyright of Educacao e Pesquisa is the property of Faculdade de Educacao da Universidade de Sao Paulo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Segurança Alimentar e Nutricional is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper analyzes the relationship between curriculum and early childhood education, based on the resumption of curricular policies developed in the last decades, problematizing the National Curricular Common Base (BNCC) for Early Childhood Education, enacted in 2017 and which, as the document covers, Early Childhood Education in the context of Basic Education and thus, as it is proposed for the other stages, although attending to their specifics, also brings the indication of learning considered essential, in a logic that reduces education to teaching. The issue of the right to learning and development is taken as a motto of problematization, an issue that is presented as justification even for the BNCC, inquiring about the discursive articulations that are aligning the right to learning with equality that as we have discussed, slips into an understanding of the common as unique, in a homogenizing character that impels the silencing of difference. We develop the argument from post-structural contributions that are based on the understanding of politics as discursive production, struggle for meaning in ever unstable and inconclusive language games, in which closures are provisional because the work of signification is uninterrupted flow. We discuss the conception of curriculum that drives the research we have developed, taking it as a cultural enunciation, which is in the midst of negotiations with and in difference. Thus, we put in debate the meanings placed on the right to learning and the prior definition of experiences, advocating in favor of other senses, in the defense of experience as an alteritary event. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Contabilidade do Mestrado em Ciências Contábeis da UERJ is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of this work proposal is to investigate the repercussions of using entertainment as a teaching strategy in learning Topography for the Technical Course in Agriculture with emphasis on Agroecology of PRONERA in the Territory of Sertão do Pajeú, State of Pernambuco, and, from this, to expose a viable didactic sequence to the teaching of Topography at PRONERA. To this end, the manufacture and handling of alternative equipment was used for simple agricultural topographic surveys. At first, a documentary research was carried out to better understand the students' reality. A data collection was carried out regarding the teaching-learning process, applying identical assessments, before and after conducting the work, in order to identify prior knowledge and verify whether there was a contribution to student performance from the intervention. Oral records were made through a panel interview to learn about the students' opinions about the project's contributions. For statistical analysis, a completely randomized design was used. The results of the analyzes show that there was a significant improvement in the learning of Topography by 33.64%. The results of the panel interview reveal that the developed activities contributed to arouse interest and facilitate the learning of Topography. [ABSTRACT FROM AUTHOR]

Affirmative action's p lay an essential role in the p rocess of democratizing access to higher education in Brazil, especially in initial teacher education courses, which have a large representation of the less favored classes. Based on this, this study asked: How do undergraduate students at the Universidade Federal da Bahia perceive their presence in higher education and use the knowledge acquired in this space as educators? From a decolonial epistemic perspective, the goal of this research was to explore the meanings attributed by students to the experience of being in higher education highlighting the challenges of social justice in this inclusive process. The case study was the method used, having as instruments interviews and focus groups conducted with 74 students. From the content analysis we were able to group their reports into three categories: The socioeconomic profile and choice of the course; social actors in the commitment to quality education; and hierarchy of popular and scientific knowledge at the University. More than half of the participating students have a low-income family, most are black and attended p ublic school. Student's rep orts have demonstrated recognition of social justice by having access to the course at a federal higher education institution; the importance of education for citizen formation; the emphasis of selfknowledge as a process of emancipatory education; the need for public and institutional policies that enable the permanence and completion of training; and, finally, the lack of recognition of prior knowledge that could be part of the fruitful exchange of knowledge necessary for the educational process. [ABSTRACT FROM AUTHOR]

Copyright of Revista do Serviço Público (Civil Service Review) is the property of Revista do Servico Publico and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article's purpose is to reflect on the contributions of David Ausubel's (1982) conception of Meaningful Learning to the formation of apprentices. It aims to analyze the constitution of the teaching and learning process of the Young Apprentice Program (PJA) based on educational practices influenced by the multiple contradictions that permeate the educational action demarcated by a historical, social and cultural space-time. This bibliographic study is structured from: initial notes on PJA, learning and methodology used; discussion of meaningful learning and educational practice; characterization of the PJA and its guidelines as well as the dialogue between these and educational training alternatives. It is concluded that the meaningful learning results from a pedagogical practice, which helps the formation of the young working class, because it is based on prior knowledge, in the critical analysis and intentions, it guarantees the success of the actions carried out, preventing the teaching from being restricted to the sphere of idealization and disconnected from its objectification. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: In the context of physical education in early childhood education, practices decontextualized and marked only by the motor gesture limit the integral development of the student. Objective: In view of this scenario, the objective is to present a pedagogical proposal based on the play of account for the teaching of Physical Education in children's education. Methods: It is a theoretical essay that proposes a systematization supported by the dimensions of the contents, using the make-believe game as a pedagogical strategy and constituted through a complex network of contents. Results: The pedagogical proposal was elaborated by the grouping of contents: hand ball, foot ball, fights, rhythmic and expressive activities. Conclusion: This proposal explores the creativity of the learner by the unpredictability of the play, allows freedom of expression, and respects their prior knowledge, contributing to their integral formation. It is not a rigid model, but a possible reference for teaching work. [ABSTRACT FROM AUTHOR]

Technology-based enterprises (TBEs) often seek aid for infrastructure, financial and managerial skills in its management and product development activities, finding in the incubation process support in these aspects. In this context, the present study seeks, from a qualitative study, descriptive-exploratory and that uses a multicase research strategy, to understand how the incubation process influences the innovation, financial and managerial capacities of six TBEs incubated. The results showed that the prior knowledge in the administrative area contributes to the managerial capacity of TBEs, the incubation process contributes to the innovation capacity of innovation of the incubated through knowledge transfer, consultancy and access to industry, and the financial capacity of TBEs is less influenced by the incubation process. [ABSTRACT FROM AUTHOR]

The main objective of this article is understand the reality of the work of home caregivers in a city in the interior of Minas Gerais from five analytical dimensions (physical, cognitive, emotional, relational and sexual). The relevance of this study lies in the understanding of an activity that, although loaded with precariousness and inequalities, has been sparingly studied in the Brazilian academy. For the purpose of this study, of essentially qualitative nature, 10 semi-structured interviews with home caregivers of the elderly were carried out. The interviews were analyzed using the technique of french discourse analysis. It was observed that this activity has a strong physical character and presents itself as having a repetitive and precarious nature. In addition, it requires, from its executor, several emotional mobilizations in order to build a relationship of trust between patient and caregiver. It also demands a certain strategy of naturalization in dealing with the excrement or sexual parts of the elderly, and it requires previous learning (formal or informal) for its full exercise. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)