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11 results on '"Pedagogical spaces"'

1. New ways of 'being' and 'doing' in Community-Based Participatory Research : transforming professional identities and society through pedagogic rights

Author

Stevens, Edward, Abbas, Andrea, and Watermeyer, Richard

Subjects
370, community-based participatory research, professional identity, pedagogic rights, specialised identity, pedagogical spaces, Bernstein, knowledge democracy, civil society, praxis knowledge
Abstract

As a participatory, action-oriented approach to research, Community-Based Participatory Research (CBPR) plays a social role in the distribution of knowledge in civil society and democracy, re/framing whose and what knowledge ‘counts’ and resulting in co-produced praxis knowledge that effects social change. In drawing together academy and community members from disparate social worlds and invested in their own discourses, every CBPR project generates unique social arenas. It is these arenas that form the focus of this enquiry. Specifically, I understand the arenas as ‘pedagogical spaces’ (Burke et al, 2017) where the professional social categories involved in CBPR – academics, charity workers, and volunteers – engage in pedagogic relations that re/shape their professional identities, their ways of ‘being’ and ‘doing’. This enquiry explores in-depth how identities evolve across the professional social categories in manners that enable, or constrain, individuals’ abilities to effect social change. My research involves a qualitative case study of Engage, a programme of five CBPR projects. Through narrative inquiry and an arts-informed approach, I investigate the learning and identity experiences of Engage participants, analysing these through a Bernsteinian conceptual lens. Specifically, Bernstein’s concept of ‘pedagogic rights’ (2000) is deployed to explore how, through learning, people may drive social change. And his concept of ‘specialised identities’ (2001) is used to investigate whether participants’ professional identities evolve to enable them to act meaningfully within CBPR. Given my dataset, I expound a CBPR specialised identity comprising multiple components that empower individuals to participate and to take social justice-oriented actions that effect micro, meso, and macro-level social changes. Identities are transformative due to access to pedagogic rights. However, I also note a range of barriers to the adoption of specialised identities, including the nefarious impact of neoliberal pressures and the presence of strongly bounded professional identities. Such barriers delimit potential for outcomes in a knowledge democracy.

Published
2020

2. Social Media Platforms as Pedagogical Spaces. The Professional Use of Social Media Platforms in Youth Work

Author

Daniela Cornelia Stix

Subjects
social media platforms, youth work, pedagogical spaces, pedagogical action, Special aspects of education, LC8-6691
Abstract

«If I as a professor of education give advice to parents in a streetcar about how they should deal with their obviously overtired child, then I probably act presumptuously but not professionally, because the streetcar is not the place of my profession» (Giesecke, 1997, p. 47). Yet how does it look if educational spe- cialists deliberately expand the conventional professional-educational spaces by acting in a pedagogical way on Social Media Platforms? On the basis of several practice situations from youth recreation centres, this paper will illustrate and discuss the pedagogical ways Social Media Platforms are used in daily youth work. The examples come from qualitative interviews that were conducted with professional youth workers. A second focus will be on the perception of Social Media Platforms as pedagogical spaces. With the regard to the relationship be- tween social, interactive activities and informative, image-cultivating activities, results show an imbalance – less in practice but highly noticeable in percep- tion. These results will be discussed in reference to the concept of performative spaces by Löw (2016) and the Basic Forms of Pedagogical Actions by Giesecke (1997), which are also used to show the importance of perceiving Social Media Platforms as pedagogical spaces. In addition to these positive implications, the outlook also raises ethical questions and challenges for pedagogical action.

Published
2020

3. Methodology of problematization with the arch of maguerez : knowledge of teachers from municipal schools in Palmeira das Missões/RS

Author

Jeferson Rosa Soares, Cátia Cilene Silene Carrazoni Lopes Viçosa, Roselane Zordan Costella, and José Vicente Lima Robaina

Subjects
Prática pedagógica, Pedagogical spaces, Educação continuada, Methodological tools, Ciências naturais, General Medicine, Continuing training, School practices
Abstract

Este trabalho partiu do pressuposto de que uma das funções sociais da escola é o desenvolvimento dos conhecimentos sob a forma de diferentes metodologias ativas. Para tanto, se discorreu sobre a teoria do ensino desenvolvimental, que possibilita promover a aprendizagem ao instigar os professores a formarem seu pensamento teórico, crítico e político. O objetivo da pesquisa foi analisar o conhecimento dos professores de escolas municipais sobre a metodologia da problematização com o Arco de Maguerez. A hipótese que norteou esta pesquisa foi a de que um trabalho desenvolvido pela perspectiva da metodologia da problematização pode propiciar o desenvolvimento de conhecimentos, tornando-os críticos e autônomos com compreensão da produção científica. Assim, o presente trabalho se caracteriza por ser qualiquantitativo e utilizou-se do procedimento de estudo de caso. Teve como participantes 40 professores de escolas municipais do município de Palmeira das Missões, Rio Grande do Sul (RS). A coleta de dados ocorreu por meio da aplicação de um questionário, com a posterior análise através da técnica da triangulação. Os resultados indicaram que um número significativo de professores conhece as metodologias ativas, porém manifestam interesse em participar de formação continuada visando melhorar a compreensão sobre as diversas técnicas desse método. Conclui-se que a inserção das metodologias ativas em formações continuadas se constitui em uma ação premente para qualificar a educação básica, fomentando a reflexão sobre novas e necessárias concepções e estratégias para os processos de ensino e aprendizagem. This work started from the assumption that one of the social functions of the school is the development of knowledge in the form of different active methodologies. To this end, the theory of developmental teaching was discussed, which makes it possible to promote learning by encouraging teachers to form their theoretical, critical and political thinking. The objective of the research was to analyze the knowledge of teachers from municipal schools about the methodology of problematization with the Arco de Maguerez. The hypothesis that guided this research was that a work developed from the perspective of the methodology of problematization can provide the development of knowledge, making them critical and autonomous with an understanding of scientific production. Thus, the present work is characterized by being qualitative and quantitative and used the case study procedure. The participants were 40 teachers from municipal schools in the municipality of Palmeira das Missões, Rio Grande do Sul (RS). Data collection took place through the application of a questionnaire, with subsequent analysis using the triangulation technique. The results indicated that a significant number of teachers are familiar with active methodologies, but they are interested in participating in continuing education in order to improve their understanding of the various techniques of this method. It is concluded that the insertion of active methodologies in continuing education constitutes a pressing action to qualify basic education, encouraging reflection on new and necessary concepts and strategies for the teaching and learning processes.

Published
2022

4. Pedagogical spaces in the teaching of Physical Education: Implications in a federal educational institution

Author

Raimundo Fernandes da Silva, Heloísa Beatriz Cordeiro Moreira, and Patrícia Ribeiro Feitosa Lima

Subjects
lcsh:LC8-6691, ensino médio, lcsh:Special aspects of education, Ensino médio, espaços pedagógicos, Espacios Pedagógicos, Espaços pedagógicos, lcsh:Social Sciences, lcsh:H, Pedagogical spaces, Educação Física, ComputingMilieux_COMPUTERSANDEDUCATION, Educación Física, Physical Education, Escuela secundaria, High school, lcsh:Science (General), educação física, lcsh:Q1-390
Abstract

The present study aimed qualitatively to analyze, from the perspective of the institution's Physical Education, the questions regarding the structure of the discipline's physical spaces on the campuses of a Federal Teaching Institution (IFES) located in the state of Piauí, Brazil and its implications for the school curriculum and the education of students. The survey included structural verification through a survey of the physical structures available for teaching Physical Education on each campus of this institution through the website of the same IFES, the Institutional Development Plan 2015 to 2019 (PDI) and consultation with teachers of Physical Education on campuses through the WhatsApp Messenger instant messaging application, the integrated high school course plans offered by this institution in Administration, Informatics, Agriculture, Buildings, Environment, Electronics, Fruit and Electromechanics and their respective Physical Education courses were also observed. According to the data of the present study, we can observe through institutional documents that there is no harmony between the structure of the campuses and the Physical Education discipline menu, leaving the teacher to prioritize or not the contents that are viable for learning. El presente estudio tuvo como objetivo analizar cualitativamente, desde la perspectiva de la Educación Física de la institución, las preguntas relacionadas con la estructura de los espacios físicos de la disciplina en los campus de una Institución Federal de Enseñanza (IFES) ubicado en el estado de Piauí, Brasil y sus implicaciones para el currículo escolar y la capacitación de los estudiantes. La encuesta incluyó la verificación estructural a través de una encuesta de las estructuras físicas disponibles para enseñar Educación Física en cada campus de esta institución a través del sitio web del mismo IFES, el Plan de Desarrollo Institucional 2015 a 2019 (PDI) y consultas con los maestros de Educación Física en los campus a través de la aplicación de mensajería instantánea WhatsApp Messenger, también se observaron los planes de cursos integrados de secundaria ofrecidos por esta institución en Administración, Informática, Agricultura, Edificios, Medio Ambiente, Electrónica, Frutas y Electromecánica y sus respectivos cursos de Educación Física. Según los datos del presente estudio, podemos observar a través de documentos institucionales que no hay armonía entre la estructura de los campus y el menú de la disciplina de Educación Física, dejando al maestro priorizar o no los contenidos que son viables para el aprendizaje. O presente estudo objetivou de forma qualitativa, analisar na perspectiva da Educação Física da instituição as questões referentes a estrutura dos espaços físicos da disciplina nos campi de uma Instituição Federal de Ensino (IFES) localizada no estado do Piauí, Brasil e suas implicações no currículo escolar e formação dos educandos. A pesquisa contou com a verificação estrutural através de um levantamento das estruturas físicas disponíveis para o ensino da Educação Física em cada campus dessa instituição por meio do sítio eletrônico da mesma IFES, do Plano de Desenvolvimento Institucional 2015 a 2019 (PDI) e consulta aos professores de Educação Física dos campi através do aplicativo de mensagens instantâneas WhatsApp Messenger, também foram observados os planos de cursos do ensino médio integrado ofertados por essa instituição em Administração, Informática, Agricultura, Edificações, Meio ambiente, Eletrônica, Fruticultura e Eletromecânica e suas respectivas ementas da disciplina Educação Física. De acordo com os dados do presente estudo podemos observar por meio dos documentos institucionais que não existe sintonia entre a estrutura dos campi e a ementa da disciplina Educação Física, ficando a cargo do docente priorizar ou não os conteúdos que são viáveis ao aprendizado.

Published
2020

5. Social-Media-Plattformen als pädagogische Räume. Die professionelle Nutzung von Social-Media-Plattformen in der Jugendarbeit: 2018. MEDIA EDUCATION – Studi, ricerche, buone pratiche 9 (2): 329–42. https://doi.org/10.14605/MED921809

Author

Stix, Daniela Cornelia and Stix, Daniela Cornelia

Abstract

"Wenn ich als Pädagogikprofessor den Eltern in der Straßenbahn Ratschläge gebe, wie sie mit ihrem offensichtlich übermüdeten Kind umgehen sollen, dann handle ich wahrscheinlich anmaßend, aber nicht professionell, denn die Straßenbahn ist nicht der Ort meines Berufes" (Giesecke, 1997, S. 47). Wie sieht es aber aus, wenn Bildungsfachleute die herkömmlichen berufspädagogischen Räume bewusst erweitern, indem sie auf Social-Media-Plattformen pädagogisch agieren? Anhand mehrerer Praxissituationen aus Jugendfreizeiteinrichtungen soll in diesem Beitrag der pädagogische Umgang mit Social-Media-Plattformen in der täglichen Jugendarbeit dargestellt und diskutiert werden. Die Beispiele stammen aus qualitativen Interviews, die mit pädagogischen Fachkräften der Offenen Kinder- und Jugendarbeit geführt wurden. Ein zweiter Schwerpunkt liegt auf der Wahrnehmung von Social-Media-Plattformen als pädagogische Räume. Hinsichtlich des Verhältnisses zwischen sozialen, interaktiven Aktivitäten und informativen, imagebildenden Aktivitäten zeigen die Ergebnisse ein Ungleichgewicht - weniger in der Praxis, aber deutlich spürbar in der Wahrnehmung. Diese Ergebnisse werden in Bezug auf das Konzept der performativen Räume von Löw (2016) und die Grundformen pädagogischen Handelns von Giesecke (1997) diskutiert, die auch dazu dienen, die Bedeutung der Wahrnehmung von Social-Media-Plattformen als pädagogische Räume aufzuzeigen. Neben diesen positiven Implikationen wirft der Ausblick auch ethische Fragen und Herausforderungen für das pädagogische Handeln auf., «If I as a professor of education give advice to parents in a streetcar about how they should deal with their obviously overtired child, then I probably act presumptuously but not professionally, because the streetcar is not the place of my profession» (Giesecke, 1997, p. 47). Yet how does it look if educational spe- cialists deliberately expand the conventional professional-educational spaces by acting in a pedagogical way on Social Media Platforms? On the basis of several practice situations from youth recreation centres, this paper will illustrate and discuss the pedagogical ways Social Media Platforms are used in daily youth work. The examples come from qualitative interviews that were conducted with professional youth workers. A second focus will be on the perception of Social Media Platforms as pedagogical spaces. With the regard to the relationship be- tween social, interactive activities and informative, image-cultivating activities, results show an imbalance – less in practice but highly noticeable in percep- tion. These results will be discussed in reference to the concept of performative spaces by Löw (2016) and the Basic Forms of Pedagogical Actions by Giesecke (1997), which are also used to show the importance of perceiving Social Media Platforms as pedagogical spaces. In addition to these positive implications, the outlook also raises ethical questions and challenges for pedagogical action.

Published
2020

6. Soziale Onlinenetzwerke als pädagogische Handlungsräume. Fallbeispiele der Offenen Kinder- und Jugendarbeit zur professionellen Nutzung von Sozialen Onlinenetzwerken: 2018. Sozial Extra 42 (3): 12–15. https://doi.org/10.1007/s12054-018-0044-0

Author

Stix, Daniela Cornelia and Stix, Daniela Cornelia

Abstract

Pädagogische Fachkräfte nutzen Social Media-Plattformen als professionelle Handlungsräume. Diese Nutzung umfasst die Grundformen pädagogischen Handelns, wie Arrangieren, Animieren und Informieren/Beraten. „Wenn ich als Pädagogikprofessor in einer Straßenbahn Eltern Ratschläge gebe, wie sie mit einem offensichtlich übermüdeten Kind umgehen sollen, dann handele ich vermutlich anmaßend, aber nicht professionell, denn die Tram ist nicht der Ort meiner Profession.“ (Giesecke 1997: 47) Wie sieht es aus, wenn die Orte pädagogischer Profession nun aber gezielt ausgedehnt werden, indem pädagogische Fachkräfte in Sozialen Onlinenetzwerken (SONW) pädagogisch agieren? SONW werden somit zu neuen pädagogischen Handlungsräumen. Der Beitrag zeigt anhand ausgewählter Fallbeispiele, wie SONW von pädagogischen Fachkräften der Offenen Kinder- und Jugendarbeit (OKJA) als pädagogische Handlungsräume genutzt werden. Noch nie zuvor haben so viele junge Menschen und Erwachsene das Internet täglich genutzt (mpfs 2017; Projektgruppe ARD/ZDF–Multimedia 2017). Angesichts dieser hohen Bedeutung stellt sich die Frage, inwiefern auch die Soziale Arbeit die Potenziale des Internets und besonders die Potenziale von SONW für sich nutzen kann. Eine Vorreiterrolle bezüglich der Nutzung von SONW als pädagogische Handlungsräume nehmen die pädagogischen Fachkräfte der OKJA ein (JFF 2011). Zunächst wird in diesem Beitrag anhand einiger Situationen aus der OKJA verdeutlicht, wie SONW als pädagogische Handlungsräume genutzt werden. Die verwendeten Beispiele entstammen qualitativen Interviews mit Fachkräften, die im Rahmen des Dissertationsprojekts der Autorin geführt wurden. Der anschließende Abschnitt beschäftigt sich mit der Frage nach der Wahrnehmung und Artikulation von SONW als pädagogische Handlungsräume durch die Fachkräfte. In einer Zusammenfassung werden die geschilderten Situationen hinsichtlich der Grundformen pädagogischen Handelns nach Giesecke kategorisiert. Der Artikel schließt mit einer Posit, Pedagogical professionals use social media platforms as professional spaces for action. This use includes the basic forms of pedagogical action, such as arranging, animating and informing/advising. "If I, as a professor of education, give advice to parents in a tram on how to deal with an obviously overtired child, then I am probably acting presumptuously, but not professionally, because the tram is not the place of my profession." (Giesecke 1997: 47) But how does it look when the places of pedagogical profession are now deliberately extended by pedagogical professionals acting pedagogically in online social networks (SONW)? SONW thus become new spaces for pedagogical action. The article uses selected case studies to show how SONW are used as pedagogical spaces of action by pedagogical professionals in open child and youth work (OKJA). Never before have so many young people and adults used the internet on a daily basis (mpfs 2017; Projektgruppe ARD/ZDF-Multimedia 2017). In view of this high importance, the question arises to what extent social work can also use the potentials of the internet and especially the potentials of SONW for itself. A pioneering role with regard to the use of SONW as pedagogical spaces for action is played by the pedagogical professionals of OKJA (JFF 2011). First of all, this article will illustrate how SONW are used as pedagogical spaces of action by means of some situations from OKJA. The examples used are taken from qualitative interviews with professionals conducted as part of the author's dissertation project. The following section deals with the question of how professionals perceive and articulate SONW as pedagogical spaces for action. In a summary, the situations described are categorised with regard to the basic forms of pedagogical action according to Giesecke. The article concludes with a position on the challenges posed by SONW and an outlook. Exemplary situations of SONW useIn the following, selected situations of everyday SONW

Published
2020

7. LOS ESPACIOS PEDAGÓGICOS EN COLOMBIA Y SU RELACIÓN CON LOS CONCEPTOS ARTICULADORES DE LA PEDAGOGÍA VISTOS DESDE LA ANTROPOLOGÍA PEDAGÓGICA E HISTÓRICA.

Author

Torres, Jair Hernando Álvarez

Subjects
*EDUCATION, *EDUCATIONAL sociology, *SCHOLARLY method, *CIVILIZATION, *ANTHROPOLOGY, *SOCIAL sciences, *ANTHROPOLOGISTS, *HUMAN beings, *HUMAN geography
Abstract

The reflection on other aspects dealing with pedagogy different from teaching or learning every time becomes more important to reflect on the existence and the definition of man. But in this particular case, the aim is to reflect from the pedagogical and historical anthropology on the type of man the school is able to form and educate, starting from the construction of its pedagogical spaces, making a brief journey through architecture as a disciplinary and artistic field, where certain reflections dealing with the functionality of the built constructions are generated as a cultural manifestation of an epoch. [ABSTRACT FROM AUTHOR]

Published
2007

8. Beyond walls. Exploring educational spaces from a childhood perspective

Author

González Martínez, Rebeca, Ceballos López, Noelia, and Universidad de Cantabria

Subjects
Pedagogical spaces, Listening, Escucha, Student voice, Early Childhood education, Paseos pedagógicos, Educación infantil, Voz de la infancia, Espacios educativos, Pedagogical walking
Abstract

RESUMEN: La presente investigación tiene como objetivo principal la indagación y comprensión de las vivencias, sensaciones y significados que los estudiantes del último año de Educación Infantil tienen sobre los espacios escolares. Mediante esta, se busca hacer hincapié tanto en las cualidades físicas como en el entablado de relaciones que de ellos se derivan, la utilidad de los mismos y las posibles propuestas de mejora. Para ello, se ha contado con la participación de 18 niños y niñas del último curso de Educación Infantil de un colegio de titularidad concertada de Santander. Esta experiencia ha dado lugar a una investigación dentro de los márgenes de la tradición cualitativa-participativa. El trabajo se sirve de los paseos pedagógicos, las children conferences, de los dibujos y de las fotografías de los alumnos/as como herramienta para explorar las ideas y pensamientos de nuestros alumnos/as, estimulando las conversaciones y la reflexión sobre el tema en cuestión. En consecuencia, la voz infantil ha sido recogida respetando la individualidad y diferentes lenguajes de la infancia. Entre los resultados y las conclusiones obtenidas encontramos una clara inclinación por los espacios alternativos de aprendizaje frente al aula. A su vez, el interés de los alumnos/as se focaliza en aquellos espacios en los que predominan las actividades lúdicas, en los cuales no existe intervención docente, prevaleciendo de este modo su autonomía y libertad de acción. Por otro lado, destacan los espacios facilitadores de las relaciones frente aquellos espacios en los que las relaciones son más restrictivas y dirigidas. Por último, los resultados nos muestran que las mejoras expuestas por los alumnos/as están basadas en la personalización de los espacios y en el incremento de material recreativo, cambios meramente superficiales, lo que denota un sentimiento de falta de autoridad ante estas propuestas. ABSTRACT: The main objective of this research is to inquire and understand the experiences, sensations and meanings that children (5 years old) have about school spaces. We seek to emphasize the physical qualities and the relationships experienced in them, the use of spaces and improvement proposals. 18 boys and girls of 5 years old from a school in Santander have participated. This research is defined within the margins of qualitative-participative research. The work uses pedagogical walks, children conferences, drawings and photographs of the students as a tool to explore the ideas and thoughts of our students, stimulating conversations and reflection. Consequently, the student voice has been listening respecting the individuality and different languages of childhood. The results obtained show a preference for spaces where autonomy, freedom of relationship and play. Among the results and conclusions obtained we find a clear orientation for alternative learning spaces instead of the classroom. At the same time, students focused on those spaces in which play activities predominate, in which there is no teaching intervention, thus prevailing their autonomy and freedom of action. On the other hand, the facilitating spaces of relations stand out against those spaces in which relations are more restrictive and directed. Finally, the results show us that the improvements exposed by the students are based on the personalization of the spaces and on the increase of recreational material, merely superficial changes, which denotes a feeling of lack of authority before these proposals. Grado en Magisterio en Educación Infantil

Published
2019

9. Más que paredes. Explorando los espacios desde la perspectiva de los niños

Author

González Martínez, Rebeca, Ceballos López, Noelia, and Universidad de Cantabria

Subjects
Pedagogical spaces, Listening, Escucha, Student voice, Early Childhood education, Paseos pedagógicos, Educación infantil, Voz de la infancia, Espacios educativos, Pedagogical walking
Abstract

RESUMEN: La presente investigación tiene como objetivo principal la indagación y comprensión de las vivencias, sensaciones y significados que los estudiantes del último año de Educación Infantil tienen sobre los espacios escolares. Mediante esta, se busca hacer hincapié tanto en las cualidades físicas como en el entablado de relaciones que de ellos se derivan, la utilidad de los mismos y las posibles propuestas de mejora. Para ello, se ha contado con la participación de 18 niños y niñas del último curso de Educación Infantil de un colegio de titularidad concertada de Santander. Esta experiencia ha dado lugar a una investigación dentro de los márgenes de la tradición cualitativa-participativa. El trabajo se sirve de los paseos pedagógicos, las children conferences, de los dibujos y de las fotografías de los alumnos/as como herramienta para explorar las ideas y pensamientos de nuestros alumnos/as, estimulando las conversaciones y la reflexión sobre el tema en cuestión. En consecuencia, la voz infantil ha sido recogida respetando la individualidad y diferentes lenguajes de la infancia. Entre los resultados y las conclusiones obtenidas encontramos una clara inclinación por los espacios alternativos de aprendizaje frente al aula. A su vez, el interés de los alumnos/as se focaliza en aquellos espacios en los que predominan las actividades lúdicas, en los cuales no existe intervención docente, prevaleciendo de este modo su autonomía y libertad de acción. Por otro lado, destacan los espacios facilitadores de las relaciones frente aquellos espacios en los que las relaciones son más restrictivas y dirigidas. Por último, los resultados nos muestran que las mejoras expuestas por los alumnos/as están basadas en la personalización de los espacios y en el incremento de material recreativo, cambios meramente superficiales, lo que denota un sentimiento de falta de autoridad ante estas propuestas. ABSTRACT: The main objective of this research is to inquire and understand the experiences, sensations and meanings that children (5 years old) have about school spaces. We seek to emphasize the physical qualities and the relationships experienced in them, the use of spaces and improvement proposals. 18 boys and girls of 5 years old from a school in Santander have participated. This research is defined within the margins of qualitative-participative research. The work uses pedagogical walks, children conferences, drawings and photographs of the students as a tool to explore the ideas and thoughts of our students, stimulating conversations and reflection. Consequently, the student voice has been listening respecting the individuality and different languages of childhood. The results obtained show a preference for spaces where autonomy, freedom of relationship and play. Among the results and conclusions obtained we find a clear orientation for alternative learning spaces instead of the classroom. At the same time, students focused on those spaces in which play activities predominate, in which there is no teaching intervention, thus prevailing their autonomy and freedom of action. On the other hand, the facilitating spaces of relations stand out against those spaces in which relations are more restrictive and directed. Finally, the results show us that the improvements exposed by the students are based on the personalization of the spaces and on the increase of recreational material, merely superficial changes, which denotes a feeling of lack of authority before these proposals. Grado en Magisterio en Educación Infantil

Published
2019

10. Los espacios pedagógicos en Colombia y su relación con los conceptos articuladores de la pedagogía vistos desde la antropología pedagógica e histórica

Author

Álvarez Torres, Jair Hernando

Subjects
School, Antropología, Educación, Antropología pedagógica e histórica, Pedagogy, Historia de la educación, Formation, Conceptos articuladores de la pedagogía, Espacios pedagógicos, Formación, Education, Pedagogical spaces, Pedagogical and historical anthropology, Escuela, Articulating concepts in pedagogy, Pedagogía, Antropología de la educación
Abstract

The reflection on other aspects dealing with pedagogy different from teaching or learning every time becomes more important to reflect on the existence and the definition of man. But in this particular case, the aim is to reflect from the pedagogical and historical anthropology on the type of man the school is able to form and educate, starting from the construction of its pedagogical spaces, making a brief journey through architecture as a disciplinary and artistic field, where certain reflections dealing with the functionality of the built constructions are generated as a cultural manifestation of an epoch. La reflexión alrededor de otros aspectos de la pedagogía diferentes a la enseñanza o el aprendizaje cada vez toma más fuerza para pensar la existencia y definición del hombre. Pero en este caso, se busca reflexionar desde la antropología pedagógica e histórica frente al tipo de hombre que puede formar y educar la escuela, a partir de la construcción de sus espacios pedagógicos haciendo un breve recorrido por la arquitectura como campo disciplinar y artístico, donde se generan ciertas reflexiones frente a la funcionalidad de los espacios construidos como manifestación cultural de una época. Avance de la Investigación Doctoral en Historia Universidad Nacional de Colombia

Published
2007

11. A relevância dada pelos profissionais das atividades de enriquecimento curricular ao brincar no exterior enquanto espaço pedagógico

Author

Silva, Ana Sofia Ramalho Duarte da and Luís, Helena

Subjects
atividades enriquecimento curricular, atividades programadas no exterior, brincadeira livre, outdoors, curricular enrichment activities, espaços pedagógicos, pedagogical spaces, scheduled outdoors activities, free play, espaço exterior
Abstract

Relatório de Estágio apresentado para a obtenção do grau de Mestre na área da Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico O presente relatório encontra-se estruturado em duas partes distintas, a primeira parte relacionada com os diversos estágios curriculares em creche, jardim de infância e 1.º Ciclo do Ensino Básico (doravante 1.º CEB). Os contextos são apresentados como resumo do trabalho desenvolvido ao longo dos quatro semestres, sendo descritas as atividades e aprendizagens realizadas no decorrer dos estágios que foram fundamentais para o percurso desenvolvido. Ao terminar este capítulo faço referência ao percurso de aprendizagem desenvolvido. Na segunda parte do relatório apresento o estudo a que me propus realizar, este tem como objetivo principal averiguar a relevância que os profissionais que lecionam as Atividades Enriquecimento Curricular (doravante AEC), atribuem ao brincar no exterior enquanto espaço pedagógico, nos jardins de infância e escolas do 1.º CEB, das escolas dos três agrupamentos de Santarém. O modelo de investigação é de caráter qualitativo, tendo recorrido a um questionário semiaberto aplicado aos profissionais que lecionam AEC, nas diversas escolas dos agrupamentos da cidade. O estudo envolveu uma amostra total de 30 escolas, dez de pré-escolar e vinte de 1.º CEB. A amostra envolveu 22 profissionais, nove a lecionar no pré-escolar e treze no 1.º CEB, a quem foi entregue o referido questionário. Os dados recolhidos foram analisados recorrendo a métodos de estatística descritiva. Os resultados obtidos indicam que a maior parte das escolas oferece espaço exterior, mas alguns profissionais referem que o mesmo nem sempre é adequado para as atividades. Na sua maioria utilizam o espaço exterior, desenvolvendo diversificadas atividades, mas com maior incidência nas relacionadas com a atividade física dos alunos. Este estudo pretende assim contribuir para a discussão dos profissionais, para a necessidade de mudanças na organização, utilização do espaço exterior, sendo este um rico potenciador de diversas brincadeiras e atividades nas diferentes áreas do currículo. This report is structured in two distinct parts. The first part related to the various stages in the daycare, kindergarten and 1st Cycle of Basic Education (from now on 1st CEB). The contexts are presented as a summary of the work developed during the four semesters, describing activities and learning carried out during the stages that were fundamental for the course developed. At the end of this chapter I refer to the learning path developed. In the second part of the report it was presented the study, which I set out to accomplish, this one has as main objective to ascertain the relevance that professionals teach the Atividades Enriquecimento Curricular - Curricular Enrichment Activities (from now on AEC), playing outdoors as a pedagogical space, in the kindergartens and schools of the 1st CEB, of tree schools groupings of Santarém. The research model is of a qualitative nature, having resorted to a semi-open questionnaire applied to the professionals who teach AEC, in the various schools of city groupings. The study involved a total sample of thirty schools, ten of kindergartens and twenty of 1st CEB. The sample involved twenty-two professionals, nine teaching in the preschool and thirteen in the 1st CEB, to whom the questionnaire was delivered. The data collected were analyzed using descriptive statistics methods. The results indicate that most schools have external spaces, but they are not always suitable for activities. Most of them use outdoors by developing diverse activities, but with a greater incidence in those related to student’s physical activity. This study intends to contribute to the discussion of professionals, the need for changes in the organization, use of outdoors, being this a rich enhancer of several games and activities in different areas of the curriculum. N/A

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