Search

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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 Palíndromo is the property of Universidade do Estado de Santa Catarina 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.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa 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 Linhas is the property of Universidade do Estado de Santa Catarina 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 Docencia Universitaria is the property of Universidad Industrial de Santander 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 Linhas is the property of Universidade do Estado de Santa Catarina 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 Complutense de Educación is the property of Universidad Complutense de Madrid 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 study aims to understand and deepen the reflection on the ethical dimension in teacher education and performance, emphasizing its importance for the development of a pedagogical praxis in favor of dialogical relationships. Faced with a pedagogical context marked by the conceptions present in contemporaneity that are guided by the condition that students are not seen as subjects of their own history and by the scientific development that privileges doing over thinking, we listed as main questions: what are the actions Could they help teachers to rethink their pedagogical practice, working so that human education becomes the essential aspect? Through a qualitative bibliographic research, based on authors such as Severino, A. J. (2011, 2010), Saviani (2015, 2016), Goergen (2011), Carvalho (2013, 2015, 2016), among others, we will seek to affirm the importance of alterity and presence in the relationship between teachers and students for a humanizing and emancipating education. We consider that every pedagogical action, from its origin and purposes, objectives and goals, has a close relationship with the Ethical Dimension and, therefore, they are ethical processes that, when carried out in the school institution, are committed to elevating the student from his condition as an individual in search of its humanization and emancipation. [ABSTRACT FROM AUTHOR]

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais 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 Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca 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 HISTEDBR on-line 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.)

The article describes the Pedagogía de Frontera movement, which provides continuing education for teachers and the school community in the municipal network of Foz do Iguaçu, as some schools have a large number of children of other nationalities, mainly Hispanic-Americans. Teachers from Unila, Unioeste and Ifpr provide training with the aim of discussing and rethinking pedagogical practices that consider the linguistic and cultural diversity present in the local context, enabling an intercultural and decolonizing pedagogy in the Triple Border. A critical-reflective training is proposed so that they can think about other pedagogical practices that coincide with local demands. One of the results is the inclusion of Spanish and English in elementary school. It is expected that the teaching work will continue to promote changes in favor of an intercultural and decolonizing education. [ABSTRACT FROM AUTHOR]

This article aims to comprehend the narratives produced by two teachers about their profession in Alegrete city/Rio Grande do Sul (RS). The study characterized as a qualitative approach uses a narrative as a reaserch tool in Education. This is based at a vivencia I and experiencial rescue since the study colaboraters, as a teachers work valorization strategy and since their memories recognition. At our conclusive and re-inicializing considerations we evidencíate that the narrative is not limited by the critics on the entrewied teachers work. At the contrary the narrative presuppose a comprehention view concerning each participant at the educational field, as to know the teacher reality from the ones that are there. [ABSTRACT FROM AUTHOR]

Copyright of Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca 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 Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC 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 present work is the result of research that aimed to understand the reality of the implementation of content on the history and culture of Africa and Afro-Brazilians, in the Pedagogical Course Projects, in-person Licentiate degrees, at the JK Campus, at the Federal University of Vales do Jequitinhonha and Mucuri, in the following courses: Biological Sciences, Physical Education, Geography, History, Letters, Pedagogy and Chemistry. We verified in the curricular matrices of the signposted courses, among them, which have contents and disciplines that dialogue with themes related to Education for Ethnic-Racial Relations, above all, which aim to meet the resolutions of Resolution CNE / CP no. 02/2015? This social research, of a qualitative nature, of documentary type, analyzed and collected data in the Pedagogical Course Projects (PPCs). We seek to access these documents through the UFVJM website and web pages of the respective courses analyzed. After analyzing the data, we consider that the face-to-face undergraduate courses of the Licenciaturas, at Campus JK, at UFVJM, partially meet the resolutions of Resolution CNE / CP n° 02/2015, in addition to the anti-racist legislation: Federal Law n°. 10.639 / 03 and Federal Law no. 11,645 / 08. We believe that there is a long way to effectively implement anti-racist education in the curriculum of training courses for future professionals of basic education, graduates of this institution of higher public education, inserted in the region of Vale do Jequitinhonha, State of Minas Gerais. [ABSTRACT FROM AUTHOR]

This article seeks to make a brief contribution to the COVID-19 pandemic issue, regarding the students’ awareness of the disease and its forms of transmission. The main objective, through the comic book La Dansarina, is to promote a better understanding of the pandemic, by means of the comparison with the Spanish Flu. Thus, it is expected to make students accept the decisions of the health agencies and carry out such teachings. The methodology used in the study was bibliographic. As a main result, it was verified that a comparison between the two pandemics — through an artistic work — can motivate and arouse students’ due to their ludic bias. As conclusions, we can highlight that information can be the greatest weapon in the fight against a disease that spreads through social life and a well-told story can be more useful than news’ numbers. [ABSTRACT FROM AUTHOR]

Copyright of Revista @mbienteeducação is the property of Nucleo de Publicacoes Institucionais 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 connected society, in the perspective of cyberculture, influenced by globalization, sustains a perspective of global community in which subjects are faced with almost infinite possibilities of exchanging information through information and communication technologies. The study aims to analyze the training of teachers in distance education from the perspective of the Network Society. Methodologically, the text was constructed through bibliographic research. The theoretical foundations are based on Castells (2009), Levy (2007), Mészáros (2008), Lapa and Pretto (2010), Santos (2009), Dantas (2017), among others. The results show that the viability of teacher training in the perspective of the networked society will become effective when technology serves the changing interests of social reality. It is concluded that teacher training in this perspective may be able to produce knowledge in the scope of cyberculture, establishing the link between education and culture. Even utopian, this training action can go beyond the limits of the educational field itself, strengthening cultures and values. [ABSTRACT FROM AUTHOR]

This article is an instrument through which we problematize the discussion about the possibilities of developing emancipatory educational activities in teacher training courses based on Tonet's reflections (2013) and from de critical-historic pedagogy. We list four possible activities of this nature, taking into account the specificity of the educational dimension, the contradictions that permeate education in capitalism, the distinction between the immediate interests of the empirical students and the essential interests of the concrete students and, still, the dialectical reciprocity of the contents and forms of teaching, with the ontological priority of content over forms. Thus, such activities are proposed with the greatest concern for a teaching practice that values the critical promotion of the intellectual, scientific, artistic and philosophical level of teachers and students. It is a humanist stance, which defends the elaboration of criticism and human integrity against all the misrepresentations that this form of sociability imposes on us [ABSTRACT FROM AUTHOR]

Copyright of Revista HISTEDBR on-line 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 Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado 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 brings a study related to Teacher Training. It brings reflections resulting from a technical visit by Unesp professors, Campi de Assis and Marília, Cergy-Pontoise University and École Superieure du Professorat et de l'Éducation (ÉSPÉ), France, with financial support from PROGRAD and PROPG / Unesp. It was possible to know the formative process of teachers of France in order to think about the formation of our teachers, with main focus at the moment in which they carry out their internships. The major challenge lies in the articulation of theory and practice, which commonly causes astonishment to the trainees when they arrive at the school environment and need to create a reflection for the performance, that is, to look at the terrain of the school based on the knowledge accumulated in the formation. With a comparative study, it is possible to think about Teacher Training in Brazil and the possibilities of involvement with the school space. [ABSTRACT FROM AUTHOR]

Copyright of Texto & Contexto Enfermagem is the property of Universidade Federal de Santa Catarina, Programa de Pos-Graduacao de Enfermagem 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 study is a systematic review on the impact of training actions on the use of technologies in teaching practices, its main effects, and challenges. The sample is the result of the survey of complete scientific articles indexed in the Scientific Electronic Library Online - (SciELO), published between 2003 and 2016. Seeking to understand communication and its meanings critically, we held a thematic content analysis, according to Bardin (2002). The review pointed to the lack of sufficient results regarding the desired impacts about the use of technologies in teaching practices with pedagogical focus and authorship by teachers and students. Thus, more studies that can meet the needs still in force are necessary, focusing on methods of utilization of technological resources in the network that enhance students' learning and development. [ABSTRACT FROM AUTHOR]

The interweaving between philosophical thought and educational practice goes back to the very dawn of Western culture, but the relationship between philosophy and education had not always been peaceful and smooth, and neither is today. This article begins by clarifying the nature of these activities in order to address their mutual linkage, whether philosophy is seen as a personal attitude or as an academic discipline. Particular attention is paid to the thought of how these issues are addressed by some authors in the UK underlining three philosophical resources of great interest to education: the logical analysis of language, the study of the history of philosophy and practical reason. In conclusion, it is proposed to promote the cultivation of a philosophical attitude among teachers so that they can carry out more wisely their work. [ABSTRACT FROM AUTHOR]