493 results on '"educación"'
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2. MEMETIZANDO EM SALA DE AULA: MEMES, LEITURA DE IMAGEM E DESAFIOS DA EDUCAÇÃO CONTEMPORÂNEA.
- Author
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Paulo Baliscei, João and Serrilho de Abreu Paulino, Maria Fernanda
- Subjects
CULTURAL studies ,MEMES ,VISUAL training ,TEACHER educators ,TEACHER training ,VISUAL culture - Abstract
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.)
- Published
- 2024
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3. Competencias docentes para la inclusión de alumnos con necesidades educativas especiales: una revisión sistemática
- Author
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Verónica Nistal Anta, Mercedes López-Aguado, and Lourdes Gutiérrez-Provecho
- Subjects
educación ,competencias del docente ,formación de profesores ,educación inclusiva ,educación especial ,Education ,Education (General) ,L7-991 - Abstract
Introducción: La formación del profesorado para las competencias inclusivas ha ganado importancia recientemente ya que los profesores reconocen la necesidad de estar plenamente formados para ofrecer la mejor respuesta educativa al alumnado con necesidades educativas especiales. El objetivo de esta investigación es realizar una Revisión Sistemática y analizar las publicaciones en base a sus características, temas de investigación y competencias docentes, siguiendo las directrices PRISMA. Método: Se realiza una búsqueda en las bases de datos de Scopus y WoS obteniendo 75 publicaciones entre 2016 y 2022. Se plantean 10 preguntas de investigación enmarcadas dentro de 3 áreas temáticas. Resultados: Los resultados dan respuesta a las preguntas planteadas destacando las características de los artículos, la metodología y método que se ha utilizado en cada estudio, así como las competencias estudiadas. Discusión: Se concluye que las competencias con mayor análisis de estudio están parcialmente relacionadas con las propuestas por la Agencia Nacional de Evaluación de Calidad y Acreditación (ANECA) en los Libros Blancos. A la luz de los resultados, se proponen programas formativos para los docentes que contemplen contenido vinculado con competencias específicas para favorecer la inclusión educativa del alumnado con necesidades educativas especiales.
- Published
- 2024
- Full Text
- View/download PDF
4. ENTENDENDO A NEUROCIÊNCIA NA PRÁTICA E NO CONTEXTO ESCOLAR E SUAS POSSIBILIDADES SIGNIFICATIVAS À APRENDIZAGEM DOS ALUNOS, TENDO A FORMAÇÃO CONTINUADA COMO RESPALDO E MOVIMENTO DE APOIO PARA A ESCOLA.
- Author
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Monteiro Beltrão, Monique Ferreira
- Subjects
CONTINUING education ,TEACHER training ,TEACHERS ,TEACHER educators ,MANAGEMENT education - Abstract
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.)
- Published
- 2023
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5. AVALIAÇÃO DO CONHECIMENTO SOBRE A LEI LUCAS E SUA APLICABILIDADE: ESTUDO PILOTO NA REDE DE ENSINO PÚBLICA DO ENSINO INFANTIL E FUNDAMENTAL.
- Author
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de Lima Mantovani, Julia, Evaristo Mazziero, Patrícia Fernanda, Blascke Barbieri, Melina Renata, Alves Caram, Ana Lúcia, Zafred Ricci, Waleska, and Menegatti Frisanco, Fernanda
- Abstract
Copyright of Arquivos de Ciências da Saúde da UNIPAR is the property of Associacao Paranaense de Ensino e Cultura 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.)
- Published
- 2023
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6. Estado de los factores condicionantes de la transferencia de la formación permanente en etapas educativas no universitarias.
- Author
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Pamies Berenguer, Marcial, Cascales-Martínez, Antonia, and Gomariz Vicente, M. ª. Ángeles
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TRANSFER of training ,CONTINUING education ,SELF-efficacy ,TEACHER training ,TEACHERS - Abstract
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.)
- Published
- 2023
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7. Os sentidos construídos por licenciandos para ciência e tecnologia e a construção da identidade docente.
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Ferreira Arantes, Shirley de Lima, Caroline de Sousa, Petúnia, and Alves Simão, Diego
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BASIC education ,EDUCATION research ,SCIENCE education ,SOCIAL perception ,TEACHER education ,SCIENCE students ,STUDENT projects - Abstract
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.)
- Published
- 2023
8. Estágio supervisionado e o ser professor de Filosofia: o que dizem os licenciandos?
- Author
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Antonio Gabriel, Fábio and Lúcia Pereira, Ana
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PHILOSOPHY teachers ,SCHOOL discipline ,REPRESENTATION (Philosophy) ,INTERNSHIP programs ,UNDERGRADUATES - Abstract
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.)
- Published
- 2023
- Full Text
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9. El uso del WhatsApp en la formación de profesores.
- Author
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García Avila, Sandra Patricia and Camacho, Edelmira Ochoa
- Subjects
TEACHERS ,TEACHER training ,COMMUNITIES ,EDUCATIONAL objectives ,TEACHER educators ,INTERNATIONAL communication ,MOBILE learning ,CLASSROOM environment - Abstract
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.)
- Published
- 2023
- Full Text
- View/download PDF
10. O discurso médico e higienista sobre a infância na formação de professores nas primeiras décadas do século XX em Santa Catarina.
- Author
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Teresinha Marçal, Mônica, Sganderla, Ana Paola, and Carvalho de Carvalho, Diana
- Subjects
TEACHERS ,TEACHER training ,SCIENTIFIC knowledge ,HYGIENE ,TEACHER health ,SCHOOL children - Abstract
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.)
- Published
- 2022
- Full Text
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11. Formando al profesorado para la inclusión: evaluación de un sistema de acciones.
- Author
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Herreros Hernández, Ana Luisa and Batista Sardain, Patricia
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INCLUSIVE education ,TEACHER training ,TEACHER role ,TEACHER evaluation ,EDUCATIONAL evaluation - Abstract
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.)
- Published
- 2022
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12. Aportes de la Sociología de la Educación la formación de profesores de educación primaria
- Author
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Jose Eriberto Cifuentes-Medina, Nubia Elena Pineda-de-Cuadros, and Jaime Andrés Torres-Ortiz
- Subjects
sociología ,educación ,formación de profesores ,educación básica ,Education ,Psychology ,BF1-990 ,Sociology (General) ,HM401-1281 - Abstract
En el presente artículo se analizan y comparan desde una dimensión teórica - conceptual los aportes dados por teóricos de la Sociología en sus inicios históricos, en relación con los referentes contemporáneos de la Sociología de la Educación, evidenciando puntos de tensión y discusión situados principalmente entre la sociología funcionalista crítica y progresista, con énfasis en esquemas conceptuales con relaciones y diferencias de orden histórico, económico y cultural. La relación se configura en un escenario que, hasta el presente, demuestra que la trascendencia de referentes históricos y sociológicos, inciden en las líneas teóricas de la sociología de la educación, entre estos, el Marxismo y la teoría sociológica de Max Weber.
- Published
- 2021
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13. EDUCATION AND ETHICS: THE VALUE OF PRESENCE AND ALTERITY IN THE TEACHER'S TRAINING AND PRACTICE.
- Author
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LEITE, Sandra Regina Mantovani, TRISLTZ, Rodolfo Gabriel, and de CARVALHO, Alonso Bezerra
- Subjects
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EDUCATION ethics , *EDUCATIONAL benefits , *ETHICS education , *OTHER (Philosophy) , *VALUES education , *FACE - Abstract
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]
- Published
- 2022
- Full Text
- View/download PDF
14. PERCURSOS HISTÓRICOS E METODOLÓGICOS DA PESQUISA-AÇÃO NA FORMAÇÃO DOCENTE DA EDUCAÇÃO BÁSICA.
- Author
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Buzzi Rausch, Rita, Pereira Sopelsa, Cleide dos Santos, and Bruno Tomelin, Nilton
- Abstract
This qualitative article aims to understand the historical and methodological path of action research in the field of Basic Education teacher training in Brazil. For that, it was organized the investigation in two stages. First, it is historically contextualized the action research in the field of teacher education in Brazil. In the second stage -- with information collected from the descriptors Action research, Continuing teacher education, and Basic Education --, it was analyzed the abstracts of 151 theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations database, published between 2000 and 2020. Based on Thiollent (2009), Toledo and Jacobi (2013), Tripp (2005), Saul (2010), Larocca, Rosso and Sousa (2005), and André (2001) theoretical contributions, the analysis indicates an ascendent process during the five decades of action research insertion in teacher education, under the strong influence of Paulo Freire in the first stage, corresponding to the period from 1971 to 2002. In the last two decades, relative to the period from 2000 to 2020, the terms used for action research in the field of teacher education have diversified. Regarding the objectives presented, especially in the last decade (2011 to 2020), it is observed dispersion concerning the intentionality of research and the methodological path, since many objectives do not signal an intention to solve the problem situation or intervene in the research field, according to the action research's theoretical assumptions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
15. SCHOOL ENVIRONMENT: STRUGGLES AND CHALLENGES IN THE PROCESS OF INCLUDING PEOPLE WITH DISABILITIES IN BRAZIL.
- Author
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Coelho RODRIGUES, Janine Marta, Coelho RODRIGUES, Silveste, and da Silva TAVARES, Aureliana
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CHILDREN with disabilities ,HISTORICAL materialism ,DIALECTICAL materialism ,TEACHER qualifications ,DIALECTIC - Abstract
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.)
- Published
- 2022
- Full Text
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16. VIVÊNCIAS E PRÁTICA PEDAGÓGICA DO BALÉ CLÁSSICO DE PROFESSORES DA CIDADE DO RECIFE/PE.
- Author
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Siqueira Lopes, Juliana, Moraes de Oliveira, Viviane Maria, Alves Guimarães, Maria Cláudia, and Soares de Lima, Luciane
- Abstract
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.)
- Published
- 2022
- Full Text
- View/download PDF
17. REVISÃO INTEGRATIVA SOBRE A FORMAÇÃO DE PROFESSORES NA FINLÂNDIA.
- Author
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Stern Diniz de Oliveira, Luciano Marcelo and Stoltz, Tania
- Subjects
TEACHER training ,EDUCATIONAL finance ,DISCUSSION in education ,PUBLIC investments ,SCIENCE databases ,EDUCATIONAL mobility - Abstract
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.)
- Published
- 2022
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18. La formación docente como movimiento social por la educación en la triple frontera
- Author
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Olga Viviana Flores, Marcia P Pessini, and Jorgelina Ivana Tallei
- Subjects
movimientos sociales ,frontera ,educación ,formación de profesores ,Social Sciences ,Social sciences (General) ,H1-99 - Abstract
El artículo describe el movimiento Pedagogía de Frontera que ofrece formación continua para los docentes y la comunidad escolar de la red municipal de Foz de Iguazú, pues algunas escuelas presentan un elevado número de niños de otras nacionalidades, principalmente hispanoamericanas. Profesores de Unila, Unioeste e Ifpr imparten la formación con el fin de discutir y repensar prácticas pedagógicas que consideren la diversidad lingüística y cultural presentes en el contexto local, que posibiliten una pedagogía intercultural y decolonizadora en la triple frontera. Se propone una formación crítico-reflexiva para que puedan pensar otras prácticas pedagógicas que coincidan con las demandas locales. Uno de los resultados es la inclusión de la lengua española e inglesa en las escuelas de enseñanza básica. Se espera que el trabajo docente continúe promoviendo mudanzas a favor de una educación intercultural y decolonizadora.
- Published
- 2021
- Full Text
- View/download PDF
19. Surgimiento de la FECSM y origen del 'espíritu revolucionario' en el normalismo rural
- Author
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Sergio Ortiz Briano
- Subjects
estudiantes normalistas ,formación de profesores ,reformas educativas ,educación socialista ,ideología ,educación ,History of education ,LA5-2396 ,History (General) ,D1-2009 - Abstract
Este trabajo pone especial atención a las circunstancias que incidieron en la conformación y activismo político de la Federación de Estudiantes Campesinos Socialistas de México (FECSM) que agrupa a las escuelas normales rurales. Es una de las organizaciones estudiantiles con mayor protagonismo a lo largo del siglo XX y se originó como parte del proyecto educativo y social posrevolucionario, impulsado especialmente por Lázaro Cárdenas del Río. Además de mencionar algunos aspectos relacionados con las condiciones y dinámica que han caracterizado a estas escuelas, también se da cuenta de la influencia de las Misiones Culturales y las circunstancias que estuvieron alrededor del surgimiento y consolidación de esta organización estudiantil y su definición ideológica de izquierda. Sus características permitieron la construcción de una autonomía y capacidad de interlocución con el gobierno, en ocasiones mucho más eficaz que la de los propios directores de los planteles. Finalmente, se rescatan aspectos del discurso empleado por los estudiantes, para dar cuenta del posicionamiento político alcanzado desde los años treinta, en una revisión que va de 1933 a 1939.
- Published
- 2019
20. Teacher training as a social movement for education in the triple border.
- Author
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Viviana Flores, Olga, Pessini, Marcia P., and Tallei, Jorgelina Ivana
- Subjects
- *
SOCIAL movements , *TEACHER training , *EDUCATION - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
21. COMO É SER DOCENTE NO CENÁRIO EDUCACIONAL EM 2019? A NARRATIVA COMO INSTRUMENTO DO TRABALHO DOCENTE.
- Author
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ALMEIDA SERPA, IVANA and AVERBUH TESSELER, FANI
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TEACHER training , *TEACHERS , *PROFESSIONS , *CRITICS - Abstract
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]
- Published
- 2021
- Full Text
- View/download PDF
22. VIVÊNCIAS E PRÁTICA PEDAGÓGICA DO BALÉ CLÁSSICO DE PROFESSORES DA CIDADE DO RECIFE/PE.
- Author
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Siqueira Lopes, Juliana, Moraes de Oliveira, Viviane Maria, Alves Guimarães, Maria Cláudia, and Soares de Lima, Luciane
- Abstract
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.)
- Published
- 2021
- Full Text
- View/download PDF
23. Aportes de la Sociología de la Educación la formación de profesores de educación primaria.
- Author
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Cifuentes-Medina, José Eriberto, Pineda-de-Cuadros, Nubia Elena, and Torres-Ortiz, Jaime Andrés
- Abstract
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.)
- Published
- 2021
- Full Text
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24. CAMINHO CON(DI)VERGENTE PARA A EDUCAÇÃO DAS RELAÇÕES ÉTNICO-RACIAIS NAS LICENCIATURAS DO CAMPUS JK DA UFVJM.
- Author
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Siqueira Jesus, Marcelo and Silva Aguiar, Alan
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UNIVERSITIES & colleges , *SOCIAL science research , *WEBSITES , *BASIC education , *ANTI-racism - Abstract
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]
- Published
- 2020
- Full Text
- View/download PDF
25. COVID-19 E A SALA DE AULA: UMA COMPARAÇÃO COM A GRIPE ESPANHOLA A PARTIR DA HISTÓRIA EM QUADRINHOS LA DANSARINA.
- Author
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Otávio dos Santos, Rodrigo and Gayer, Ingrid
- Subjects
- *
COVID-19 pandemic , *INFLUENZA pandemic, 1918-1919 , *INFECTIOUS disease transmission , *COMIC books, strips, etc. , *PANDEMICS - Abstract
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]
- Published
- 2020
26. GESTÃO EDUCACIONAL E ESCOLAR: INQUIETAÇÕES SOBRE A GESTÃO E A FORMAÇÃO DE PROFESSORES(AS).
- Author
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Vicentini Faeti, Pâmela
- Abstract
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.)
- Published
- 2020
- Full Text
- View/download PDF
27. FORMAÇÃO DE PROFESSORES EM EDUCAÇÃO A DISTÂNCIA PARA A SOCIEDADE EM REDE.
- Author
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da Nóbrega Alberto DANTAS, Otília Maria Alves and de CASTRO, Fernando Rodrigues
- Subjects
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TEACHER training , *TEACHER education , *INFORMATION & communication technologies , *NETWORK society , *SOCIAL change - Abstract
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]
- Published
- 2020
- Full Text
- View/download PDF
28. ATIVIDADES EDUCATIVAS EMANCIPADORAS NA FORMAÇÃO DE PROFESSORES.
- Author
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Rossi, Rafael and Santana Rossi, Aline
- Subjects
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TEACHER training courses , *STUDENT interests , *RECIPROCITY (Psychology) , *SOCIABILITY , *TEACHER training , *HUMANISTS , *HUMANISM , *INTEGRITY - Abstract
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]
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- 2020
- Full Text
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29. A FORMAÇÃO DE PROFESSORES NA EXPERIÊNCIA ALEMÃ E ESPANHOLA.
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Nascimento Figuerêdo, Acácio, de Jesus Ferronato, Cristiano, and Santos Matos, Viviane Vieira
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TEACHER training ,TEACHER education ,COMPARATIVE historiography ,HISTORY of education ,TEACHERS - Abstract
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.)
- Published
- 2020
- Full Text
- View/download PDF
30. Práticas de leitura e escrita de professoras em contextos de ensino semipresencial: novas maneiras de viver e estar na profissão docente
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Belmira Oliveira Bueno, Doctora en Educación, Eliana Scaravelli Arnoldi, and FAPESP (Fundação de Amparo à Pesquisa do Estado de São Paulo)
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Educación ,Formación de profesores ,TICs ,Formación de maestros – TICs - Enseñanza semipresencial - Prácticas de lectura - Prácticas de escritura – Apropiaciones - Abstract
Práticas de leitura e escrita de professoras em contextos de ensino semi-presencial: novas maneiras de viver e estar na profissão docente Reading and writing practices of teachers in educational contexts: new possibilities to live and be in teaching profession Prácticas de lectura y escritura em contextos de enseñanza semipresencial: nuevas maneras de vivir y estar en la profesión docenteEste artigo trata da formação de professoras de Ensino Fundamental I e suas relações com a leitura e escrita. Tem como objetivo problematizar o uso das tecnologias da informação e comunicação (TIC) na formação docente, baseado nas teorias da história cultural (Chartier) e da sociologia da cultura (Bourdieu e Lahire). Por meio de observações diretas, entrevistas e análise documental, analisamos as formas de (re)apropriação das práticas de leitura e escrita que ocorrem no âmbito de um programa de licenciatura semipresencial desenvolvido no estado de São Paulo (Brasil). A investigação busca compreender as relações que as professoras estabelecem com tais práticas quando elas próprias são aprendizes, focalizando as estratégias que utilizam para lidar tanto com o suporte impresso quanto com o eletrônico e considerando seus caminhos de socialização (escolar e profissional) e o capital cultural adquirido.ResumenEste artículo trata de la formación de maestras de primaria y sus relaciones con la lectura y la escritura. Tiene como objetivo problematizar el uso de las tecnologías de la información y comunicación (TIC) en la formación docente, basado en teorías de la historia cultural (Chartier) y de la sociología de la cultura (Bourdieu y Lahire). Por medio de observaciones directas, entrevistas y análisis documental, analizamos las formas de (re)apropiación de las prácticas de lectura y escritura que ocurren en el ámbito de un programa de licenciatura semipresencial desarrollado en la provincia de São Paulo (Brasil). La investigación busca comprender las relaciones que las docentes establecen con tales prácticas cuando ellas mismas son aprendices, focalizando las estrategias que utilizan para manejar tanto el soporte impreso como el electrónico y teniendo en cuenta sus caminos de socialización (escolar y profesional) y el capital cultural adquirido.Abstract: This article is about the training of elementary school’s teachers and their relations with reading and writing. It has the aim of problematize the use of the information and communication technologies (ICT) in the field of teacher education, based in the theories of cultural history (Chartier) and sociology of culture (Bourdieu and Lahire). Using observations, interviews and official document it focuses on the process by which the teachers do (re)appropriation of the reading and writing in the context of a in-service program developed in the State of São Paulo (Brazil). The research seeks to understand the relations that the teachers establish with such practices when they are learners, focalizing the strategies they use to deal with the print and the electronic supports, also considering their socialization’s ways (educational and professional) and the cultural capital acquired.
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- 2022
31. FORMACIÓN INICIAL DE DOCENTES COMO PRÁCTICA PARTICIPATIVA: ELABORACIÓN DE UN DICCIONARIO POLIFÓNICO.
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Susinos, Teresa, Saiz-Linares, Ángela, Ruiz-López, Julia, and Ceballos, Noelia
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PRIMARY education ,BACHELOR'S degree ,TEACHER training ,DEFINITIONS ,QUALITY of work life ,SOCIAL innovation - Abstract
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.)
- Published
- 2019
- Full Text
- View/download PDF
32. Experiência e formação docente nas pesquisas em ensino de Ciências e Biologia no Brasil.
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DA PALMA-SANTOS, MAGNO CLERY and MAKNAMARA, MARLÉCIO
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CONTENT analysis ,HISTORY ,TEACHERS ,PROFESSIONS ,CONTINUITY ,EXPERIENCE - Abstract
Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS 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.)
- Published
- 2019
- Full Text
- View/download PDF
33. FORMAÇÃO DE PROFESSORES NA FRANÇA E NO BRASIL: COMPARATIVOS E POSSIBILIDADES DE ATUAÇÃO.
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Bezerra de Carvalho, Alonso, Roberto Brocanelli, Cláudio, and Pinto da Silva, Vandeí
- Abstract
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]
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- 2019
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34. El discurso médico e higienista sobre la infancia en la formación de profesores en las primeras décadas del siglo XX en Santa Catarina
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Marçal , Monica Teresinha, Sganderla, Ana Paola, and Carvalho, Diana Carvalho de
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formación de profesores ,education ,hygiene ,higiene ,infancia ,educação ,teacher training ,infância ,educación ,formação de professores ,childhood - Abstract
This paper is aimed to understand how childhood is addressed in the medical and hygienist discourse in a teacher training school in the state of Santa Catarina, Brazil in the early decades of the 20th century. For such, it was analyzed the syllabi of the Hygiene course taught at the Escola Normal [Teachers School] between 1919 and 1937. In 1935, the Escola Normal had its name changed to Instituto de Educação [Institute of Education]. Besides the syllabi, it was also examined papers published in Estudos Educacionais, a journal linked with the Instituto de Educação. Six issues were published between 1941 and 1946, and the authors were the institution’s students and teachers. The study conclusions indicate that the teaching of Hygiene was not restricted to the care of the body but was mixed with a project aiming to civilize and moralize the Santa Catarina people by means of education. Thus, the topics taught at the Teachers School should be conveyed in Elementary School to the children, parents, and community to which the school belonged. Initially, the teaching of Hygiene was strongly linked with the dissemination of information on body and family hygiene, as well as the prophylaxis of diseases. Gradually, the topics of the medical-hygienist discourse were centered on the follow up of the child’s biological development. The analyses confirm the idea that the childhood was the object of hygienic and disciplinary intervention, grounded on the scientific knowledge provided by the Sciences of Education, particularly Biology. Comprender como es tratada la infancia en el discurso médico higienista en una escuela de formación de profesores, en el estado de Santa Catarina, en las primerasdécadas del siglo XX, es el foco de este artículo. Con este fin se analizan los programas de la materia Higiene de laEscuela Normal en el período de 1919 a 1937. En 1935, laEscuela Normal pasa a llamarse Instituto de Educación. Además de los programas, también se analizan losartículos publicados en la revista Estudos Educacionais, periódico vinculado al Instituto de Educación, que publicóseis ediciones entre 1941 y 1946, de autoría de estudiantesy profesores de la institución. Las conclusiones indicanque la enseñanza de la materia Higiene no se restringía a los cuidados del cuerpo, sino que estaba amalgamada a unproyecto del pueblo catarinense para civilizar y moralizara través de la Educación. Así, los contenidos enseñados enla Escuela Normal deberían ser transmitidos a los niños, a los padres, y a la comunidad a la cual el grupo escolar pertenecía. En los primeros años, la enseñanza de Higiene estaba muy vinculada a la diseminación de orientacionesacerca de la higiene corporal, familiar, así como de laprofilaxis de las enfermedades. Paulatinamente, loscontenidos del discurso médico higienista se centraron enel acompañamiento del desarrollo biológico del niño. Losanálisis realizados confirman la idea de que la infancia se constituía en objeto de intervención higiénica y disciplinaria, teniendo como fundamento losconocimientos científicos proporcionados por las Cienciasde la Educación, particularmente la Biología. Compreender como a infância é tratada no discurso médico e higienista em uma escola de formação de professores no estado de Santa Catarina, nas primeiras décadas do século XX, é o foco do artigo em pauta. Para tanto, são analisados os programas da disciplina de Higiene da Escola Normal, no período de 1919 a 1937. Em 1935, a escola Normal passa a denominar-se Instituto de Educação. Além dos programas, também são analisados os artigos publicados na revista Estudos Educacionais, periódico vinculado ao Instituto de Educação, e que contou com seis edições entre os anos de 1941 e 1946, de autoria de estudantes e professores da instituição. As conclusões do estudo indicam que o ensino da Higiene não se restringia aos cuidados com o corpo, mas estava amalgamado a um projeto para civilizar e moralizar do povo catarinense pela via da Educação. Assim, os conteúdos ensinados na Escola Normal deveriam ser transmitidos na escola primária às crianças, aos pais e à comunidade da qual o grupo escolar fazia parte. Nos primeiros anos, o ensino da Higiene estava muito vinculado à disseminação de orientações acerca da higiene corporal, familiar, bem como à profilaxia de doenças. Paulatinamente, os conteúdos do discurso médico-higienista centraram-se no acompanhamento do desenvolvimento biológico da criança. As análises realizadas confirmam a ideia de que a infância se constituía em objeto de intervenção higiênica e disciplinar, tendo como fundamento os conhecimentos científicos proporcionados pelas Ciências da Educação, particularmente a Biologia.
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- 2022
35. Interseccionalidades entre cine, escuela y producción de sentido: apuntes de una investigación
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Rocha, Sonia Maria Santos Pereira da
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Educación ,Formación de profesores ,Producción de sentido ,Fenomenologia ,Production of meaning ,Fenomenología ,Semiótica ,Education ,Teacher training ,Educação ,Cine ,Produção de sentido ,Phenomenology ,Movie theater ,Semiotics ,Cinema ,Formação de professores - Abstract
This text aims to present the doctoral research in Education in progress at the Postgraduate Program in Education (PPGEDU) of the Universidade Federal do Rio Grande do Sul (UFRGS) within the scope of the Research Group in Education and Art (GEARTE) on the production of meaning in the relationship between the spectator and the cinema, and the importance of this knowledge in the training of teachers in the context of law 13006/2014., Este texto tiene como objetivo presentar la investigación de doctorado en Educación en curso del Programa de Posgrado en Educación (PPGEDU) de la Universidade Federal do Rio Grande do Sul (UFRGS) en el ámbito del Grupo de Investigación en Educación y Arte (GEARTE) sobre la producción de sentido en la relación entre el espectador y el cine y la importancia de este conocimiento en la formación de docentes en el contexto de la ley 13006/2014., Este texto tem por objetivo apresentar a pesquisa de doutorado em Educação em andamento no Programa de Pós-Graduação em Educação (PPGEDU) da Universidade Federal do Rio Grande do Sul(UFRGS) no âmbito do Grupo de Pesquisa em Educação e Arte (GEARTE) sobre a produção de sentido na relação entre o espectador e o cinema, e a importância desse conhecimento na formação de professores no contexto da lei 13006/2014.
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- 2022
36. Estado del conocimiento sobre formación docente con enfoque en educación superior y políticas públicas: formación docente en disputa
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Lesnieski, Marlon Sandro, Trevisol, Marcio Giusti, and Almeida, Maria de Lourdes Pinto de
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Políticas Públicas ,Formação docente ,Public policies ,Políticas públicas ,Educational policies ,Educação ,Teacher training ,Educación ,Políticas educativas ,Formación de profesores ,Políticas educacionais ,Formação de professores ,Education - Abstract
This article proposes the discussion about teacher training with a focus on higher education and public policies based on elements of disputes. The aim of the study is to understand what the area of education investigates about teacher training, focusing on higher education policies, in order to provide theoretical subsidies that enable a consistent debate about the implications of educational reforms for teacher training in Brazil. The methodology used was the State of Knowledge and content analysis for data collection, categorization, and analysis. The texts were extracted from the SciELO database. We conclude that it is possible to verify that teacher training is marked by the supremacy of the interests of capital characterized by the theory of competencies and by the BNCC's own skills that permeate Resolution CNE/CP nº 2/2019 and ensure in the field of educational policies the interests of neoliberal privatized groups. Este artículo se propone discutir la formación docente con foco en la educación superior y las políticas públicas a partir de elementos de disputa. El objetivo del estudio es comprender lo que el área de educación investiga sobre la formación de profesores, centrándose en las políticas de educación superior, con el objetivo de proporcionar subsidios teóricos que permitan un debate consistente en torno a las implicaciones de las reformas educativas para la formación de profesores en Brasil. La metodología utilizada fue el Estado del Conocimiento y análisis de contenido para la recolección, categorización y análisis de datos. Los textos fueron extraídos de la base de datos SciELO. Concluimos que es posible verificar que la formación docente está marcada por la supremacía de los intereses del capital caracterizado por la teoría de las competencias y por las habilidades propias del BNCC que permean la Resolución CNE/CP n. 2/2019 y que aseguran en el campo de las políticas educativas los intereses de los grupos privados neoliberales. Este artigo propõe discutir a formação docente com enfoque na educação superior e políticas públicas a partir de elementos de disputas. O objetivo do estudo é compreender o que a área da educação investiga sobre formação de professores tendo como enfoque as políticas de educação superior, com vistas a fornecer subsídios teóricos que possibilitem um debate consistente em torno das implicações das reformas educacionais para a formação docente no Brasil. A metodologia utilizada foi a do Estado do Conhecimento e análise de conteúdo para a coleta, categorização e análise dos dados. Os textos foram extraídos da base de dados SciELO. Concluímos que é possível aferir que a formação de professores é marcada pela supremacia dos interesses do capital caraterizado pela teoria das competências e pelas habilidades próprias da BNCC que permeiam a Resolução CNE/CP nº 2/2019 e que asseguram no campo das políticas educacionais os interesses de grupos privatistas de natureza neoliberal.
- Published
- 2022
37. Experimentación con la tecnología: posibilidades y límites en la formación del profesor de informática educativa
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Silva, Manoel Bruno Campelo da and Mafra, José Ricardo e Souza
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Teacher training ,VLE ,EVA ,Educação ,Educación ,Formación de profesores ,Experimentação com tecnologias ,AVA ,Experimentando con tecnologias ,Experimenting with technologies ,Education ,Formação de professores - Abstract
This study is aimed to discuss factors that enhance or hinder the elaboration of pedagogical proposals in virtual learning environments (VLE), in a Teaching education course in Educational computing. The theoretical foundation is anchored in studies on technological environments, educational technologies and teacher training. The investigation methodology involved the participation of 26 students enrolled in a curricular component of the course and integrated a planning and development of a set of activities to configure a VLE. The techniques used for the organization and treatment of data and information obtained were participant observation, exploratory activities and evaluation questionnaires. Despite the operational difficulties presented by the undergraduates, experimentation proved to be a viable alternative to integrate digital information and communication technologies (TDIC) and Distance Learning (EaD) in the initial training of the teacher of educational informatics. Este estudio tiene como objetivo discutir los factores que favorecen o dificultan la elaboración de propuestas pedagógicas en ambientes virtuales de aprendizaje (EVA), en una carrera de Licenciatura en Informática Educativa. La fundamentación teórica está anclada en estudios sobre entornos tecnológicos, tecnologías educativas y formación docente. La metodología de investigación contó con la participación de 26 estudiantes matriculados en un componente curricular del curso e integró una planificación y desarrollo de un conjunto de actividades para configurar un EVA. Las técnicas utilizadas para la organización y tratamiento de los datos e información obtenidos fueron la observación participante, las actividades exploratorias y los cuestionarios de evaluación. A pesar de las dificultades operativas que presentaron los estudiantes de pregrado, la experimentación demostró ser una alternativa viable para integrar las tecnologías digitales de la información y la comunicación (TDIC) y la Educación a Distancia (EaD) en la formación inicial del profesor de informática educativa. Este estudo tem como objetivo discutir fatores que potencializam ou dificultam a elaboração de propostas pedagógicas em ambientes virtuais de aprendizagem (AVA), em um curso de Licenciatura em Informática Educacional. A fundamentação teórica está ancorada em estudos sobre ambientes tecnológicos, tecnologias educacionais e formação docente. A metodologia de investigação envolveu a participação de 26 discentes matriculados em um componente curricular do curso e integrou um planejamento e o desenvolvimento de um conjunto de atividades de configuração de um AVA. As técnicas utilizadas, para a organização e tratamento dos dados e informações obtidas, foram a observação participante, atividades exploratórias e questionários de avaliação. Apesar das dificuldades operacionais apresentadas pelos licenciandos, a experimentação se mostrou uma alternativa viável para integrar tecnologias digitais de informação e comunicação (TDIC) e o Ensino a Distância (EaD), na formação inicial do professor de informática educacional.
- Published
- 2022
38. Vers une formation à l’intelligence artificielle des enseignants universitaires de langues étrangères et de littérature à Taïwan ?
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Galmar, Bruno
- Subjects
inteligencia artificial ,"robo-ética" ,"robo-ethics" ,littératie IA ,gobernabilidad ,AI literacy ,teacher training ,formación de profesores ,AI ethics ,Artificial Intelligence ,formation des enseignants ,éthique ,technologies ,TIC ,education ,Régulation ,pratique ,gouvernance ,IA ,digital ,regulation ,Inteligencia artificial (IA) ,General Medicine ,Intelligence artificielle ,éducation ,Inteligencia artificial ,Gobernanza ,País en desarrollo ,UEMOA ,ethics ,ética de la IA ,AI ,ICT ,technology ,Alfabetización en IA ,educación ,discours - Abstract
Taïwan a fait de l’intelligence artificielle (IA) et de la formation de talents à l’IA un des piliers de sa stratégie de développement économique. Ainsi, le monde universitaire taïwanais s’attèle à la formation de ses étudiants et enseignants à l’IA. Cet effort de formation a même touché des départements de sciences humaines comme le nôtre, un département de langues étrangères et de littérature. Nous décrivons comment est en train de s’opérer la greffe d’une culture IA à la culture traditionnellement non-scientifique du département de langue étrangère et de littérature. Nous explicitons aussi comment une greffe similaire de la culture IA à la culture des études universitaires de français est mise en place par des enseignants-chercheurs à Taïwan. For Taiwan, developing applications of Artificial Intelligence (IA) and nurturing AI talents are keys strategies to ensure economic development. Hence, universities are working hard to offer AI trainings to both students and teachers. We describe how even our non-technical department of foreign languages and literature has recently seen the penetration of an AI culture into its curriculum and its traditional humanities culture. We also reported how integrating AI training is also currently experimented in French studies in Taiwan, another academic field traditionally non-technical. Taiwán ha hecho de la inteligencia artificial (IA) y el cultivo de talento de IA uno de los pilares de su estrategia de desarrollo económico. Mostramos cómo la academia taiwanesa está trabajando para capacitar a estudiantes y profesores en IA. Este esfuerzo formativo llega incluso a departamentos de ciencias humanas, como el nuestro, departamento de lenguas y literaturas extranjeras. Describimos cómo se está produciendo el injerto de una cultura de IA en la cultura tradicionalmente no científica de nuestro departamento. También informamos cómo los docentes-investigadores en Taiwán implementan un trasplante similar de la cultura de la IA a la cultura de los estudios universitarios franceses.
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- 2022
39. La rencontre de l’Intelligence artificielle (IA) et de l’esprit critique (EC) : nouveaux enjeux ? nouvelle formation ?
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Petit, Laurent
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"robo-ethics" ,"robo-ética" ,formación de profesores ,gobernabilidad ,teacher training ,Artificial intelligence (AI) ,référentiels de compétences ,AI ethics ,competency frameworks ,Artificial Intelligence ,éthique ,esprit critique (EC) ,technologies ,TIC ,education ,Régulation ,pratique ,gouvernance ,IA ,digital ,pensamiento crítico (SC) ,regulation ,Inteligencia artificial (IA) ,General Medicine ,éducation ,Intelligence artificielle ,ethics ,Inteligencia artificial ,Gobernanza ,País en desarrollo ,UEMOA ,ética de la IA ,AI ,marcos de competencias ,formation des enseignants ,ICT ,technology ,educación ,discours ,Inteligencia Artificial ,Intelligence artificielle (IA) ,critical thinking (CS) - Abstract
Dans quelle mesure les avancées de l’Intelligence artificielle (IA) réinterrogent-elles la formation au développement de l’esprit critique (EC) et, partant, la formation des enseignants ? Après avoir cerné les enjeux posés par cette I-artificialisation dans et de l’éducation, nous soulignerons l’insuffisance des réponses apportées par les référentiels de compétences ou les approches scientifiques limitées à une ou quelques disciplines. Nous insisterons alors sur les enjeux éducationnels d’une démarche scientifique interdisciplinaire à inculquer le plus tôt possible et aux connaissances nouvelles indispensables à maîtriser en ce siècle de bouleversements techniques et médiatiques accélérés. To what extent do the advances of Artificial Intelligence (AI) re-interrogate the development of critical thinking (CT) and, consequently, the training of teachers? After having identified the issues raised by this I-artificialisation in and of education, we will underline the inadequacy of the answers provided by the competence referentials or the scientific approaches limited to one or a few disciplines. We will then insist on the educational stakes of an interdisciplinary scientific approach to be inculcated as early as possible and on the new knowledge that is indispensable to master in this century of accelerated technical and media upheaval. ¿En qué medida los avances de la Inteligencia Artificial (IA) reinterpretan el desarrollo del pensamiento crítico (TC) y, en consecuencia, la formación de los profesores ? Tras haber identificado las cuestiones que plantea esta I-artificialización en y de la educación, subrayaremos la insuficiencia de las respuestas aportadas por los referentes competenciales o los enfoques científicos limitados a una o unas pocas disciplinas. Insistiremos entonces en la apuesta pedagógica de un enfoque científico interdisciplinario que debe inculcarse lo antes posible y en los nuevos conocimientos indispensables para dominar en este siglo de acelerada agitación técnica y mediática.
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- 2022
40. LEITURA E FORMAÇÃO DE PROFESSORES NO BRASIL: UM TEMA SEMPRE ENTRE "NÓS".
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DO AMARAL RIBEIRO, AMÉLIA ESCOTTO and DO AMARAL RIBEIRO, ALEXANDRE
- Abstract
Reading in the context of Brazilian education is an ever-present issue. Although renewed under different ways and approaches, it remains always up-todate and among us and within knots. Based on this fact and on the principles of the evidential research paradigm (GINZBURG, 1979), this text discusses reading as the organizing axis of teachers' education in Brazil by pointing out the different ways in which debates in the field of education have contemplated this subject matter. To put the presented reflections together, the hereby text understands as an axis the ideas about the essentiality of the reading in teachers' education, extracted from the analysis of the contributions of the I Congresso de História da Leitura no Brasil (1998). The text ratifies that reading is still an unfinished issue in the context of Brazilian education and that for many teachers that recognizes its importance it is a neglected daily practice. [ABSTRACT FROM AUTHOR]
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- 2018
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41. THE SECONDARY TECHNICAL-PROFESSIONAL EDUCATION IN THE SUS AND THE TEACHER TRAINING POLICY.
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Corrêa, Adriana Katia and Lemes de Sordi, Mara Regina
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POLICY sciences ,EDUCATORS ,PROFESSIONAL employee training ,OCCUPATIONAL roles ,TEACHER development ,PSYCHOLOGY - Abstract
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.)
- Published
- 2018
- Full Text
- View/download PDF
42. EDUCAÇÃO PROFISSIONAL TÉCNICA DE NÍVEL MÉDIO NO SISTEMA ÚNICO DE SAÚDE E A POLÍTICA DE FORMAÇÃO DE PROFESSORES.
- Author
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Corrêa, Adriana Katia and Lemes de Sordi, Mara Regina
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POLICY sciences ,NURSING education ,PROFESSIONAL employee training ,TEACHER-student relationships ,GOVERNMENT policy ,PSYCHOLOGY - Abstract
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.)
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- 2018
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43. Las murallas invisibles entre la investigación educativa y los docentes
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Haylen Perines
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investigación pedagógica ,educación ,docentes ,formación de profesores ,universidades ,Special aspects of education ,LC8-6691 ,Theory and practice of education ,LB5-3640 - Abstract
El presente artículo analiza los principales obstáculos que enfrenta la relación entre la investigación educativa y los docentes. Se asume la presencia de una brecha cada vez más grande que la está llevando por caminos distantes y casi antagónicos, y que no favorece el progreso de la educación. Se exponen, de igual manera, las características de cinco “murallas invisibles” que se interponen entre ambos conceptos: la investigación como un tipo de saber construido entre cuatro paredes y alejado de la realidad cotidiana de los docentes, las temáticas inútiles que eligen los investigadores, la escasa formación en investigación del profesorado, los resultados poco concretos de los estudios, y el lenguaje especializado en que es comunicada la investigación. El artículo finaliza con algunas reflexiones y sugerencias para superar estas murallas y lograr un discurso más conciliador entre investigadores y docentes.
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- 2017
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44. AOS TEUS OLHOS: A CONTEMPORARY LOOK AT PEDOPHILIA AND THE 'COURT' OF SOCIAL MEDIA
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Paulo Pires de Queiroz, Lucas Borges Soeiro, Walk Loureiro, Danielle Queiroz Pereira Loureiro, and Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
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Motion pictures ,Educación ,Películas ,Educação. Filmes cinematográficos. Pedofilia. Mídias sociais ,Educación. Películas. Pedofilia. Redes sociales ,Education. Motion pictures. Pedophilia. Social media ,Cine ,Formación de profesores ,Pedofilia ,Redes sociales digitales ,Education ,Social media ,Mídias sociais ,Educação ,Filmes Cinematográficos ,Redes Sociais ,Cinema ,Teachers’ training ,Pedophilia ,Redes sociales ,Filmes cinematográficos - Abstract
O artigo inicia com uma resenha do longa-metragem Aos Teus Olhos (2017), estrelado por Daniel Oliveira, no qual o professor de natação Rubens é acusado de praticar pedofilia contra um de seus alunos. O fio condutor do texto é uma discussão feita com base em uma literatura especializada, que mostra que não há um real acréscimo da pedofilia, mas maior controle e punição quando esses crimes ocorrem. Articula-se ainda o enredo do longa com casos ocorridos antes e depois do advento das mídias sociais, nos quais a vida de alguns professores foi destruída graças à disseminação de boatos sem provas. Por fim, espera-se que tanto o filme seja trabalhado como importante recurso didático na formação inicial e continuada de professores quanto este texto, de maneira a potencializar uma discussão acerca da pedofilia e do poder das mídias sociais na destruição da vida dos profissionais da educação., The article starts with a review of “Aos Teus Olhos”, a film starred by Daniel Oliveira, in which swimming instructor Rubens is accused of pedophilia against one of his pupils. The text’s guiding thread is a discussion based on specialized literature that shows that rather than a real increase in pedophilia, there is greater control of and punishment to that type of crime. The film’s plot addresses cases that happened before and after the advent of social media, in which some teachers had their lives destroyed by rumors. Finally, the film and this text are expected to be used as important teaching resources in teachers’ initial and continued training, in order to help discussing pedophilia and the power of social media concerning destruction of Education professionals’ lives., El artículo comienza con una reseña del largometraje “Aos Teus Olhos” (2017), protagonizado por Daniel Oliveira, en el que el profesor de natación Rubens es acusado de practicar pedofilia contra uno de sus alumnos. El hilo conductor del texto es una discusión realizada sobre la base de literatura especializada que señala que no existe un real aumento de la pedofilia, sino un mayor control y castigo cuando estos crímenes ocurren. También se articula la trama de la película con casos ocurridos antes y después de la llegada de las redes sociales, en los cuales la vida de algunos profesores fue destruida debido a la diseminación de rumores sin pruebas. Por último, se espera que tanto el largometraje como este texto sean trabajados como importantes recursos didácticos en la formación inicial y continuada de profesores, de manera a impulsar una discusión acerca de la pedofilia y el poder de las redes sociales en la destrucción de la vida de los profesionales de la educación.
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- 2022
45. Percepciones de los docentes sobre la usabilidad de las Tecnologías Digitales de la Información y la Comunicación en el aula
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Souza, Daniele Campêlo de, Conde, Ivo Batista, Florêncio, Thais de Sousa, Oliveira, Francisco das Chagas Rodrigues de, Gomes, Maria de Fátima Cavalcante, Silva, Pedro Rafael Costa, and Cavalcante, Maria Marina Dias
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Teacher training ,Education ,Educação ,Educación ,Teaching practice ,Formación de profesores ,Prática de ensino ,TDIC ,Práctica docente ,TDIC’s ,Formação de professores - Abstract
Technology is a tool that provides procedural facilities in order to solve routine problems and, in this way, improve human life. Within this aspect, the Digital Information and Communication Technologies - TDIC's, can be understood as a diversity of interconnected technological resources that use hardware, software, devices and other technologies that facilitate informational and communicative processes. Thus, the research aimed to: Understand the perceptions of high school teachers from a public school, who use TDIC's in the classroom. This qualitative research was characterized as an exploratory study. The research subjects were teachers of a High School, of the State Education Network located in the municipality of Pedra Branca, Ceará. Data collection took place through semi-structured interviews, and soon after, the data were analyzed based on pre-defined categorization, guided by the specific objectives of the research. The analyzes indicate the need for a qualified education professional in computer science within schools in order to efficiently and satisfactorily manage the use of these technologies. It is understood, then, that by training and qualifying teachers to use the new technologies, as well as computerizing the classrooms with technological resources, they provide a great development in the construction of the teaching and learning process. La tecnología es una herramienta que brinda facilidades procedimentales para resolver problemas cotidianos y, de esta manera, mejorar la vida humana. Dentro de este aspecto, las Tecnologías Digitales de la Información y la Comunicación - TDIC's, pueden entenderse como una diversidad de recursos tecnológicos interconectados que utilizan hardware, software, dispositivos y otras tecnologías que facilitan los procesos informacionales y comunicativos. De esta forma, la investigación tuvo como objetivo: Comprender las percepciones de los profesores de secundaria de una escuela pública, que utilizan TDIC's en el aula. Esta investigación cualitativa se caracterizó como un estudio exploratorio. Los sujetos de la investigación fueron profesores de una Escuela Secundaria, de la Red Estatal de Educación ubicada en el municipio de Pedra Branca, Ceará. La recolección de datos ocurrió a través de entrevistas semiestructuradas y, posteriormente, los datos fueron analizados a partir de una categorización predefinida, orientada por los objetivos específicos de la investigación. Los análisis indican la necesidad de un profesional de la educación calificado en informática dentro de las escuelas para gestionar de manera eficiente y satisfactoria el uso de estas tecnologías. Se entiende, entonces, que al capacitar y capacitar a los docentes en el uso de las nuevas tecnologías, así como informatizar las aulas con recursos tecnológicos, brindan un gran desarrollo en la construcción del proceso de enseñanza y aprendizaje. A tecnologia é uma ferramenta que proporciona facilidades de procedimentos no sentido de solucionar problemas rotineiros e, dessa forma, aperfeiçoar a vida humana. Dentro desta vertente as Tecnologias Digitais de Informação e Comunicação – TDIC’s, podem ser compreendidas como uma diversidade de recursos tecnológicos interligados que utiliza de hardware, software, aparelhos e demais tecnologias que facilitam os processos informacionais e comunicativos. Dessa forma, a pesquisa objetivou: Compreender as percepções de docentes do Ensino Médio de uma Escola pública, que utilizam as TDIC’s em sala de aula. A presente pesquisa de abordagem qualitativa, se caracterizou com estudo exploratório. Os sujeitos da pesquisa foram docentes de uma Escola do Ensino Médio, da Rede Estadual de Educação localizada no município de Pedra Branca, Ceará. A coleta de dados ocorreu a partir de entrevistas semiestruturadas, e logo após os dados foram analisados a partir da categorização pré-definidas, tendo como direcionamento os objetivos específicos da pesquisa. As análises indicam a necessidade de um profissional da educação qualificado em licenciatura em computação dentro das escolas de forma a gerenciar de forma eficiente e satisfatória a condução do uso dessas tecnologias. Compreende-se, então, que ao formar e capacitar professores para usar as novas tecnologias, bem como a informatizar as salas com recursos tecnológicos propiciam um grande desenvolvimento na construção do processo de ensino e aprendizagem.
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- 2022
46. Salud y Medio Ambiente en la Enseñanza de la Ciencia: reporte de un caso en la Residencia Pedagógica
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Vaz, Leandro Matheus de Carvalho, Cruz, Beatriz Rodrigues da, and Lippi, Maria do Socorro Silva Pereira
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Biologia ,Educación ambiental ,Biología ,Formación de profesores ,Educación ,Salud ,Educação Ambiental ,Saúde ,Environment ,Environmental education ,Education ,Meio Ambiente ,Teacher training ,Educação ,Health ,Estágio Supervisionado ,Medio ambiente ,Prácticas supervisadas ,Biology ,Formação de professores ,Supervised Internship - Abstract
This work consists in a case report in the Programa Residência Pedagógica, with the objectives of reporting the perceptions of undergraduate students regarding the themes of Health and Environment through the developed activities and show the importance of the supervised internship. The methodology used was active observation. Conversation circles, activities and the production of a finisher element were presented through the activities “Arvore ecológica” and “Princesa Suja”. Through activities, students expanded their vocabulary and learned how to respect the environment and care for personal hygiene. In turn, residents acquired great knowledge in the area of Education, Science and Biology, even though this experience was one of their first contacts with the school environment. Este trabajo consiste en un informe de caso en el Programa Residência Pedagógica, con los objetivos de informar sobre las percepciones de los estudiantes de grado en relación con los temas Salud y Medio Ambiente a través de las actividades desarrolladas y destacar la importancia de la pasantía. La metodología utilizada fue la observación activa. Se presentaron círculos de conversación, actividades y producción de un elemento final a través de las actividades “Arvore ecológica” y “Princesa Suja”. A través de las actividades, los alumnos ampliaron su vocabulario y aprendieron a respetar el medio ambiente y a cuidar la higiene personal. A su vez, los residentes adquirieron grandes conocimientos en el área de Educación, Ciencias y Biología, a pesar de que esta experiencia fue uno de sus primeros contactos con el ámbito escolar. Este trabalho consiste em um relato de caso no Programa Residência Pedagógica, tendo como objetivos relatar as percepções dos licenciandos a respeito dos temas Saúde e Meio Ambiente por meio das atividades desenvolvidas e evidenciar a importância do estágio supervisionado. A metodologia empregada foi a observação ativa. Rodas de conversas, atividades e produção de elemento finalizador foram apresentados através das atividades “Árvore ecológica” e “Princesa suja”. Por meio das atividades, os alunos ampliaram seu vocabulário e aprenderam como respeitar o meio ambiente e o cuidado com a higiene pessoal. Por sua vez, os residentes adquiriram grande conhecimento na área de Educação, Ciências e Biologia, mesmo que essa experiência tenha sido um de seus primeiros contatos com o ambiente escolar.
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- 2022
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47. Evaluaciones Externas y de Gran Escala en Proyectos de Curso Pedagógico: ¿es o no?
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Santos, Geovane Barbosa dos and Lunardi, Larissa
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External and large-scale assessments ,Teaching ,Teacher training ,Educación ,Avaliações externas e em larga escala ,Currículo ,Formação de professores ,Education ,Ensino ,Educação ,Evaluaciones externas y de gran escala ,Reanudar ,Formación de profesores ,Enseñando ,Resume - Abstract
External assessments seek standardized assessment matrices in order to generate indicators of educational quality. Therefore, their knowledge and debate become fundamental in initial teacher training courses. Given this context, the objective of this research is to investigate the presence of contents and/or curricular components related to large-scale assessments in the syllabus of the Pedagogical Course Projects (PPC) of Degree in Biological Sciences of different HEIs, as well as to analyze the workload and bibliographies related to the theme. This documentary research presents a qualitative approach. Based on inclusion and exclusion criteria, the selection of PPCs was carried out, and data analysis was performed through the analysis of the content of the. It was possible to perceive that there is no presence of contents and/or curricular components that specifically address external and large-scale assessments. However, there are curricular components that, based on their objectives and menus, allow us to infer that there are possibilities for a dialogue about these assessments. Therefore, as it generates implications for the structuring of education, it would be important to reorganize the curriculum within the Biological Sciences Licentiate courses, considering that external assessments, in large part, directly imply the future locus of work. Las evaluaciones externas buscan matrices de evaluación estandarizadas para generar indicadores de calidad educativa. Por ello, su conocimiento y debate se vuelven fundamentales en los cursos de formación inicial del profesorado. Dado este contexto, el objetivo de esta investigación es indagar la presencia de contenidos y/o componentes curriculares relacionados con las evaluaciones de gran escala en los planes de estudios de los Proyectos Pedagógicos de Curso (PPC) de Licenciatura en Ciencias Biológicas de diferentes IES, así como analizar la carga de trabajo y las bibliografías relacionadas con el tema. Esta investigación documental presenta un enfoque cualitativo. Con base en criterios de inclusión y exclusión, se realizó la selección de las PPC, y se realizó el análisis de datos a través del análisis de contenido de la. Se pudo percibir que no hay presencia de contenidos y/o componentes curriculares que aborden específicamente evaluaciones externas y de gran escala. Sin embargo, existen componentes curriculares que, a partir de sus objetivos y menús, permiten inferir que existen posibilidades de diálogo sobre estas evaluaciones. Por lo tanto, en la medida en que genera implicaciones para la estructuración de la educación, sería importante reorganizar el currículo dentro de las carreras de Licenciatura en Ciencias Biológicas, considerando que las evaluaciones externas, en gran parte, implican directamente el futuro locus de trabajo. As avalições externas buscam matrizes de avaliação, padronizadas, no intuito de gerar indicadores da qualidade educacional. Portanto, o conhecimento e debate destas tornam-se fundamentais nos cursos de formação inicial de professores. Diante deste contexto, o objetivo desta pesquisa é investigar a presença de conteúdos e/ou componentes curriculares relacionados às avaliações em larga escala nas ementas dos Projetos Pedagógico de Curso (PPC) de Licenciatura em Ciências Biológicas de diferentes IES, bem como analisar a carga horária e as bibliografias relacionadas à temática. Essa pesquisa documental apresenta uma abordagem qualitativa. A partir de critérios de inclusão e exclusão foi realizada a seleção dos PPC, e a análise dos dados foi realizada por meio da análise do conteúdo dos. Foi possível perceber que não há presença de conteúdos e/ou componentes curriculares que abordam especificamente as avaliações externas e em larga escala. Porém há componentes curriculares que, a partir, de seus objetivos e ementas, nos permitem inferir que há possibilidades de haver um diálogo acerca destas avaliações. Logo, por gerar implicações na estruturação da educação, seria importante uma reorganização curricular dentro dos cursos de Licenciatura em Ciências Biológicas, tendo em vista que as avaliações externas e em larga implicam diretamente sobre o lócus futuro de trabalho.
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- 2022
48. EXPERIMENTACIÓN CON LA TECNOLOGÍA: POSIBILIDADES Y LÍMITES EN LA FORMACIÓN DEL PROFESOR DE INFORMÁTICA EDUCATIVA
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Campelo da Silva, Manoel Bruno and Sousa Mafra, José Ricardo e
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Teacher training ,VLE ,Educação ,EVA ,Experimentação com tecnologias ,Educación ,Formación de profesores ,AVA ,Experimentando con tecnologias ,Experimenting with technologies ,Formação de professores ,Education - Abstract
This study is aimed to discuss factors that enhance or hinder the elaboration of pedagogical proposals in virtual learning environments (VLE), in a Teaching education course in Educational computing. The theoretical foundation is anchored in studies on technological environments, educational technologies and teacher training. The investigation methodology involved the participation of 26 students enrolled in a curricular component of the course and integrated a planning and development of a set of activities to configure a VLE. The techniques used for the organization and treatment of data and information obtained were participant observation, exploratory activities and evaluation questionnaires. Despite the operational difficulties presented by the undergraduates, experimentation proved to be a viable alternative to integrate digital information and communication technologies (TDIC) and Distance Learning (EaD) in the initial training of the teacher of educational informatics., Este estudio tiene como objetivo discutir los factores que favorecen o dificultan la elaboración de propuestas pedagógicas en ambientes virtuales de aprendizaje (EVA), en una carrera de Licenciatura en Informática Educativa. La fundamentación teórica está anclada en estudios sobre entornos tecnológicos, tecnologías educativas y formación docente. La metodología de investigación contó con la participación de 26 estudiantes matriculados en un componente curricular del curso e integró una planificación y desarrollo de un conjunto de actividades para configurar un EVA. Las técnicas utilizadas para la organización y tratamiento de los datos e información obtenidos fueron la observación participante, las actividades exploratorias y los cuestionarios de evaluación. A pesar de las dificultades operativas que presentaron los estudiantes de pregrado, la experimentación demostró ser una alternativa viable para integrar las tecnologías digitales de la información y la comunicación (TDIC) y la Educación a Distancia (EaD) en la formación inicial del profesor de informática educativa., Este estudo tem como objetivo discutir fatores que potencializam ou dificultam a elaboração de propostas pedagógicas em ambientes virtuais de aprendizagem (AVA), em um curso de Licenciatura em Informática Educacional. A fundamentação teórica está ancorada em estudos sobre ambientes tecnológicos, tecnologias educacionais e formação docente. A metodologia de investigação envolveu a participação de 26 discentes matriculados em um componente curricular do curso e integrou um planejamento e o desenvolvimento de um conjunto de atividades de configuração de um AVA. As técnicas utilizadas, para a organização e tratamento dos dados e informações obtidas, foram a observação participante, atividades exploratórias e questionários de avaliação. Apesar das dificuldades operacionais apresentadas pelos licenciandos, a experimentação se mostrou uma alternativa viável para integrar tecnologias digitais de informação e comunicação (TDIC) e o Ensino a Distância (EaD), na formação inicial do professor de informática educacional.
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- 2022
49. Yoga and teacher training
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Agustín de la Herrán Gascón, Lourdes Fuente Torre, and UAM. Departamento de Pedagogía
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Educación ,media_common.quotation_subject ,05 social sciences ,050401 social sciences methods ,050301 education ,desarrollo personal y profesional del docente ,General Medicine ,yoga, formación, conciencia, desarrollo personal y profesional del docente, educación ,lcsh:Education (General) ,bienestar ,Western education ,formación de profesores ,yoga ,formación ,0504 sociology ,Meditation ,relajación ,estudio de casos ,conciencia ,Psychology ,lcsh:L7-991 ,0503 education ,Humanities ,media_common - Abstract
El yoga es una de las metodologías formativas, basadas en la meditación, más antiguas y contrastadas. Originario de la India, en los últimos años ha incrementado su presencia en la educación occidental. Cada vez hay más centros educativos en los que se desarrolla yoga para niños. Sin embargo, su relación con la formación del profesorado sigue siendo un reto pedagógico apenas atendido. El objetivo del estudio es conocer cómo influye la práctica sistemática del yoga en la conciencia del docente de educación infantil y primaria. Se trata de comprender si esta práctica es relevante desde la perspectiva de la experiencia formativa y profesional de los docentes. Se parte de una conceptualización de conciencia, tanto desde un punto de vista “etic”, o de la teoría, como “emic”, o de los participantes, según la terminología de Harris (1980). Para responder al objetivo, se llevan a cabo veintiún estudios de caso, mediante entrevistas en profundidad. Los participantes son dieciséis maestros de educación infantil y primaria que practican yoga sistemáticamente, y cinco maestros de yoga, expertos y reconocidos. Los resultados, obtenidos mediante análisis de contenido, indican que la práctica del yoga ayuda a desarrollar la conciencia del docente de un modo efectivo, y otras cualidades importantes para la función docente, estrechamente vinculadas a la conciencia, como la empatía y la humildad didáctica. Se concluye que la práctica del yoga es una metodología formativa que contribuye al desarrollo personal y profesional de los docentes, Yoga is one of the oldest and most contrasted meditation-based training methodologies. Originally from India, in recent years has increased its presence in Western education. There are more and more educational centers where yoga is developed for children. However, its relationship with teacher training remains a barely attended pedagogical challenge. The objective of the study is to know how the systematic practice of yoga influences the consciousness of the teacher of early childhood and primary education. It is about understanding, if this practice is relevant from the perspective of the formative and professional experience of the teachers. It starts from a conceptualization of consciousness, both from an “ethic” point of view, or from the theory, as “emic”, or from the participants, according to the terminology of Harris (1980). To answer the objective, twenty-one case studies are conducted through in-depth interviews. The participants are sixteen teachers of early childhood and primary education who practice yoga systematically, and five yoga teachers, experts and recognized. The results, obtained through content analysis, indicate that the practice of yoga helps to develop the teacher’s consciousness in an effective way, and other important qualities for the teaching function closely linked to consciousness, such as empathy and didactic humility. It is concluded that the practice of yoga is a formative methodology that contributes to the personal and professional development of the teachers
- Published
- 2021
50. Aplicabilidade do Google Classroom na formação dos docentes do município de Igaci-Alagoas
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Lima, Ivonaldo Pereira de and Ferrete, Anne Alilma Silva Souza
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Google Classroom ,Processo de ensino e aprendizagem ,Educación ,Formación de profesores ,EDUCACAO [CIENCIAS HUMANAS] ,Education ,Ensino ,Teacher training ,Aprendizagem ,Formação docente ,Proceso de enseanza y aprendizaje ,Educação ,Meios auxiliares de ensino ,Professores ,Tecnologia educacional ,Teaching and learning process ,Formação de professores - Abstract
Teacher training has taken up space in major debates in universities and events in the field of education, as it is still a major challenge for Brazilian education. When it comes to teacher training, with the insertion of technologies as a motivator in learning, the challenge is even greater. It is necessary that teaching networks are attentive to the real needs of teachers, so that they can have study practices that are coherent with the demands that arise daily. Within this context, this thesis had as main objective to analyze the use of Google Classroom as a virtual environment in the training of teachers in the municipality of Igaci - Alagoas and, as specific objectives: to know actions of teaching practice that can be re-signified through training; to identify the challenges of teachers who lack training to use Digital Information and Communication Technologies (TDIC) in their own training; implement the use of Google Classroom as a support tool for teacher training aimed at improving study and teaching practices. To this end, we seek to investigate how Google Classroom contributes to teacher training. Thus, the methodology applied in this study sought to develop a research characterized, in terms of approach, as a qualitative research, allowing a better understanding of the context of the object of study. With regard to the objectives, it was exploratory and descriptive, in the procedures of the participant research, data collection through a profile characterization questionnaire applied, through google forms, interviews and participant observation with 20 (twenty) Portuguese Language (LP) teachers, under the care of a pedagogical technician appointed by the Municipal Department of Education (SEMED). The sample was intentional and not probabilistic. Also, to compose the state of the art, we carried out bibliographic research in databases. The collected data were analyzed from the perspective of content analysis procedures, based on Bardin (2011). In theoretical terms, studies point out that technology by itself does not change training practices. The issue goes beyond whether or not to use technology, passing through public policies to encourage teachers and structural conditions of teaching networks and schools. The results of the empirical research highlighted the need for the Municipal Department of Education of Igaci and its schools to rethink the methodology of practice developed in the training of teachers, in a way that contemplates studies and meetings regardless of space and time. Therefore, it is necessary to provide teachers with training moments in which, even outside the group, study and interaction continue, as well as the use of Google Classroom, since, thanks to its potential, it will be able to strengthen the dynamics of this on-site training. La formación de profesores ha tomado espacio en los principales debates en las universidades y eventos en el campo de la educación, ya que sigue siendo un gran desafío para la educación brasileña. Cuando se trata de la formación de docentes, con la inserción de las tecnologías como motivador en el aprendizaje, el desafío es aún mayor. Es necesario que las redes docentes estén atentas a las necesidades reales de los docentes, para que puedan tener prácticas de estudio coherentes con las demandas que se presentan a diario. En ese contexto, esta tesis tuvo como objetivo principal analizar el uso de Google Classroom como ambiente virtual en la formación de profesores en el municipio de Igaci - Alagoas y, como objetivos específicos: conocer acciones de la práctica docente que puedan ser re- significado a través del entrenamiento; identificar los desafíos de los docentes que carecen de formación para utilizar las Tecnologías Digitales de la Información y la Comunicación (TDIC) en su propia formación; implementar el uso de Google Classroom como herramienta de apoyo a la formación docente orientada a mejorar las prácticas de estudio y enseñanza. Para ello, buscamos investigar cómo Google Classroom contribuye a la formación docente. Así, la metodología aplicada en este estudio buscó desarrollar una investigación caracterizada, en cuanto al enfoque, como una investigación cualitativa, permitiendo una mejor comprensión del contexto del objeto de estudio. En cuanto a los objetivos, fue exploratorio y descriptivo, en los procedimientos de la investigación participante, la recolección de datos a través de un cuestionario de caracterización de perfil aplicado, a través de formularios de Google, entrevistas y observación participante con 20 (veinte) profesores de Lengua Portuguesa (LP), a cargo de un técnico pedagógico designado por la Secretaría Municipal de Educación (SEMED). La muestra fue intencional y no probabilística. Además, para componer el estado del arte, realizamos una investigación bibliográfica en bases de datos. Los datos recolectados fueron analizados desde la perspectiva de los procedimientos de análisis de contenido, con base en Bardin (2011). En términos teóricos, los estudios señalan que la tecnología por sí sola no cambia las prácticas de formación. El tema va más allá del uso o no de la tecnología, pasando por las políticas públicas de estímulo a los docentes y las condiciones estructurales de las redes y escuelas de enseñanza. Los resultados de la investigación empírica destacaron la necesidad de la Secretaría Municipal de Educación de Igaci y sus escuelas de repensar la metodología de la práctica desarrollada en la formación de profesores, de forma que contemple estudios y encuentros sin importar el espacio y el tiempo. Por lo tanto, es necesario brindar a los docentes momentos de formación en los que, aún fuera del grupo, continúe el estudio y la interacción, así como el uso de Google Classroom, ya que, gracias a su potencial, podrá fortalecer la dinámica de este en el lugar de entrenamiento. A formação dos professores tem ocupado espaço em grandes debates nas universidades e eventos na área da educação, pois ainda é um grande desafio para a educação brasileira. Quando se trata de formação docente, com a inserção das tecnologias como motivadora na aprendizagem, o desafio ainda é maior. É preciso que as redes de ensino estejam atentas às reais necessidades dos professores, para que possam ter práticas de estudo coerentes com as demandas que surgem cotidianamente. Dentro desse contexto, esta tese teve como objetivo central analisar o uso do Google Classroom como ambiente virtual na formação dos docentes do município de Igaci – Alagoas e, como objetivos específicos: conhecer ações da prática docente que podem ser ressignificadas através da formação; identificar os desafios dos docentes que carecem de capacitação para uso das Tecnologias Digitais de Informação e Comunicação (TDIC) em sua própria formação; implementar o uso do Google Classroom como ferramenta de apoio para a formação docente visando a melhoria das práticas de estudo e de ensino. Neste intuito, buscamos investigar como o Google Classroom contribui para a formação dos professores. Desse modo, a metodologia aplicada neste estudo buscou desenvolver uma pesquisa caracterizada, quanto à abordagem, como pesquisa qualitativa, permitindo melhor entendimento do contexto do objeto de estudo. No que diz respeito aos objetivos, foi exploratória e descritiva, nos procedimentos da pesquisa participante, coleta de dados por questionário de caracterização de perfil aplicado, através do google forms, entrevistas e observação participante com 20 (vinte) professores de Língua Portuguesa (LP), sob os cuidados de um técnico pedagógico designado pela Secretaria Municipal de Educação (SEMED). A amostra foi intencional e não probabilística. Ainda, para compor o estado da arte realizamos pesquisas bibliográficas em bancos de dados. Os dados coletados foram analisados dentro da perspectiva dos procedimentos de análise de conteúdo, apoiando-nos em Bardin (2011). Em termos teóricos, os estudos apontam que a tecnologia por si mesma não muda as práticas de formação. A questão vai para além de usar ou não a tecnologia, perpassando pelas políticas públicas de incentivo aos professores e condições estruturais das redes de ensino e das escolas. Os resultados da pesquisa empírica evidenciaram a necessidade de a Secretaria Municipal de Educação de Igaci e suas escolas repensarem a metodologia da prática desenvolvida na formação dos professores, de forma que contemple estudos e encontros independentemente de espaço e tempo. Portanto, faz-se necessário oportunizar aos professores momentos de formação em que, mesmo fora do grupo, o estudo e a interação tenham continuidade, bem como o uso do Google Classroom, uma vez que, graças as suas potencialidades, poderá fortalecer a dinâmica dessa formação in loco. São Cristóvão
- Published
- 2022
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