Artigos - Ciências da Educação - FCLAR

URI Permanente para esta coleção

https://hdl.handle.net/11449/6358

Navegar

Agora exibindo 1 - 20 de 141

“It's so much app that I don't know anymore”: Pedagogy students' cultural practices mediated by digital devices
(2020-01-01) Valdemarin, Vera Teresa [UNESP]; Monteiro, Eduarda Escila Ferreira Lopes [UNESP]; Universidade Estadual Paulista (UNESP)
This article is showing and discussing the data related to an axis of investigation of the research project ‘Cultural Practices and Teacher Education’, i. e. that destined to mapping the cultural practices mediated by digital devices related to students of two in-person Pedagogy courses, offered by a public institution and a private institution, situated in a São Paulo State city. Among the methodological procedures are bibliographical and conceptual research and quantitative data production. The study, to an exploratory type, collected social and economic data from the form of the National Exam of Students Performance (ENADE). Through a specific instrument collected pieces of information about the use of mobile devices in the classroom, the use of social networks, the relationship to technology with leisure time and consumption and study activity, among others. In the analysis of data are pointed out elements of the process of cultural incorporation and the process of building meanings that, in general, occurs at formative institutions. We hope that the results, besides describing elements of the cultural repertoire of Pedagogy course students', may contribute with valuable information to the thoughts about curriculum issues and professionalization of teaching and, consequently, with the improvement of the education quality. We hope too that in the crisis time, that raise the technology to a significant media communication between people, the data may offer parameters to evaluate its efficacy and its sedimentation as a cultural practice.
A ‘aritmética intuitiva’ da escola primária francofônica da província do Quebec: um saber indispensável a todos (1850-1920)
(Sociedade Brasileira de História da Educação, 2022-11-11) Oliveira, Marcus Aldenisson De; Guillemette, David; Valdemarin, Vera Teresa [UNESP]; Universidade Laval; Universidade de Quebec em Montreal; Universidade Estadual Paulista (UNESP)
This article analyses the constitution of arithmetic knowledge taught in primary school at Province of Quebec, between 1850 and 1920, to understand the primary schools' purposes, the Arithmetic goals, and the organization of their knowledge. The documental sources that support the investigation are pedagogical conferences reports of normal schools featuring by catholic sector, models of arithmetic lessons published by the pedagogical press (journals and textbooks), school programs, and laws and school regulations. This documental set revealed the didactic orientations given to teachers, the emergence of new didactic materials, the reorganizations and systematizations of primary arithmetic, and the sedimentation of that knowledge. It is possible to conclude that, in the intuitive wave, the classroom was transformed into a big workshop of numbers and calculations and, in that time, the Francophonic primary school of Quebec works at the construction and the constitution of new knowledge: the ‘intuitive Arithmetic’.
The circulation of Johann Friedrich Herbart’s ideas in North American textbooks (1893–1920)
(2022-01-01) Valdemarin, Vera Teresa [UNESP]; Universidade Estadual Paulista (UNESP)
This article adopts the historical perspective to understand the dynamics of the circulation of pedagogical ideas and identify movements of innovation, accommodation, and reinterpretation, usual in cultural processes. The analysis of the theme is limited to the educational ideas of Johan Friedrich Herbart (1776-1841) put into circulation in the United States of America, between the final decade of the 19th century and the initial decades of the 20th century. The documentary sources that support the analysis of this theme are two textbooks produced to guide the teaching practice of elementary school teachers, in training and practice: The elements of the general method based on the principles of Herbart (in the 1893 and 1907 editions) and Teaching by Projects, published in 1920, both by Charles A. McMurry (1857-1929), one of the leading North American disseminators of Herbartianism who, in addition to producing a vast bibliography, was a teacher, director and superintendent in primary schools, served in teacher training institutions and was one of the founders and Secretary of the National Herbart Society. The analysis of the diffusion cycle of Herbartian ideas, located between the Pestalozzian conceptions - the object lessons - and the conceptions of Progressive Education - the project method -, considered the interrelationship between agents, educational institutions, and pedagogical publications and followed since its renewing pretensions until its capitulation in the face of other trends and theories. Movements of innovation, adaptation, and reinterpretation of pedagogical concepts and practices were identified to give them relevance and meaning in different contexts of use
A library for teachers. Practical and scientific pedagogy from the United States at the Sao Paulo State Normal School in the 1880s
(Editora Univ Federal Parana, Centro Politecnico, 2022-01-01) Valdemarin, Vera Teresa [UNESP]; Universidade Estadual Paulista (UNESP)
This article has as a general theme the transnational circulation of pedagogical knowledge. It takes as a documental source American books that integrate the Paulo Bourroul collection, originated from the library of Normal School/Caetano de Campos Normal School, donated to Faculty of Education/USP, in 1976. In an exploratory perspective, the analysis of this intellectual, social and cultural arena where knowledge moves, focuses on works in circulation in the last decade of the Monarchy government. The inventory of books allowed identify majority tendencies: in the practical scope, the process of the objective method got legitimacy through different routes of circulation; in the scientific scope, Pedagogy has supported in principles formulated by Psychology in order to describe the operation of intellect in the production of ideas and convictions and elevated the goals of the pedagogical field beyond the instruction of subjects.
A circulação das ideias de Johann Friedrich Herbart em manuais didáticos norte-americanos (1893-1920)1
(Faculdade de Educação da Universidade de São Paulo, 2022-04-15) Valdemarin, Vera Teresa [UNESP]; Universidade Estadual Paulista (UNESP)
Este artigo adota a perspectiva histórica com o objetivo de compreender a dinâmica da circulação das ideias pedagógicas e identificar movimentos de inovação, acomodação e reinterpretação, próprios dos processos culturais. A análise do tema está delimitada às ideias educacionais de Johann Friedrich Herbart (1776-1841) postas em circulação nos Estados Unidos da América, entre a década final do século XIX e as décadas iniciais do século XX. As fontes documentais que amparam a análise desse tema são dois manuais didáticos produzidos para orientar a prática de ensino de professores da escola elementar, em formação e em exercício: The elements of general method based on the principles of Herbart (nas edições de 1893 e 1907) e Teaching by projects, publicado em 1920, ambos de autoria de Charles A. McMurry (1857-1929), um dos principais divulgadores norte-americanos do herbartianismo. O autor, além de produzir vasta bibliografia, foi professor, diretor e superintendente de escolas primárias, atuou em instituições de formação de professores e foi um dos fundadores e Secretário da National Herbart Society. A análise do ciclo de difusão das ideias herbartianas, situado entre as concepções pestalozianas – as lições de coisas – e as concepções da Educação Progressiva – o método de projetos -, considerou a inter-relação entre agentes, instituições formadoras e impressos pedagógicos e acompanhou desde suas pretensões renovadoras até sua capitulação frente a outras tendências e teorias. Foram identificados movimentos de inovação, adaptação e reinterpretação dos conceitos e das práticas pedagógicas destinados a conferir-lhes relevância e sentido em diferentes contextos de uso.
A efêmera trajetória das escolas normais rurais no Brasil (1930-1970)1
(Setor de Educação da Universidade Federal do Paraná, 2022-08-29) Chaloba, Rosa Fátima de Souza [UNESP]; Universidade Estadual Paulista (UNESP)
Between the 1930s and 1970s various experiences in teacher’s training for rural primary schools occured in Brazil, more evidently were the Rural Normal Schools. These experiences were anchored on the moviment towards extending education to the rural areas and within of the principles of New Education and which sought to qualify a teacher apt to work as a agente of civilization in the rural area. This paper analyses the historiography on the theme, pointing out the trends and changes in the conceptions and polices for training rural teachers in Brazil. The study puts into question the brief trajetory of the rural normal schools in Brazil, questioning the meaning of this experience as well as of its failure while stressing the progressive deslocation of the government policies focussed on rural teacher training towards programmes with emphasis on the lay teachers training.
Journal «Escola Nova»: The printed object at the service of education reform
(2021-01-01) Monarcha, Carlos Roberto da Silva [UNESP]; Universidade Estadual Paulista (UNESP)
This paper presents results of studies and research centered on the magazine «Escola Nova», which was a publication organized and directed by Manoel Bergström Lourenço Filho from 1930 to 1931. Lourenço Filho was named General Director of Public Instruction by the Provisional Government of the 1930 Revolution. He used the magazine as a mouthpiece for the ongoing education reform and dissemination of topics concerning the renewal of pedagogical culture, namely the new school, school programs, education and health, initiation to study of tests, the professional orientation problem, and educational cinema.
EXCERPTS FROM THE BNCC: DISCUSSION OF FOUNDATIONS AND CONCEPTUAL CONSIDERATIONS
(Unesp-faculdade Ciencias & Letras, 2021-09-01) Lemes, Sebastiao de Souza [UNESP]; Universidade Estadual Paulista (UNESP)
In this first excerpt, made in a broad study with some theoretical depth, it aims to discuss some concepts brought by BNCC from excerpts from its foundations. The text seeks, in this way and in the light of a reflective theoretical exploration, to analyze the complexity of this universe for the pedagogical practice in everyday schooling, as it considers certain incompleteness due to the distance between its idealized formulation and the structural and conjunctural reality then presented so that they have their rights to learning and development assured, in accordance with the provisions of the National Education Plan. This theoretical and exploratory study of the concepts and narrative elements present in a document of a normative character and with the degree of instrumental and operational complexity that presents itself, it needs permanent inquiries and reflections about its effectiveness, from the educational system to the school unit.
ANALYSIS OF EMERGENCY REMOTE TEACHING IN A MICROREGION IN THE COUNTRYSIDE OF SAO PAULO
(Unesp-faculdade Ciencias & Letras, 2021-09-01) Pavan Ribeiro Tebaldi, Evelin Louise [UNESP]; Lemes, Sebastiao de Souza [UNESP]; Universidade Estadual Paulista (UNESP)
This article is part of a doctoral research whose object of study is the planning of school activities for the period of emergency remote education implemented in 2020, as a result of the Covid-19 pandemic, within the scope of municipal education sistems of a microregion of the countryside of Sao Paulo. The objective of the research is to understand how this moment was thought, identifying, describing and analyzing remote teaching strategies, difficulties, successful actions and innovations that this situation provided to these counties. Therefore, a bibliographical and documental research on remote teaching was carried out, in addition to a field research with the pedagogical teams that planned it in their counties. The study presented here highlights the descriptive analysis of this research, which is relevant due to the need to record the experiences lived at that time, which, if successful, can be used in the post-pandemic to improve the quality of education.
Considerations and inquiries about the dynamics of the brazilian state facing the demands of schooling: instruments, dilemmas and complexity
(Univ Federal Sergipe, 2021-01-01) Lemes, Sebastiao de Souza [UNESP]; Universidade Estadual Paulista (UNESP)
The aim of this study is to understand issues of public policy, government and governance in relation to Education in Brazil, making use, for this analysis, of an understanding of evaluative and managerial instruments, in addition to public policies aimed at school education, to understand the scenario built in national education. Under the guise of cognitive analysis of public policies and their foundations, the state of the art is mobilized to better understand and analyze the guiding concepts of this work, which also considers theories about a change in the bias of bureaucracy and its role in the state. In the end, it is noted that the actions of the Brazilian government, in line with international pressure and evaluation mechanisms, assume an interventionist and inefficient character, which places the equitable democratization of education, advocated in the 1988 Constitution, as a challenge yet to be reached and with many obstacles along the way.
Considerations and inquiries about the dynamics of the Brazilian state facing the demands of schooling: instruments, dilemmas and complexity
(Univ Federal Sergipe, 2021-01-01) Lemes, Sebastiao de Souza [UNESP]; Universidade Estadual Paulista (UNESP)
The aim of this study is to understand issues of public policy, government and governance in relation to Education in Brazil, making use, for this analysis, of an understanding of evaluative and managerial instruments, in addition to public policies aimed at school education, to understand the scenario built in national education. Under the guise of cognitive analysis of public policies and their foundations, the state of the art is mobilized to better understand and analyze the guiding concepts of this work, which also considers theories about a change in the bias of bureaucracy and its role in the state. In the end, it is noted that the actions of the Brazilian government, in line with international pressure and evaluation mechanisms, assume an interventionist and inefficient character, which places the equitable democratization of education, advocated in the 1988 Constitution, as a challenge yet to be reached and with many obstacles along the way.
EDITORIAL, V. 25, N. ESP. 2, MAY 2021
(Unesp-faculdade Ciencias & Letras, 2021-05-01) Lemes, Sebastiao de Souza [UNESP]; Machado Moreira, Flavio Henrique; Santos Cruz, Jose Anderson; Universidade Estadual Paulista (UNESP); Universidade Federal de São Carlos (UFSCar)
Análise regional dos resultados do Saresp: uma abordagem com modelos hierárquicos
(Programa de Pós-Graduação em Educação para a Ciência, Universidade Estadual Paulista (UNESP), Faculdade de Ciências, campus de Bauru., 2021-11-19) Bassetto, Camila Fernanda [UNESP]; Universidade Estadual Paulista (UNESP)
This study investigates school-internal and school-external factors that impact on student scholastic performance. Therefore, we used the math performance in SARESP of students in the 3rd grade of high school enrolled in public schools of São Paulo state and their parents' answers to questionnaires administered by participating schools. The schools were classified into regions according to the Board of Education to which they belong, thus enabling a spacial analysis of students’ math performance. Multilevel models were proposed, and the parameters estimates were obtained using RStudio software. Results show that the schooling of parents, family income and the fact that students do their homework positively impact on a student's mathematics performance in SARESP. On the other hand, while the inadequate number of teachers affects student results, more experienced school managers have a positive effect on the performance in mathematics in SARESP.
O que revelam as pesquisas sobre a atuação do coordenador pedagógico
(Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, 2014-12) Miziara, Leni Aparecida Souto; Ribeiro, Ricardo [UNESP]; Bezerra, Giovani Ferreira; Universidade Estadual Paulista (Unesp); Escola Estadual Wladislau Garcia Gomes; Universidade Estadual de Mato Grosso do Sul
This article aims to identify studies about the role of pedagogical coordinators, its obstacles and advances, grounded on a literature review. The literature survey, based on a critical-reflexive reference, allowed expliciting the central thesis of several studies conducted about the subject, which reveal, with bigger or smaller emphasis, data about the role of pedagogical coordinators in the school context. The researchers attribute the main responsibility for mediating the continuing education of teachers to the coordinators. However, it is clear that coordinators are mostly involved in bureaucratic and trivial activities, thus limiting the political and pedagogical purview of their work. To overcome this reality, it is necessary that teachers and coordinators seek training and affirmation as technically and politically competent subjects.
A COLEÇÃO DE INSTRUMENTOS ANTIGOS DO LABORATÓRIO DE FÍSICA DA ESCOLA ESTADUAL BENTO DE ABREU DE ARARAQUARA (SP) 1
(Faculdade de Educação da Universidade Federal de Minas Gerais, 2009) Zancul, Maria Cristina De Senzi [UNESP]; Universidade Estadual Paulista (Unesp)
The Bento de Abreu State School, the first official secondary school in Araraquara city, São Paulo, had its origin in the beginning of the twentieth century. The school's Physics Laboratory contains a wide variety of equipment and materials for teaching science and physics, among which we would like to highlight the collection of 200 old instruments, which were previously inappropriately stored and were inaccessible to the community and to researchers. Since 2007, this collection has been organized, documented and studied by a group of researchers, who are building an inventory of the instruments aiming at: contributing to the preservation of the memory of the school, carrying out research on school material culture, and studying the history of physics teaching in Brazil.
Editorial v. 25, n. esp. 1, Mar. 2021 - Education and research
(Unesp-faculdade Ciencias & Letras, 2021-03-01) Lemes, Sebastiao de Souza [UNESP]; Machado Moreira, Flavio Henrique; Santos Cruz, Jose Anderson [UNESP]; Universidade Estadual Paulista (Unesp); Universidade Federal de São Carlos (UFSCar); Universidade de São Paulo (USP)
EDITORIAL, V. 25, N. 1, JAN./APR. 2021 SCIENCE COMMUNICATION AND DISSEMINATION, AN ACT OF PUBLIC POLICY
(Unesp-faculdade Ciencias & Letras, 2021-01-01) Lemes, Sebastiao de Souza [UNESP]; Santos Cruz, Jose Anderson [UNESP]; Machado Moreira, Flavio Henrique; Tomasi Cruz, Julio Cesar; Leite da Silva, Alexander Vinicius; Universidade Estadual Paulista (Unesp); Universidade de São Paulo (USP); Universidade Federal de São Carlos (UFSCar); Fac Technol Praia Grande FATEC PG; Sacred Heart Univ Ctr UNISAGRADO
TO BE A TEACHER OR TO ACT AS A TEACHER: THE IMPLICATIONS IN THE CLASSROOM CONTEXT
(Unesp-faculdade Ciencias & Letras, 2021-01-01) Nicola, Joice Ferreira [UNESP]; Caires Palaro, Simone Martins de [UNESP]; Lemes, Sebastiao de Souza [UNESP]; Universidade Estadual Paulista (Unesp); State Network State Sao Paulo; Postgrad Program Sch Educ
In a context in which the use of active methodologies, strategies and lesson plans coupled with technology are promoted, among other many tools so significant to provide an environment conducive to the development of effective learning, it is questioned why our students do not reach their proposed goals. What is really needed for the teaching/learning process to be effective and make the student an autonomous individual? The problem may not be with the student alone. Did the teacher, even having professional qualification to work in his area, had the necessary guidance and academic formation to bring to students methods and tools for the widest possibilities of improving their universe of knowledge? In this context, this work aims to bring a reflection on teacher formation in order to meet the demand in the current context of education, added to the pedagogical act that encourages the teacher the autonomy that he must often instigate in his students, but due to the lack of motivation and performance of being a teacher, he is unable to develop the skills that education requires.
an epistemic attitude: welcome childhood
(State Univ Rio De Janeiro, 2020-01-01) Oliveira, Paula Ramos de [UNESP]; Badia, Denis Domeneghetti [UNESP]; Universidade Estadual Paulista (Unesp)
Based on Paul Ricoeur's elaborations on the phenomenological project, this text intends to situate and problematize both the reading of suspicion (practiced by explanatory or reductive hermeneutics) and the welcome reading (practiced by understanding or establishing hermeneutics), understanding them as epistemic attitudes that make it possible to conceive childhoods and children in radically different ways. The way chosen here defends the welcome reading as opposed to the reading of suspicion, since explanatory or reductive hermeneutics would look at childhoods and children from an external, superior, objective point of view, objectifying them with the explanations produced; while understanding or establishing hermeneutics are placed in relation to childhood and children - there is someone who looks, but who is also looked at - in an epistemic attitude of understanding and welcoming otherness. The other is everyone who is also another of us. And each of us is not a monolithic, linear, evolutionary, chronological block. We inhabit the world with complexity, depth, intensity and ambivalence. Therefore, we will discuss the views of childhoods and children that these hermeneutics establish and present some contributions from Jorge Larrosa and anthropological studies, especially in the field of children's anthropology, which, when drawing up an inventory of possible alternative ways to exist in the world, highlights the plurality of childhoods, as well as differences in the relationships established between adults and children in different socio-cultural contexts.
BRAZILIAN ILLITERACY: DISCUSSING THE INSUFFICIENCY OF THE INSTITUTIONALIZED LITERACY PROCESS
(Univ Fed Sao Carlos, 2021-01-01) Pavan Ribeiro Tebaldi, Evelin Louise; Lemes, Sebastiao de Souza [UNESP]; Universidade Estadual Paulista (Unesp)
In order to better understand brazilian illiteracy in the last four decades, this research proposed a comparative study between the profile of brazilian illiteracy in the 1980s, characterized by Azevedo (1997) as high, unequal and reluctant, and that of 2010, observing the transformations of that period, in which public policies sought the universalization of basic education. For this purpose, a documentary research, based on the National Demographic Census (1980,1991, 2000, 2010), and a bibliographic research, based on Azevedo (1997), Ferrari (1985), Ferraro and Kreidlow (2004) were accomplished. The results indicate that even with the improvement in the rates, brazilian illiteracy remains high, unequal and reluctant. In addition, it was possible to highlight the role that the insufficiency of the institutionalized literacy process has on the production of illiteracy in school and general illiteracy, reflecting on the issues of access, permanence and quality of education.

Navegar

Submissões Recentes