Rafael Aparecido Gonçalves Xavier

Bio: Rafael Aparecido Gonçalves Xavier is an academic researcher from Universidade Estadual de Londrina. The author has an hindex of 1, co-authored 1 publications receiving 545 citations.

FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. 25. ed. São Paulo: Paz e Terra, 1996.

Abstract: Paulo Freire inicia seu livro declarando sua aversao ao neoliberalismo e sua influencia na sociedade, tornando-a desigual e excludente. Critica ainda a malvadez transvestida de etica que o mercado adota para o seu proprio beneficio.

Wild vertebrates and their representation by urban/rural students in a region of northeast Brazil

Abstract: Recognition of the diversity of living beings, including the classification and naming of species, is a fundamental condition for biological literacy with the aim of developing critical awareness of human relationships with nature, and for which formal education plays an important role. The present study aimed to analyze the representation that urban/rural students have for wild vertebrates and their main sources of knowledge. Data collection took place in three public schools, one urban and two rural, in the municipality of Campina Grande, Paraiba, Brazil. Questionnaires were given to 990 students (528 urban and 462 rural), distributed among all the grades that comprise middle school (Ensino Fundamental II, grades 6–9) and high school (Ensino Medio, grades 10–12) education. A total of 5877 citations were mentioned by the students, which corresponded to 224 distinct animals with 166 (72.0%) being wild vertebrates, 24 (25.7%) being domestic vertebrates, and 34 (2.3%) being invertebrates. Mammals and reptiles had the greatest observed richness of citations, while mammals (H′ = 3.37), birds (H′ = 2.84), and invertebrates (H′ = 2.94) had the greatest diversity. Positive correlations were found between citations of wild vertebrates and family income (rt = 0.06; P < 0.05) and curricular development (rs = 0.08; P < 0.01); negative correlations were found between curricular development and citations of domestic animals (rs = − 0.22; rs = − 0.11 P < 0.01) and between age group and citations of invertebrates (r = − 0.14; rs = − 0.11 P < 0.01). As for the sources of knowledge regarding the animals indicated by the students, “media,” “daily experiences,” “tradition” (here understood as knowledge resulting from interactions with parents and experienced community members), and “formal education” stood out. Comprehension of vertebrate diversity is a fundamental condition for the development of attitudes compatible with its conservation, which emphasizes the importance of biological literacy in achieving this purpose.

Aprendizagem tecnológica ativa

Abstract: Active methodologies, and Digital Information and Communication Technologies (DICT) in education are increasingly present in the pedagogical practices. A broad scientific literature highlights the positive impacts on learning of these elements. However, the number of teachers who make a combined andsimultaneous use of them turns out to be low. In this sense, this paper describes a new paradigm learning, known as Active Technological Learning (ATL), which is supported by the combined use of digital technologies and active methodologies. For this, a qualitative research was carried out considering a descriptive, interpretative and deductive approach, making possible to understand the phenomena within its context, discovering links between concepts, as well as determining characteristics of the active technological learning model, using the content latent corpus. The results of this research point out that the proposed model leads to a reflection on the use of articulated DICT with the active methodologies, attending to the needs of a digital and active education,centered on the student. Finally, some applications found in the literature are presented as a way to propose some guiding principles for their use in Education, especially in Chemistry Teaching, in order to further improvethe understanding of the Active Technological Learning model.

Polêmica da alfabetização no brasil de paulo freire

Abstract: Debates atrelados a teorias academicas vem se intensificando no cenario politico brasileiro a partir de enunciados compartilhados incisivamente por autoridades governamentais. Assim, evidenciam-se esforcos para depreciacao do legado deixado por Paulo Freire e das contribuicoes da abordagem do letramento para o processo de alfabetizacao. Contrapondo-me as ideais compartilhadas pelas autoridades, apresento algumas contribuicoes de Paulo Freire para demandas atuais do fortalecimento (1) da educacao cientifica nas escolas e (2) da formacao critica de professoras. Tais contribuicoes sao apropriadas por pesquisas inseridas nos estudos do letramento, produzidos no contexto academico brasileiro e internacional. Como encaminhamento, destaco a relevância da formacao docente mediada por praticas investigativas, podendo garantir as professoras a autonomia necessaria para construcoes metodologicas proprias e enfrentamentos profissionais.

O estágio curricular supervisionado das licenciaturas na perspectiva de professores supervisores

Abstract: O objetivo da pesquisa foi investigar a perspectiva de um grupo de professores supervisores sobre o encaminhamento do estagio supervisionado em cursos de Licenciatura. Participaram da pesquisa seis professores supervisores de seis Licenciaturas que trabalham em um colegio de aplicacao pedagogica do noroeste do Parana. O instrumento foi um roteiro de entrevista semiestruturado. Para o tratamento dos dados recorreu-se a analise de conteudo, a partir de categorias de analise tracadas a priori de acordo com o objetivo do estudo. Os supervisores que recebem os estagiarios na escola destacam fragilidades nos encaminhamentos do estagio supervisionado, especialmente no acompanhamento dos orientadores da universidade, alem disso, nao se sentem parte da formacao inicial dos estagiarios, pois assumem tarefas pontuais que nao impulsionam a aproximacao entre escola e universidade.

Metodologias ativas: as evidências da formação continuada de docentes no ensino superior

Abstract: This study aimed to analyze the contributions of continuing teacher education in the use of active methodologies with undergraduate students. To achieve this objective, the theoretical construct about continuing education, teaching at universities and active methodologies was referenced in Gatti, Veiga, Lucarelli, Freire, Zabalza, Cerdeirina, Masetto, among others. The empirical construct, within the qualitative approach, was constructed through two ways of data collection: interview with four professors; and four groups with 28 undergraduates, using the assumptions of Discursive Textual Analysis and NVivo software to analyze the data. Results point the main advances in the use of active methodologies in class: many teachers/professors have used the active methodologies, students are satisfied with active methodologies classes, the classes have had more planning and organization, a better relationship between teacher and student have been established, there is active learner attitude, participation, interest, dialogue, collaborative work and learning in class. Some challenges were also highlighted: how teachers understand the way students learn, how to develop collective planning, and how to deal with inappropriate material, initial resistance of students, time required for learning and little contribution of students in the construction of classes.