Showing papers in "Acta Scientiarum : Education in 2016"

Legislação para estudantes com deficiência no ensino superior no Brasil e em Portugal: algumas reflexões

Abstract: This study aims to make a critical analysis of legislation regulating the inclusion of disabled students in higher education in Brazil and Portugal. Based on a documentary study, conducted between September and November 2015, the legal standards in recent decades have been analyzed. The results point out different stages of construction of the inclusion policy in the researched countries. It is emphasized that there is a significant variety of norms in the Brazilian context to ensure that these students have equal opportunities, and a scarcity of regulations in Portugal. The legislation has been referred to as an important factor for the development of inclusive education; however it is noteworthy that the existence of legislation does not necessarily imply it is actually complied. Besides legislation, removing barriers for the full participation and learning of disabled students involves awareness, investment in resources, public policy makers and managers’ scientific knowledge to ensure a quality education throughout life for all people.

Desenvolvimento profissional e carreira docente: diálogos sobre professores iniciantes

Abstract: The inherent condition of the teaching profession involves, among other issues, the professional development and career. Thus, this work is configured as a theoretical framework, originated from a thesis study, which aims to discuss aspects of the professional development of teachers and novice teachers and analyze the periods of teaching career under the aegis of a Brazilian model. Thus, with an intensive theoretical survey, it was found that Brazilian teachers have their professional career studied from the European model, which differs from their reality. This study reveals elements that make up this difference and how professional development is implemented in career periods. Hence, the characteristics of/about the novice teachers are revealed with knowledge and experience.

Distance learning in teacher education: emergency, quality benchmarks, public policies, and the pedagogical practice

Abstract: This paper was inspired by the growth and appreciation that Distance Education (DE) has taken in recent decades in the training of teachers in Brazil. Our main goal is to point transformations regarding distance Education in Brazil, especially in teacher education. Through that, we brought what is being debated these last years about Distance Education. From the results we can say that current transformations in the Brazilian educational scenario, particularly in teacher training and distance education show us that they need to be better understood. Reflecting about many issues DE has, we may conclude that clearly we need more research to answer many of our continuing questions, especially regarding formative needs and teacher learning in the Distance Education context.

Representações sociais relacionadas aos professores homens do ensino fundamental e as inevitáveis associações às professoras

Abstract: Compared to the number of female teachers, the presence of male teachers in primary school is proportionally unequal. Based on this premise, this work intends to investigate the parents’ social representations of primary school students enrolled in the public education in a country town of Mato Grosso do Sul, Brazil, regarding male teachers’ professional performance at this stage of education. For this purpose, content analysis was used, using semi structured interviews as a tool. Three social representations were more frequently identified in the discursive manifestations of respondents: primary school male teachers are more respectable and/or have more authority; primary school male teachers are more rational/balanced than female teachers; primary school male teachers are the father figure at school. Contrary to the representations related to male teachers’ professional performance, social representations related to female teachers’ professional performance were identified. The results indicate that family duties are imposed upon education professionals, including male teachers. It was concluded that, for the interviewed mothers, the preference for male or female teachers is more associated with the fulfillment of family duties than the educator roles. .

Processos de inserção profissional docente nas políticas de formação: o que documentos legais revelam

Abstract: Teachers’ integration processes in basic education systems are analyzed by investigating professional development policies defined in recent educational legislation, such as the Guidelines for National Education 9394/96, Brazilian Education Plan 2001-2011 and current National Education Plan 2014-2024. Documents are analyzed based on the theoretical work by Saviani (2010, 2011, 2014a, 2014b) on educational policies and by Marcelo (1999, 2009, 2010), Vaillant and Marcelo (2012), Romanowski (2012), Gatti (2009) Gatti e Barreto (2009), Andre (2012), Cunha (2010, 2012) and others, on teachers’ formation, specifically on the initiation phase in the teaching profession. Results show that the concern on the initiation period is a recent topic. It explicitly comes to the fore through the current National Education Plan (2014-2024) albeit in a fledging stance. In spite of the limitations, there is a development in the States’ Education Plans. It should be underscored that established policies must take into account the specific factors of each context and the limits imposed by financial conditions of states and municipalities and by teachers’ formation conditions and work milieu.

Formação e práticas de docentes de um curso de graduação em enfermagem

Abstract: Current research analyzes the formation and practices of professors in an undergraduate Nursing Course. The research consists of a case study investigated from an exploratory and descriptive aspect based on a qualitative approach. Ten successful faculty members from the Nursing Course were selected after prior survey among students, professors and management personnel. Semi-structured interviews, non-participant observations and documental analysis were conducted after the initial contact. Data discussion focused on Bardin’s content analysis and the intepretation of the meaning of the answers given by the subjects, separated by categories, was employed. Analysis showed that successful professors entered the teaching career after professional practice in their respective fields; they seek pedagogical training, mainly through courses offered by the higher institution; they consider affection as a basic factor in the teaching-learning process; they aggregate procedures and techniques that allow greater participation and involvment of the students in the teaching and learning process. Current investigation will surely contribute towards the reshaping of qualitative formation of the professor-nurse.

Expressões religiosas em escolas públicas: representações sociais ou ideologia?

Abstract: A research conducted between 2010 and 2012 revealed religious expressions, such as prints, statues, graffiti, scribbling and posters, in 60.87% of the government-run high schools of the Federal District of Brazil. These religious expressions were authored by institutional agents including teachers, students, administrative personnel and school managers. The qualitative induction approach was the method used in current research, with three procedures: photos of the religious representations, interviews with managers, group discussions with students. Results show that the phenomenon is part of the structural conflict within Brazilian educational milieu, or rather, secularism versus religious education. The paper also investigates whether the phenomenon deals with ideology or social representations.

Psicologia e educação inclusiva: ensino, aprendizagem e desenvolvimento de alunos com transtornos

Abstract: Current investigation describes and reflects on the limitations and possibilities of inclusive education by its foregrounding on Psychology and discusses aspects related to teaching, learning and development of students with disorders. Is it relevant to include these students within the school context? Is it possible to include these children? Based on the Historical and Cultural Theory, the issues involve the premise that a properly organized learning produces development. Current paper deals with a theoretical research in which we provide a historical outline of the education of people with disorders and establish a relationship between Psychology, Education and Inclusion. Results show that we have made a lot of progress with regard to normative aspects that warrant the access of students with disorder to regular schooling. However, the construction of a really inclusive school, featuring educational practices for the maximum development of the students´ capacities, is still a long way off.

Do global ao local: a implantação das políticas de responsabilização docente, gestão gerencial e avaliação por resultados

Abstract: The impacts of the internationalization of educational policies on teachers, headmasters and staff of a municipal school in Curitiba, Brazil, are discussed. The phenomenon is related to the intensification of production and implementation of terms/concepts which are widely disseminated and accepted by most agents working in the school. The new strategies for policy development at the start of the century transform the school into a privileged place for the production of a consensus. In this new phase of policy, it becomes evident that compliance to demands within the process of the development of capitalism formulates educational policies, undermining the possibilities for solving the most urgent issues. Empirical research, with participant observation procedures, semi-structured interviews and analysis of documents, was a help in the analysis of the implementation of the School Development Plan (PDE-School) and its relationship with the general aspects of internationalization of education policy. PDE-School recommends strategies for schools which would lead them towards accountability in results obtained in development assessments, development of managerial practices, to shun extended discussions with the group of teachers due to lack of time required for the activity.

Institucionalização de políticas educacionais em âmbito municipal

Abstract: The municipality as space and municipal policies aimed at quality basic education are discussed. As a methodology, several studies that focus on educational policies implemented in municipal network systems of the state of Rio Grande do Sul, Brazil, are reviewed through a re-assessment of multiple cases in which interviews were made and documents analyzed. Current paper analyzesdifferent forms of exercise of local political autonomy in municipal policies on education, based on occurrences identified in the different cases which caused discontinuities. Results show the need for institutionalization as a dimension of local political autonomy and as a relevant factor to contain the discontinuity flow thatdisruptsthe projects for quality municipal education. The educational policies linked to the Instituto Ayrton Senna are focused.

Estado, religião e educação do cidadão

Abstract: The obstacles and conflicts between the State and religion and current perspectives on the developments of this relationship with the education of the citizen are analyzed. The paper investigates the foundation of the modern State and its influence on the formation of modern and contemporary societies. It also shows the impact of the separation between religion and State to discuss that the citizen’s education leads towards enlightenment. Further, democratic and republican knowledge of citizens goes through the “ rules of public education ” (Diderot, 2000, p. 268). In fact, the State should be responsible for education in a constant dialogue with the various segments of society, so that ‘the object of education and the extent of lessons should provide him with plurality’. The central idea is that there may be a space for religious issues within the secular state, but they must be guided by reason that enlightens the citizen and they must be an expression of subjectivity and human freedom. Relationships between the State, Religion and Citizen Education should also include reflections about social inequality and the impact of religion on the maintenance or transformation of unjust social structures.

Comunidade acadêmica: a orientação como interlocução e como trabalho pedagógico

Abstract: This article describes the experience in academic community, systematizing it as an interlocution process and, accordingly, as a pedagogic work. The empirical field is the coexistence in a research group with undergraduate and graduate students on Education that need to do research, writing, discussing and systematizing. The goal is to analyze an experience and to demonstrate that, in dialogue with other authors and subjected to systematization, it produces knowledge. In this sense, academic community is dialectically set as a choice and as a possibility, even in conditions that cooperates with the production-academic individualism. According to this position, the text is organized in a sequence in which arguments will be performing and structuring three sections that are interdependent. Initially, it is discussed the concept of academic community; then it is emphasized its relation to the concept of interlocution to, finally, understand the work of academic advising as a pedagogic work. Thus, the concept of academic community can disrupt the understanding of academic advice simply as a demand else imposed on the pedagogic work. The discussion points out that, from the inside of this work, it is possible to explore ways to interactively recreate it and, in consequence, make people increasingly be involved as subjects of the academic process. .

Trainee primary-school teachers’ perceptions on CLIL instruction and assessment in universities: A case study

Abstract: CLIL is an important approach in training future Primary School Teachers since bilingual programs developed at schools in Spain require not only professionals with proficientSecond Language (L2) levels, but also future teachers who are versed in the main methodological principles for CLIL. Firstly, this case study reviews the legislation for bilingual programs in Spain. Secondly, it describes teacher training through a CLIL course within the Faculty of Education at the University of Castilla-La Mancha, focussing on the methodology and evaluation procedures followed in the course. Thirdly, this paperrefersto the method performed to evaluate students’ perceptions ofthe CLIL training and assessment process. Finally, it shows the results from the study and some conclusionsrelated to the assessment and instruction process for the implementation of the CLIL approach in Primary School Teaching Undergraduate Programs.

O Ensino Religioso na escola brasileira: alianças e disputas históricas

Abstract: Este trabalho apresenta elementos analiticos que relacionam processos de regulamentacao juridica e de controle da escola quanto ao Ensino Religioso. A metodologia esta embasada em pesquisa documental e bibliografica. O arco cronologico abrange desde o periodo colonial ate a decada de 1930. Mostra-se que aliancas e embates quanto ao Ensino Religioso na historia da educacao brasileira foram nutridos desde os primordios devido as influencias da Igreja Catolica e de autoridades eclesiasticas, assim como de outras instituicoes e intelectuais defensores de principios e valores religiosos. E que durante o Imperio, bem como nos anos 1930 da era republicana, podem ser situados aspectos centrais e que constituiram a base para a configuracao e caracterizacao das polemicas e das formas de organizacao da escola brasileira quanto ao Ensino Religioso, embasados e orientados pela emergencia e consolidacao de controversias entre religiao e laicidade, sendo o papel do Estado, na formacao cultural e escolarizacao da populacao, um dos nucleos centrais do debate.

Pedagogia surda e bilinguismo: pontos e contrapontos na perspectiva de uma educação inclusiva

Abstract: The aim of this essay is to discuss the inclusion of deaf students in regular classrooms as the laws dictate, which is supported by an inclusive educational perspective. This is qualitative approach study with bibliographical survey according to the topic and the main documents of the deafness area from 2002, since the Brazilian Language of Signals (Libras) became official, through the Law 10436, until 2014, on the occasion of the ‘Report on Linguistics Policies of Bilingual Education – Brazilian Language of Signals and Portuguese Language’. In this way, the article aims to present the perspective of inclusion of the Ministry of Education (MEC) and the deaf community, which are opposite. The methodologies of bilingualism and deaf pedagogy are shown as proposals respecting the linguistic and cultural differences among deaf students and, consequently, provide them with an effective process of regular education, whereas the inclusion of deaf students in regular classrooms, with the same methodological strategies, has resulted in an increasing number of illiterate deaf students unable to evolve in studies and in other aspects of life..

Promulgação de políticas na escola: considerações a partir da Teoria de Atuação e do Ciclo de Políticas

Abstract: The enactment of the policy Innovatory High School Program (ProEMI) in two government-run high schools is analyzed. According to Ball et al., enactment means that policies are interpreted and translated by several political agents within the school environment rather than merely implemented. Working with the prospect of 'enactment' provides new possibilities to understand the policy cycle as presented by Ball et al. disconnecting the context of practice in dealing simply with politics in action from the context of influence as the enshrined status of ideas. Current paper tries to show how policies are put into practice by teachers in each specific context, from the resources available in the school and from the feelings and immediate interests of the school community. The reasons for possible differences in the implementation of policy in each of the analyzed contexts are also discussed. In fact, policy results from discussions of various and contextualized demands involving several school agents closely linked to the policy in question.

Educação e risco social na curricularização do saber estatístico no Brasil

Abstract: The inclusion of statistical knowledge in the curriculum of basic Education is discussed. Why are certain themes, developed on the curriculum statistical knowledge, underscored? Why are statistics a curriculum subject through school programs for good teaching and learning practices? The Brazilian Curriculum Parameters for Basic and High School Education and Teachers´ Formation Book 7 of the National Agreement for Right Age Schooling are investigated. Foucault´s concepts of Governamentality and Countability are employed for analysis. Results show that inclusion of statistical knowledge in the curriculum does not merely include the teaching and learning of certain contents, but also the learning and teaching of attitudes in the agents´ mode of being by taking a stand in determined situations and making decisions.

Federalismo e educação no Brasil republicano: dilemas da organização educacional (1889-1930)

Abstract: The article deals with the relationship between federalism and education in Brazil during the First Republic period (1889-1930). The objective is to follow the discussion about public school in the country, in an environment influenced by the new system of government. It also tries to understand how education was ‘accommodated’ after the formation of the Brazilian federation, starting with the publication of the Republican Constitution of 1891. The major Law provided continuity to the principles signed by the Additional Act of 1834. Thus, the responsibility for the primary education along the First Republic ‘oscillates’ around the discussions about centralization and decentralization. Therefore, such considerations require reflections about the concepts of federalism and education, in the ambit of relations which the State establishes with the members of the federation (states or municipalities), resembling a kind of Brazil-like federalism.

Políticas públicas/estatais: contribuição para o estudo da relação estado-sociedade

Abstract: Os estudos de politicas publicas tem crescido no Brasil, embora alguns autores apontem a indefinicao conceitual da tematica e outros ainda assinalem a prevalencia da perspectiva de acao neutra do Estado e a aceitacao da objetividade das politicas publicas. Fatores como esses tem dificultado a apreensao das politicas publicas como produto historico e expressao do modo de organizacao do Estado no capitalismo. Portanto, o artigo adota uma analise politica da questao, tendo como pressuposto o fato de que a relacao intima entre o tratamento neutro e objetivo das politicas publicas como ‘Estado em acao’ fortalece a coesao social propria do sistema capitalista. O artigo questiona se as politicas publicas visam realmente ao interesse publico, ou seja, de ‘todos’. Apos estudos de referencia que envolvem a tematica, o artigo aponta breve contribuicao e, sobretudo, postula se nao e o caso de se repensar a positividade da expressao ‘politicas publicas’, dado que o termo ‘publico’, presente nessa definicao, alem de controverso, diz respeito a atuacao interessada do Estado para atingir parcela definida da sociedade, e nao a acao dirigida a todos - tratando-se, portanto, na maioria dos casos, de politicas publicas/estatais.

Eugenia no contexto do atual desenvolvimento das tecnologias genéticas: as deficiências em foco

Abstract: The eugenic discourse is discussed within the context of current genetic technologies by guidelines proposed by Theodor W. Adorno on the concept of progress and development in a society prone to barbarisms, heartlessness and desensitization with regard to the use of genetic interventions on bodies with imperfections or shortcomings.

Reseña historiográfica del proceso de la soberanía desde la Edad Media

Abstract: This study aims to highlight two milestones of the complex progressive process within the sovereign power from the Christian Middle Ages: First, the beginning of the fourteenth century, where the prior clear signs of a split in sovereignty within the doctrine of sacerdotalism appear. The second one, at the end of the sixteenth century, where the legal factor is accentuated and it accelerates the process of secularization dividing the powers of Church and State to the point of accepting the doctrine of popular sovereignty. In my view, the process concerns the issue of relations between the sovereign power of the Church and the State, just before Jean Bodin and others formulate a theory of sovereign authority, that is, before the birth of the Modern State.

Crianças indígenas: o papel dos jogos, das brincadeiras e da imitação na aprendizagem e no desenvolvimento

Abstract: Current text, the result of research conducted by the project Observatorio da Educacao Escolar Indigena/UEM-PR, funded by CAPES / SECADI / INEP, deals with topics on indigenous childhood and education with reference to historical aspects. Games, their importance and their roles in family and community experiences as learning and development topics are underscored. Reports by ethnographers who had contact with indigenous groups in southern Brazil in the mid-nineteenth century and early twentieth century, and their records on indigenous childhood among families groups are provided. Recent studies on indigenous childhood, especially among the Kaingang,Guarani and Xeta ethnic groups, are also registered.

Programa Nacional de assistência estudantil: do protagonismo da une aos avanços da luta por direitos, promovidos pelo FONAPRACE (PNAES: da UNE a FONAPRACE)

Abstract: Current study demonstrates that a National Student Assistance Policy, within the policies of the state, is a ‘historical construction built by several agents’. Contributions by the National Forum of Pro-Rectors for Community and Student Affairs (FONAPRACE) and by the National Union of Students (UNE) are highlighted with regard to the constitution of the National Student Assistance Program (PNAES), established by Decree 7.234 of 19 July 2010. A bibliographical and documentary research has been undertaken for current research in which a section of the Brazilian’s education discontinued history has been brought forth to demonstrate specifically some implications that collaborated towards the negation of access, permanence and conclusion to university education for most of Brazilian population. Although great progress occurred during the last decade throughpressure by the educational social movements, the inequalities within the IFES will be reduced only in another type of political system.

O Entre o ‘aproveitamento’ e o provimento da prática na formação continuada de professores

Abstract: Certain current academic educational discourses have given special importance to teaching practice and to the knowledge produced in their professional environment, seeing them as essential to the learning process of teachers and to the argument in favor of the professionalization of teaching. This standpoint finds conceptual support in the epistemology of professional practice, first proposed by Donald Schon, and requires the use of specific training devices in order to establish closer relations with the classroom practice of school teachers. These new requirements regarding teacher training devices led us to conduct a research on the conceptions of supervised internship, which are part of special training programs aimed at in-service teachers. The results suggest the existence of serious difficulties in special training programs to overcome the existing conventional academic training model, and to incorporate socio-professional components into this training process by taking the teacher’s acquired knowledge and former experiences as objects of analysis and theorization.

La dialéctica del platonismo y la visión de San Agustín en Ostia Tiberina

Abstract: This study aimed to review the philosophical-religious experience of Neoplatonism and the structural similarities in the textual scenario of Confessions of St. Augustine, specifically the episode of Ostia Vision. The process of ascension to the contemplation of higher realities contains a similar gradation in both authors, but differs by both the symbolism of images, and by pursuing different reasons. However, they retain aspects of a similar dialectics, from the relationship the soul establishes with the inner light of the mind in its displacement by different levels of understanding.

Notas para uma história do ensino da literatura infantil na formação de professores primários no Brasil e em Portugal

Abstract: The purpose of this article is to produce a history of the teaching children's literature in Brazil and in Portugal and to understand aspects of the history of school subjects and school cultures in these countries. For this, we focus on the requirements for the teacher’s formation courses for elementary school in Sao Paulo State, Brazil, and Portugal after 1950.Through analysis of official documents it was observed among other aspects that, although created in different historical moments, the school subject ‘Children’s Literature’ followed the movement for the construction of an ideal of teacher formation, coherent with the concept of childhood, with the movement of the children’s literary production and with the systematization process of the discourse about this literary genre in each country. Furthermore, this teaching was associated with the dissemination of specific ways of thinking about children's literature in both countries, contributing to current practices of teacher’s formation.

Habitus e habitus de classe: analogias com o desenvolvimento profissional dos professores de educação física

Abstract: Physical Education teachers' habitus in primary and secondary government-run and private schools in the municipality of Ivaipora, Parana state, Brazil, is investigated with regard to their professional development. A descriptive and qualitative research with eleven teachers was undertaken. Data were retrieved by a semi-structured interview, with content analysis (Bardin, 1977). Results showed that teachers share a class habitus, with similarities in understanding, forms, difficulties, investments and incentives on professional development. Teachers should engage in a process of continuous education that goes beyond the development of technical skills but which also involves critique, self-awareness, autonomy and political commitment of the teacher in Education.

Leitura de Macbeth nas aulas de língua inglesa no ensino médio: uma experiência em sala de aula

Abstract: Neste artigo, estao relatados os procedimentos e resultados obtidos com o uso de textos literarios nas aulas de lingua inglesa no Colegio Estadual Padre Anchieta no Estado do Parana. A obra escolhida foi Macbeth, do escritor ingles William Shakespeare, e o publico-alvo foram os alunos do segundo ano do Ensino Medio. Durante o desenvolvimento do projeto, os alunos, alem de fazerem a leitura de Macbeth, tiveram contato com a biografia, resumos de outras obras de Shakespeare, assim como com alguns filmes. Esse trabalho culminou com uma releitura da obra em forma de pecas teatrais e videos.

Thomas Aquinas’ influences inInfanteD. Pedro’ “VirtuosaBenfeitoria”: Scholastic tradition in History and History of Education.

Abstract: The considerations on the book “VirtuosaBenfeitoria” aim atevaluating the relevance of a social project to guide the actions of the ruler and theindividuals, with a view to practical actions that converge to the common good. The infant D. Pedro, also known as the Duke of Coimbra, wrote the work. The central focus of the book is to address the sense of improvement and how the prince should practice and bestow it and how the subjects would receive and practice it. The arguments of D. Pedro to deal with the good and the society are strongly influenced by classical authorities and authors of scholasticism, especially Thomas Aquinas. In this sense, on the one hand our study seeks to show that such knowledge was essential for him to understand the plots that build human relationships, whose premises, to him, should be the ones leading society towards the common good;on the other hand, the goal is to analyze the work we regard as essential theoretical and methodological principles of history that allow us to recover, through memory, historical events that potentially guide us through paths that show the relevance of the Master of the University, as a vector in the organization of a given society.

A relação entre psicologia e educação: ofícios entrelaçados

Abstract: The classic thesis that Psychology and Education have a very recent history doesn’t seem to have any consensus among epistemology researchers. When the relationship between Psychology and Education is assessed, one realizes that only recently these fields of knowledge have become interconnected as disciplines. Current analysis demonstrates how psychology and education, formerly relatively independent sciences, became interdependent disciplines and professions with wide acknowledgment and social application. Current debate is divided into three sections: the initial discussion between Education and Psychology in their search for laws of human development; the historical and contextual constitution of this knowledge; and the transition from school Psychology towards a broader view between Psychology and Education. It should be underscored that the source of such a close relationship between these sciences does not exclusively respond to a human and more or less universal and synchronic requirement. Paradoxically, conditions of historical development of human sociability and of modern economy and culture, especially in Western capitalist societies, formed and established the interconnection.