Showing papers in "Educar Em Revista in 2006"

A Universidade no Brasil: das origens à Reforma Universitária de 1968

Abstract: The article situates the attempts for the creation of universities in Brazil, from the time it was a Colony up to the Empire and the beginning of the Republic periods, which were unsuccessful. It registers the issuing of several legal apparatuses concerning higher education during the first Republic, even though the creation of universities as a whole had been postponed until 1920 by the Federal Government, year in which the University of Rio de Janeiro was created. It also acknowledges the discussions carried out within the Brazilian Academies of Sciences and of Education about the concepts, functions and models of university. The article analyses the Reform of Higher Education by Francisco Campos (1931) and discusses its centralizing approach. It pinpoints the creation of the University of Sao Paulo (1934) and that of the University Federal District (1935) at the same period, pointing out that those express different concepts to the federal proposal. It situates the University of Brazil (1937) as a model, created in 1920 under the denomination of URJ and recognized in 1931. The article also discusses the university after 1945, highlighting the awareness of its situation by several sectors of the society from the 50s onwards, particularly concerning the role of students movements in the beginnings of the 60s. It presents official measures taken as a result of the agreements MEC/USAID, of the Atcon Plan and of the Meira Mattos report. It discusses the University Reform of 1968 and its consequences for the university institutions.

Estado do conhecimento sobre internacionalização da educação superior: conceitos e práticas

Abstract: The internationalization of higher education assumes a leading role in the world scenario after the 1990s. This tendency is fortified with the classification of higher education as service, subject to the General Agreement of Trade in Services (GATS) of the World Trade Organization (WTO), and the prevailing notion of transnationalization over sovereignty of the nationstate. This paper intends to identify the state of knowledge about university internationalization, concepts and practices (DALE, 2000), in this century, from the analysis of data bases of European and North-American education periodicals. The methodology is guided by the principles of content analysis. The growth of scholarly writings on the topic has been identified, along with a tendency of altering the thematic focus: from conceptual to practical. The internationalization of higher education in the light of the expansion of the system and complexity urges for studies and public policies that reduce the market approach and contribute to the social-academic quality.

PROUNI: democratizacao do accesso as instituicoes de ensino superior

Abstract: The objective of this paper is to discuss if Prouni (University for all Program) is a way if democratization of higher education in Brazil or a program merely devoted to stimulate the expansion of private Institutions of Higher Education (ISEs). We will analyze the trajectory of this social program, from its first proposal to the endorsement of the law (January 2005), as well its posterior developments. In this process, Lula’s government conceded to almost all of the demands of private ISEs lobby. Despite of the State induct private ISEs to offer scholarships for low-income students in change of freed incomes, Prouni focus on students’s access to higher education, and not their permanency in the system.

PROUNI: democratização do acesso às Instituições de Ensino Superior?

Abstract: The objective of this paper is to discuss if Prouni (University for all Program) is a way if democratization of higher education in Brazil or a program merely devoted to stimulate the expansion of private Institutions of Higher Education (ISEs). We will analyze the trajectory of this social program, from its first proposal to the endorsement of the law (January 2005), as well its posterior developments. In this process, Lula’s government conceded to almost all of the demands of private ISEs lobby. Despite of the State induct private ISEs to offer scholarships for low-income students in change of freed incomes, Prouni focus on students’s access to higher education, and not their permanency in the system.

Temas ambientais como "temas geradores": contribuições para uma metodologia educativa ambiental crítica, transformadora e emancipatória

Abstract: The emancipating and critical environmental education demands that knowledge must be adequate, build up in a dynamic, collective, cooperating, continuous, interdisciplinary, democratic and participating way directed to the construction of self-maintaining societies. This paper deals with environmental issues as generating issues for an environmental education inspired in Paulo Freire’s pedagogy. According to him to educate is to know the reality in its experienced situations, as an ongoing critical process of closeness to the reality itself: to understand, to ponder, to criticize and to act are the intended pedagogical attitudes. The generating issues are strategic methods of a process of awareness about an oppressive reality in unequal societies. Such issues are the starting point to the process of building up a discovery. The generating issues spring out of the popular knowledge, taken from the daily life of the educating ones in order to replace the traditional contents. The political aspect of Paulo Freire’s pedagogy are to be seen in the generating issues insofar as these ones contemplate the social and political contents that are meaningful to the life of the educating people. In this way all the educating proposals should take into consideration the local environmental issues as generating issues to the desired consciousness. Finally, it is important to say that the educating people should take part in defining and determining the issues that represent their interests as the content for an environmental and social action.

Crise e reforma do Estado e da Universidade Brasileira: implicações para o trabalho docente

Abstract: The work discusses the new roles that the capitalist State assumes, as a cause of the mundialization of capital, and the consequences resulted for educational politics, specially for the high education. It boards, still, the effects occurred in organization of teaching work, face to the intense process of privatization of institutions of high education, detaching the neoprofissionalization of teaching and the marketing of knowledge production.

Em direcao a um conceito de literacia historica

Abstract: This paper attempts to sketch an initial and very provisional account of a workable notion of historical literacy. It draws briefly on some philosophical considerations suggested by ¾ among others ¾ the work of Bevir, Collingwood, Lorenz, Oakeshott and Rusen in order to decide what might be usefully included in such a notion. More substantially, it employs recent empirical research to suggest what an account of historical literacy might need to address. At the very least any useful account ought to pay attention to two components: first, students’ ideas about the discipline of history; second, their orientation towards the past (the kind of past they can access, and its relationship to the present and future). Research connecting these two components of historical literacy has only recently begun, although Rusen’s theoretical approach to historical consciousness has inspired investigation of the second component for some time in parts of Europe. It is argued that a major project for history education must be the development of usable historical frameworks of the past that are not ‘party histories’, but allow students to assimilate new events and processes, whether in the past or the future, and are themselves adaptable in the face of recalcitrant new material. Key tools here will be adequately sophisticated ideas about historical accounts, together with closely related concepts such as significance, interpretation and change.

A política de expansão da educação superior e a proposta de reforma universitária do governo Lula

Abstract: This text examines some documents about higher education politics especially “Higher education in developing countries: Peril and promises” – produced by World Bank and UNESCO, 2000. The purpose of this article is to discuss the ideas about expansion, democratization and permanency the higher education in Lula’s Govern in confront the ideas defended by World Bank and UNESCO and how these institutions translate for the educational reforms, especially for the developing countries.

Cultura escolar: quadro conceitual e possibilidades de pesquisa

Abstract: Os trabalhos sobre cultura escolar surgiram nos anos de 1980, mas a ideia de uma cultura escolar se fortaleceu nos anos de 1990, apresentando atualmente diferenciadas tendencias investigativas. Este texto, portanto, esboca uma leitura inicial do quadro conceitual em estudo e das possibilidades de pesquisa na/pela cultura escolar.

Motivação e desmotivação: desafio para as professoras do Ensino Fundamental

Abstract: In this process of teaching instruction trade school we believe that the motivation can be present all the moments. The teacher has to facilitate the construction of this formation process, in order to influence the students on his develop and in this motivation for the trade school. The mention of this search that had like objective to investigate how the teachers motivate tbeiro students and the petition can be use for this we proved that the teachers of elementary school (1 to 4 grades) need to motivate their students for the teaching instruction and for this it’s necessary the students to be motivated too for realize creative and involve activities.

Rumos da formação de professores para a Educação Ambiental

Abstract: The objective of this work is to reflect about the importance of human and conceptual investment in the insertion of the Environmental Education in the process of teacher training. This is a Case Study, empirical, carried out in two University Centers (Lorena and Barra Mansa) that are meaningfully working with teacher training. In the data collection process, the work followed the Case Study methodology according to Yin (2001), as to sources and varied evidences. The data received quality and quantity treatment, depending on the nature of evidence. In this sense, the study shows that, although teachers who carried out the research had a few or no notion of the importance of the Environmental Education, they know that such situation can be improved, even in the discussions at the University and in the replanning of pedagogical projects in the courses for teacher training. In this sense, the usual questions about “what do I need to know to teach?”, “why and what to teach?”, come together with “how to teach?” in the building of a environmental knowledge based on the social and human commitment necessary to teacher training in order to surpass the environmental dispedagogy.

Mitos e controvérsias sobre a política de cotas para negros na educação superior

Abstract: In this text the process of implantation of the politics of quotas for blacks in the higer education is analyzed, taking as base the implementation of this politics in the State University of Mato Grosso do Sul - UEMS. It was investigated, also, where measured the system of vacant reserve for blacks it can be considered a strategy of access and permanence of the black students in the higer education. To reach such objective, pupils who had entered, for the system of quotas for blacks in the Selective Process of 2004 of the UEMS, in the courses of right and nursing had been interviewed, and analyzed referring documents and legislations to the implantation of this system in the UEMS. The data had disclosed that the black pupils understand the system of quotas as a right and that the permanence in the courses depends on action effective, on the part of the University, as pedagogical support and scholarships. The quotas represent an affirmative action in the direction of if guaranteeing the respect to the racial diversity and the overcoming of the inaqualities historicamente constructed.

The state of knowledge in the internationalization of higher education: concepts and practices

Abstract: The internationalization of higher education assumes a leading role in theworld scenario after the 1990s. This tendency is fortified with theclassification of higher education as service, subject to the General Agreementof Trade in Services (GATS) of the World Trade Organization (WTO), andthe prevailing notion of transnationalization over sovereignty of the nation-state. This paper intends to identify the state of knowledge about universityinternationalization, concepts and practices ( DALE , 2000), in this century,from the analysis of data bases of European and North-American educationperiodicals. The methodology is guided by the principles of content analysis.The growth of scholarly writings on the topic has been identified, along witha tendency of altering the thematic focus: from conceptual to practical. Theinternationalization of higher education in the light of the expansion of thesystem and complexity urges for studies and public policies that reduce themarket approach and contribute to the social-academic quality.Key-words: Internationalization of Higher Education; state of art; highereducation; transnationalization.

PROUNI: democratization of the access to Higher Education Institutions?

Abstract: The objective of this paper is to discuss if Prouni (University for all Program) is a way if democratization of higher education in Brazil or a program merely devoted to stimulate the expansion of private Institutions of Higher Education (ISEs). We will analyze the trajectory of this social program, from its first proposal to the endorsement of the law (January 2005), as well its posterior developments. In this process, Lula's government conceded to almost all of the demands of private ISEs lobby. Despite of the State induct private ISEs to offer scholarships for low-income students in change of freed incomes, Prouni focus on students's access to higher education, and not their permanency in the system.

Fundamentos epistemo-metodológicos da educação ambiental

Abstract: Society-nature relations are contextualized from the organismic and mechanical analogies to the focus of an environmental epistemology, on the face of the current western civilization crisis; in that respect, the complexity paradigm ensures overcoming the sustainable development ambiguities in view of a proper socioenvironmental sustainability – thus ensuing Environmental Education practices critically orientated under a new pedagogy of knowledge, which demands both new learnings and new relations among individuals, so as between society and nature, in compliance with a Responsibility Ethics.

Aprendizagem conceitual nas séries iniciais do ensino fundamental

Abstract: Teaching and learning are analyzed for evidence within the context of the relationship between development of students‘ thoughts and the manner knowledge is organized and taught in the classroom. Analyses are based on discourse of Historical and Cultural Theory authors about day-to-day and scientific concepts and on the relationship between thought and language. Empirical data were obtained during the project‘s execution with students of the fourth grade of the public primary school in the municipality of Maringa, Brazil. The project included themes on food production and conservation, industrialization and technology. Conceptual learning was undertaken during the execution of the project based on the assumption that teacher‘s mediation must exist so that previous knowledge could be transformed into scientific one. In the teaching episodes analyzed in current research, the movement of students‘ thoughts, triggered by the situation-problems that helped them in their trajectory between spontaneous and scientific concepts, has been perceived.

Literacia e consciência histórica

Abstract: A ideia de literacia historica – enquanto conjunto de competencias de interpretacao e compreensao do passado – surge associada a proposta de desenvolvimento da consciencia historica, tal como defende Peter Lee. Esta necessidade de orientacao temporal exige identificacoes multiplas, a varias escalas (do local ao global), e a consideracao de pontos de vista diversificados, apresentados quer por historiadores quer por outras fontes para a Historia. Assumindo a relevância desta problematica para a formacao da consciencia historica, e pertinente interrogarmo-nos acerca de como desenvolvem os alunos universitarios (futuros professores de Historia) as suas competencias de literacia historica. No âmbito da disciplina de Metodologia do Ensino da Historia, no 4o ano da Licenciatura em Ensino de Historia (Universidade do Minho), explorararam-se as seguintes questoes de investigacao: 1) Que criterios utilizam os futuros professores de Historia quando decidem entre versoes historicas diferentes? 2) Como e que estes futuros professores fundamentam os seus argumentos a favor ou contra uma determinada versao? Aos dezoito alunos do curso participantes neste estudo, foi proposta uma tarefa de avaliacao de dois textos historicos, um de Luis de Albuquerque, historiador portugues, outro de Sanjay Subrahmanyam, historiador indiano, sobre a primeira viagem maritima dos portugueses a India (com suporte em varias fontes, nomeadamente um excerto do diario de viagem de Gama). Conjugando-se as dimensoes de interpretacao substantiva das mensagens com a de uso de criterios historicos, os dados sugeriram uma categorizacao global constituida por cinco niveis de ideias. Os padroes mais observados ligam-se a nocoes de vies (a validade historica depende de uma maior ou menor neutralidade) ou de influencia do contexto de producao nos historiadores. A aceitacao da validade de versoes diferentes, enquanto algo genuino no conhecimento historico, emergiu entre alguns poucos alunos universitarios. Esta tipologia coincide com os niveis de ideias observados em adolescentes e criancas portuguesas, em estudos anteriores, embora os niveis mais elaborados aparecam mais frequentemente entre os alunos universitarios.

Relações entre educação ambiental e educação em ciências na complementaridade dos espaços formais e não formais de educação

Abstract: A partir dos resultados parciais de uma pesquisa que procura investigar um curso de formacao de professores para a atuacao na educacao nao formal, desenvolveu-se uma reflexao sobre os limites de uma formacao tradicional. Isso, para se pensar em uma proposta de formacao que privilegie uma abordagem relacional, buscando a complementaridade dos espacos formais e nao formais de Educacao como forma de potencializar uma abordagem critica de Educacao Ambiental.

Pesquisas em Educação Histórica: algumas experiências

Abstract: It relates experiences developed by teachers researchers of the Federal University of Parana (BR) whose results are articulated in the process of construction of the investigation area of Historical Education and in the ambit of History Teaching, having as reference the activities developed in three investigation situations. The first of them refers to the systematizations relative to the experiences that have been accomplished by teachers and students of History, starting from teaching practices and investigation in History classes. The second one concerns to investigations related to the need of elaboration and discussion of curricular proposals of History, as well as of production of didactic materials for the teaching of that discipline, activities of knowledge production that assume specific characteristics and involve teachers of fundamental and medium school, in collaborative researches. In the third situation there can be located the works produced starting from intentional efforts of investigation, that suppose a theoretical and methodological adaptation, a delimitation of fields and research objects, as well as a purpose in terms of its social significance in the educational area, particularly the ones developed in the Laboratory of Research in Historical Education of PPGE/UFPR. The demonstration of these activities, developed along ten years, can indicate elements for analysis and systematization of reflections around the possibilities of researches about teaching and researches about History teaching in the investigation line denominated Historical Education.

Leitura de imagens e cultura visual: desenredando conceitos para a prática educativa

Abstract: Quase tudo do pouco que conhecemos, em relacao ao conhecimento produzido, nos chega pelos meios de informacao e comunicacao. Estes, por sua vez, tambem constroem imagens do mundo. Imagens para deleitar, entreter, vender, com mensagens sobre o que devemos vestir, comer, aparentar, pensar. Em nossa sociedade contemporânea discute-se a necessidade de uma alfabetizacao visual que se expressa em varias designacoes como: leitura de imagens e compreensao critica da cultura visual. Frequentes mudancas de expressoes e conceitos dificultam o entendimento dessas propostas para o curriculo escolar, a definicao do/a professor/a responsavel por tal conhecimento e o referencial teorico do mesmo. Este artigo apresenta os conceitos que fundamentam as propostas da leitura de imagens e cultura visual, sinalizando suas proximidades e distâncias. Contrasta alguns referenciais teoricos da antropologia, arte, educacao, historia, sociologia, e sugere linhas de trabalho em ambientes de aprendizagem com o intuito de refletir sobre nossa permanente formacao como docentes.

A relação entre avaliação e regulação na Educação Superior: elementos para o debate

Abstract: Com o objetivo de promover a qualidade da educacao superior, diversos paises elaboraram, na decada de 80, politicas de avaliacao institucional. Estas, com o objetivo pedagogico de identificar potencialidades e obter subsidios para superar deficiencias, seguem concepcoes e procedimentos diversos de politicas de supervisao da educacao superior (chamada regulacao), promovidas por iniciativa do Estado e destinadas a estabelecer regras/criterios minimos para o funcionamento de instituicoes. No entanto, nem sempre a distincao entre politicas e acoes de avaliacao e de regulacao e clara, ate mesmo para os agentes governamentais envolvidos na sua elaboracao e implementacao. Este artigo analisa a relacao entre avaliacao e regulacao no Brasil, a luz da experiencia de agencias avaliativas da Franca, Espanha, Portugal e Argentina. Para tanto, utiliza as principais dimensoes envolvidas no processo de avaliacao feito por tais agencias, denominado avaliacao externa. Sao elas: i) bases e fundamentos da avaliacao externa; ii) operacionalizacao do processo; iii) elaboracao do relatorio e pareceres. Desta forma, sao feitos alguns apontamentos a partir dos casos descritos, a fim de identificar desafios para a efetivacao de uma politica de avaliacao no Brasil.

Desafios da educação à distância ao sistema de educação superior: novas reflexões sobre o papel da avaliação

Abstract: Analisando as regulamentacoes relacionadas a educacao a distância (EAD) e sua insercao em universidades consolidadas, constatou-se, em 2003, sua marginalizacao como um mundo paralelo, cada vez mais dificil de ser avaliado em termos de suas intencionalidades e impacto na educacao superior. Apos tres anos, nova oportunidade de discutir o tema se apresenta com a aprovacao, em 2005, da regulamentacao da Educacao a Distância. A situacao da EAD esta demandando uma investigacao sobre os desafios crescentes que ela representa para o sistema de educacao superior como um todo. Para isso procurou-se, neste artigo, aprofundar a discussao, delineada em texto encaminhado para apresentacao na ANPED, sobre a “explosao” da EAD na educacao superior brasileira, mapear as questoes controversas que estao em pauta nos dados levantados e as discussoes em torno dos documentos legais ja aprovados ou em vias de aprovacao. Conclui-se propondo o estudo de como a atual sistematica de avaliacao de cursos, programas e instituicoes de ensino superior pode dar conta de questoes como: (a) qualidade e abrangencia dos criterios de qualidade utilizados pelo Ministerio da Educacao no desempenho de suas funcoes de regulacao, supervisao e avaliacao; (b) quantidade e da qualidade dos dados disponiveis para o desempenho destas funcoes; (c) definicao de ate onde e necessario regular o sistema sem asfixia-lo.

Ensinar História no contexto das Ciências Sociais: princípios básicos

Abstract: Starting from the discussion about the nature of Social Sciences and its relationships with Education, this work defends that it is indispensable that the education offers a didacticism of Social Sciences that considers the nature of this type of knowledge, so those can be disciplines that form and introduce the students in a learning plan that makes them discover the rationality of the social analysis, with the whole formative load that it has. In that sense, it is fundamental that it is not diluted in the Social Sciences, but that it be configured in the school curriculum in a coherent way with the social science that produced this knowledge. Taking as object the History, here are presented the purposes and objectives of that discipline, highlighting its formative potentialities. History teaching is discussed recollecting that, besides the hermeutics difficulties that are inherent to every process of transmission of knowledge, the History gathers characteristics that transform it in a learning field with special difficulties. It is indicated the need of teaching History using the historian’s instruments, deriving of there the methods and work techniques, that point for activities that should be present in the whole didactic process, summarized in the following points: to learn to formulate hypotheses; to learn to classify historical sources; to learn to analyze sources; to learn to analyze the credibility of the sources; and, last, the learning of the causality and the initiation in the historical explanation.

Aprendendo e ensinando sobre o passado a crianças de três a oito anos

Abstract: Este trabalho tece consideracoes sobre como podemos ajudar criancas pequenas a se relacionarem com o passado por meios que reflitam uma genuina investigacao historica. Define os processos chaves do pensamento historico em qualquer nivel, tais como: a discussao de causas e efeitos das mudancas ao longo do tempo; a realizacao de inferencias a partir de fontes historicas para construir justificativas sobre o passado, utilizando-se vocabulario especializado e compreendendo porque as justificativas historicas podem diferir, mas serem igualmente validas. Considera formas nas quais as teorias construtivistas de aprendizagem de Piaget, Vigotsky, Bruner, e pesquisas baseadas nos trabalhos destes autores, podem ser aplicadas a Historia, desde a mais tenra infância, e em formas crescentes de complexidade. Discute a importância de aprender Historia como uma dimensao dos anos iniciais da educacao, de maneira que possua multiplas perspectivas e seja significativa para as criancas; que permita que as criancas formulem hipoteses, avaliem, sustentem ideias com argumentos, oucam os outros e reconhecam que, as vezes, nao ha respostas certas. Sugere contextos familiares nos quais as criancas possam iniciar a discussao de causas e efeitos de mudancas ao longo do tempo, fazer inferencias sobre uma variedade de fontes historicas, bem como construir e comparar interpretacoes sobre o passado, compreendendo o motivo pelo qual elas podem variar. Discute que o aprendizado sobre o passado e parte integrante do desenvolvimento social, emocional e cognitivo. O trabalho e concluido com trechos de dialogos que ilustram a progressao do raciocinio das criancas sobre o passado.

Concepciones de los alumnos sobre la Historia

Abstract: The aim of the article is the analysis of the results of a research called “Students perception of History as a school subject: interest and utility among ESO pupils”. Thus, from a theoretical framework, we proceed to the detailed description of the methodology, the analysed school sample and the way in which the information was examined. Finally, taking into account these reflections, we solve the initial questions and therefore validate the first hypothesis, allowing the reader to see the perceptions students have of History both as knowledge and as school subject.

Os saberes e o fazer pedagógico: uma integração entre teoria e prática

Abstract: O saber-fazer docente desperta o interesse dos educadores que tratam deste tema sob diferentes opticas: competencia do professor; integracao do conhecimento subjacente do aluno; do professor reflexivo-critico; da proposta de educacao libertadora e pratica politica; e reconhecimento da complexidade da educacao e reflexao sobre a fragmentacao das disciplinas, dificultando a interdisciplinaridade. Este estudo descritivo qualitativo trata de um processo de ensino a partir de analises teoricas e empiricas, proposto por Edga Morin, ocorrido na disciplina Didatica, no Mestrado em Educacao·em Saude da UNIFOR, em 2004. Participaram da pesquisa vinte mestrandos de varias categorias profissionais. Os resultados demonstram que a dinâmica empregada propiciou a integracao, maior compreensao dos conceitos e obtencao de clima descontraido para aprendizagem. Concluimos que estrategias tais como jogo; dinâmicas grupais e psicodrama pedagogico favorecem a participacao e a expressao de sentimentos, permitem a interacao, assimilacao e compartilhamento das experiencias na elaboracao coletiva do conhecimento.

Crítica ao fetichismo da individualidade e aos dualismos na educação ambiental

Abstract: In this article we establish the critic made to two recurrent categories in Environmental Education, in practical and discursive terms: the fetichism of individuality and the dualism school-society, speech-work. In the context of a theoretical reference from the emancipating dialectic tradition, we question the limits and the pedagogical implications of these categories in practicing environmental education. In this way, we draw attention to the necessity of deeper considerations and more debates of some non-historical and nondialectic points of view, eventhough sometimes related, in face of the challenges and objectives that environmental educators historically deals with. At last, we reaffirm the relevance of Marx´s dialectical method, when the objective is the construction of an Environmental Education established in understanding the reality in its complexity and context, and focused in excelling the social relations that were established in capitalism as a way to solidify a new level of the society in the nature.