A formação social da mente
01 Jan 1991-
About: The article was published on 1991-01-01 and is currently open access. It has received 1861 citations till now. The article focuses on the topics: Information and communication technologies for development & E-learning (theory).
Citations
More filters
••
28 Apr 2015TL;DR: In this paper, a case study of Portuguese classes in Basic Education classes located in vulnerable social environments, is presented, where it is possible to test the elaboration of a didactic process, in the teaching of the social uses of writing, which is not limited to functionality.
Abstract: This article broaches the Portuguese class, discussing school language education for social uses of writing. It is an approach based on reflections on the (non) functionality of Ponzio (2008-2009) which aims to answer the following question–problem: “With regard to Portuguese classes in Basic Education classes located in vulnerable social environments, is it possible to test the elaboration of a didactic process, in the teaching of the social uses of writing, which is not limited to functionality?” The theoretical basis is the philosophy of Bakhtin’s language, the language of anthropology of literacy studies and the psychology of language of Vigotskian substantiation. This is a case study whose data were generated by means of documentary research on experiences of the Institutional Program for Introduction to Teaching – Pibid/Capes –, whose analysis has an interpretive basis. The results indicate possibilities of a didactic action which, taking advantage of the functionality that characterizes the school system and the new technologies, open spaces to education of the non-functional, for the uses of writing in which the word does not yield to the logic of the global market.
5 citations
•
01 Jan 2006
TL;DR: In this article, the authors present a tool that uses intelligent computational resources, dimming to provide the professor personalized information of the student in the context of an educational environment of distance education.
Abstract: Resumo: A finalidade deste trabalho e apresentar uma ferramenta que utiliza recursos computacionais inteligentes, visando proporcionar ao professor informacoes personalizadas do desempenho do estudante no contexto de um ambiente de educacao a distância. Para tal, cada acao do estudante e monitorada utilizando-se regras de inferencia fuzzy. Abstract: The purpose of this paper is to present a tool that uses intelligent computational resources, dimming to provide the professor personalized information of the student in the context of an educational environment of distance education. For such, each action of the student is monitored using fuzzy interface rules.
5 citations
•
01 Jan 2004
TL;DR: In this paper, the authors proposed a method to solve the problem of the problem: REINFORCE-1.09.16.0.0-0.00.
Abstract: 09
5 citations
••
TL;DR: In this article, the formation and practices of professors in an undergraduate nursing course are analyzed from an exploratory and descriptive aspect based on a qualitative approach, and it is shown 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 teach and learning process.
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.
5 citations
01 Jan 2004
TL;DR: This article examined the pedagogical praxis of the teachers of CAIC JMOM, a state school located in Teresina PI, due to demands for a better quality of teaching resulted from the educational polices implemented in that institution.
Abstract: The present study examined the pedagogical praxis of the teachers of CAIC JMOM, a state school located in Teresina PI, due to demands for a better quality of teaching resulted from the educational polices implemented in that institution. Thus it was considered important to describe the organization and the scholar management focusing on the daily life of the institution and on the action of the its agents within that space, and also to show the formative ways experienced by the teaching staff, which contributed to the incorporation of the habitus that orients the daily actions of the scholar quotidian. Finally it was sought to identify the way the teaching staff developed their work in the classroom and how they achieved the principles of the teaching quality. It was assumed that the teaching praxis is performed by the educator when he adds meaning to the reality that is experimented, creating thus possibilities of action that will contribute to an emancipated practice. In this sense, the idea of the search here executed assumes a practice that brings with itself multiple possibilities of understanding. Thus we relied on studies that showed the need of comprehension of the epistemological universe of the pedagogical practice in classroom (THERRIEN & SOUZA, 2000), as well as on the specific social historical context that helped in the decision making of the teaching staff in their scholar daily life (TARDIF 2007). On the other hand the bibliography suggested in this study follows the praxiological line that understands the social relationships as being dialectics, in which the convergence between a habitus and a field (conjuncture) delineates the major part of the actions of the social agents (SETTON, 2002a). In order to achieve the goals previously described participant observation and explicit and narrative interviews were used as a datum collecting tool. From the daily contact with the scholar quotidian it was observed a contexture that became facts and happenings that were originated from the internalization of an allegoric speech existed in the institution: “the students need to learn more and better!”. So the quality speech, pronounced over and over again, it was the scenario used as a background to the comprehension of the teaching practice and to understand how this practice was conceived, organized, pondered and executed. From an intensive dialogue with the praxiological perspective it was observed that the posts occupied by the teaching staff in the pedagogical field were determined by the hierarchical decisions of the educational polices responsible for the redefinition of the quality criteria, as the rules, internationally recognized, were absorbed. As a whole the study contemplated a searching that it was not exhausted, but that helped to solve some inquiries on the teaching practice in a delimitated time and place.
5 citations