Em Aberto

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/33
Em Aberto, criado em 1981, é um periódico monotemático, com periodicidade quadrimestral, cuja finalidade é estimular e promover a discussão de questões atuais e relevantes da educação brasileira, trazendo opiniões divergentes ou confrontos de pontos de vista. Publica artigos e bibliografias seletivas. É largamente utilizado como material didático nos cursos de graduação e de pós-graduação.

Descrição

  • Mantenedor: INEP/CIBEC
  • Tipo: AFO
  • Região: Centro-Oeste
  • Cidade: Brasília, DF
  • ISSN: 2176-6673
  • Periodicidade: Quadrimestral
  • E-mail: dired.emaberto@inep.gov.br
  • Editor: Joana Darc Ribeiro
  • Tít. abrev.: Em Aberto
  • Sistema de Preservação Digital: Rede Cariniana
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    Navegando Em Aberto por Classificação "Nível epistemológico"

    Agora exibindo 1 - 5 de 5
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      Contribuições da autoavaliação institucional para o uso formativo das avaliações da alfabetização
      (2020) HORTA NETO, João Luiz; SANTOS, José Roberto Souza
      In recent years, there has been a growing public interest in external assessments in the literacy cycle, making them central to the debate on school quality at this stage of education. In contradiction, these actions have had little influence on decision-making within schools, frustrating, in part, what seems to be the interest of the bodies responsible for the evaluations. Against this background, this article analyzes some of the possible reasons that could explain the fact that the results of literacy cycle assessments are little used for school improvement and discusses the likely contributions of institutional self-assessment. It concludes that it is necessary to problematize external evaluations as they are carried out, because they unilaterally produce judgments about the quality of institutions, and if schools do not develop their own evaluations, they become hostages to these judgments.
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      Educação a distância: problemas da incorporação de tecnologias educacionais modernas nos países em desenvolvimento
      (1996) POPPOVIC, Pedro
      Widespread opinion attributes to educational technology the possibility of shortcuts, so that developing countries can more quickly reach the path of modernity. Another very common concept is that technology applied to the teaching-learning process will reduce social differences. It is assumed that educational technology will reduce disparities between developed and developing regions. Computer networks, for example, will allow backward regions to access the entire vast world, and ultramodern teaching methodologies would be within everyone's reach. Teamwork, the independent construction of knowledge, continuing education, the Internet, the whole set, finally, of the requirements of a world that is changing very quickly, would be available to students through the introduction of modern educational equipment, such as televisions, recorders , computers etc.
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      Explorando limites epistemológicos e políticos da BNCC para pensar possibilidades
      (2020) PEDRO, Gabriel; MARISCO, Juliana
      Review of the work CURY, Carlos Roberto Jamil; KINGS, Magali; ZANARDI, Teodoro Adriano Costa. Common National Curriculum Base: dilemmas and perspectives. São Paulo: Cortez, 2018. 144 p.
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      José Francisco Soares, Luana Bergmann
      (2020) MARTINS, Abdala; CERUTTI-RIZZATTI, Mary Elizabeth
      The object of this article is the continuing education in literacy, delimiting itself to the programs Pró-Letramento Linguagem (PL), in force from 2005 to 2012, and the National Pact for Literacy in the Right Age (Pnaic), started in 2013, among its Objectives to ensure that all students were literate up to 8 years of age, by the end of the third year of elementary school. The analysis aims to relate these programs from a philosophical-epistemological point of view in a linguistic approach. The theory contemplates Movement A: cognitive-systemic focus and Movement B: focus on social interaction, each with two subdivisions. In their light, a documentary research of the PL Manual and the Pnaic Notebooks is undertaken, which results in the understanding that the PL was characterized by a still diffuse search for maintenance in Movement B, while the Pnaic seems to underline the A1 Movement : procedural-systemic approach. The two programs, however, converge in the recognition that both movements cannot be dissociated from the continuing education of literacy teachers.
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      “Pendurando roupas nos varais”: Base Nacional Comum Curricular, trabalho docente e qualidade
      (2020) SUSSEKIND, Maria Luiza; MASKE, Jeferson
      The 2016, 2017, 2018 and 2019 curriculum reforms threaten the democraticity of public schools, as they create inequality, even by announcing the right to education and learning for all. The proposed argument is that teachers and students are creators of knowledge, weaving networks of scientific, experiential and other knowledge in conversations that take place in classrooms, although these policies have been increasing the control of teaching work, squeezing the autonomy of curricula and, as consequently, impoverishing, reducing and stifling the complicated conversations that are the curriculum in the daily life of schools. Based on research supported by the epistemologies of the South and the ordinariness and by the theories of curriculum reconceptualization, it is concluded that the reforms and policies linked and inspired by the Common National Curriculum Base (BNCC) do not contribute to the promotion of quality in Brazilian education, reinforcing, in the curricula that are woven into daily life, the exclusion, hierarchies and distances of social inequality.
    Os autores que publicam no periódico concordam com o texto simultaneamente licenciado sob a Licença Creative Commons Atribuição 4.0 Internacional.
  • Atribuição CC BY