Em Aberto
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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.
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- ItemA contribuição do consórcio interuniversitário de educação continuada e a distância – brasilead-para o desenvolvimento da educação nacional(1996) GUIMARÃES, PauloIn 1993, at the proposal of the University of Brasilia, the rectors of Brazilian public universities, meeting at the headquarters of the Crub, in Brasilia, decided to sign an agreement among themselves to implement the Interuniversity Consortium for Continuing and Distance Education, which, among other objectives, aims to to collaborate with the federal, state and municipal governments in increasing and diversifying the offer of educational opportunities in the country, through the creation of the National Distance Education System, under the command of the Ministry of Education and Sports.
- ItemA educação infantil na Base Nacional Comum Curricular: tensões de uma política inacabada(2020) BARBOSA, Maria Carmen; FERNANDES, Susana BeatrizThe recovery of tensions that occurred during the formulation of the Common National Curriculum Base (BNCC) regarding early childhood education aims to contribute to the ongoing debate. In the introduction, the tensions and difficulties that constituted, from the beginning, the elaboration process of the BNCC are presented, together with the methodology of the text. Then, the place of early childhood education in the Brazilian educational system is discussed. Subsequently, the complex relations between State and government, global and local policies are discussed. Finally, the possibilities of a base being the generator of different curricular processes are questioned. In conclusion, it reflects on what was and is still in dispute in the Base's implementation process, especially in early childhood education (BNCC-EI).
- ItemAvaliação da alfabetização e formação de professores alfabetizadores no Brasil: caminhos e descaminhos(2020) LEAL, Telma Ferraz; MORAIS, Artur Gomes deThis article aims to discuss the limits and possibilities of two national assessment programs, the Provinha Brasil and the National Literacy Assessment (ANA), on literacy policies. The reflections were based on the resumption of studies developed by the authors, which had as methodological strategies: observation of lecturers' classes, evaluation of the performance of literacy students and analysis of official documents of the federal government relating to Provinha Brasil, ANA and the National Policy of Literacy. The conclusions point out that these evaluations are important for the definition of public policies, but they needed to be improved in terms of: 1) compliance with the selection of items, respecting all specific descriptors; 2) review of scales and their levels, due to inconsistencies pointed out; and 3) clearer indication of the knowledge and skills expected at the end of each school year. It is also concluded that there was a hasty use of ANA data to justify the creation of a National Literacy Policy that disregards different theoretical-methodological knowledge, built over several years in the education policies of Brazilian literacy teachers.
- ItemAvaliação Nacional da Alfabetização: síntese sobre os resultados das escolas associados a variáveis socioeducacionais(2020) SOARES, José Francisco; BERGMAN, LuanaIlliteracy in Brazil remains a serious national issue, although access to school is no longer an overarching problem. The article presents a synthesis of the National Literacy Assessment (ANA), an external assessment carried out on a large scale by the Brazilian federal government in the country's public schools between 2013 and 2016, targeting students in the 3rd year of elementary school. of basic education. It presents an overview of the method adopted in the evaluation, pointing out the main concepts and instruments that structured the initiative. It summarizes the national results shown by the target audience of the 2016 edition of ANA, and associates them with a set of relevant school and social variables. It finds that the characteristics of the students, infrastructure, administrative dependence and complexity of schools, as well as teacher training, create groups of schools with huge differences in terms of proficiency measured by the ANA tests.
- ItemEducação a distancia em ciência e tecnologia: o Projeto EducaDi/CNPq – 1997(1996) FAGUNDES, LeaFour units of the Federation, in a coordinated project, participate in a joint proposal for the application of advanced technological resources from information technology to public education. With the appropriate local adaptations, students from public schools in São Paulo, Rio Grande do Sul, Ceará and the Federal District are being involved in a Distance Education (EAD) process. The purpose of this program is to carry out pilot studies to develop pedagogical models that serve as subsidies for applications of connections and interoperability between computer networks in distance education. As a product, it is expected to be able to make available to society, in different Brazilian contexts, the results of the pioneering experiences of these four federated units in the form of new technological and methodological resources, tested and evaluated, to serve the better qualification of citizens and their communities.
- ItemEducação a distância no Brasil: lições da história(1996) SARAIVA, TerezinhaThe practice of distance education (EAD) has been concretely an educational practice, that is, of pedagogical interaction, whose objectives, contents and results obtained are identified with those that constitute, in different times and spaces, education as a human project and process , historically and politically defined in the culture of different societies.
- ItemEducação a distância via rádio e tv educativas: questionamentos e inquietações(1996) BLOIS, Marlene M.In almost twenty-five years working with Distance Education (EAD) the use of massive means of communication in the most varied educational offers, wood participated in countless seminars, congresses, work and study groups, privileged spaces for discussion and reflection on the indissoluble relationship between Communication and Education. A very rich set of experiences, both in the professional and personal fields, which have provided me with the opportunity to question, to answer countless questions, some easy to position, others complex to approach. Some demanding from me unconventional positions and, therefore, taken as controversial.
- ItemEstudos curriculares, história do currículo e teoria curricular: a razão da razão(2020) POPKEWITZ, Thomas S.Words like “learning”, “empowerment”, “problem solving”, “self-actualization”, “community” etc. they become intelligible and “reasonable” according to historically formed rules and standards that order, classify and divide what is “seen” and accomplished in schooling. These rules and standards of reason are power and political effects of schooling. The first session analyzes this notion of politics and reason, considering the curriculum as a double gesture. The phrase “all children can learn” illustrates this double gesture. The word "all" assumes the unity of the whole, which differentiates and divides the cosmopolitanism of the child (that is, the lifelong learner) and the child "left behind", which is different and may "never be average" . Finally, it examines how the notion of research, which seeks “useful” or “practical” knowledge to change the school, inscribes this double gesture and, ironically and paradoxically, assumes a consensus that establishes the hierarchy that separates the researcher from those who they must be shepherded. Exploring the system of reason in curriculum studies makes the limits of the present visible, and, through this critical engagement, makes other futures possible.
- ItemInstrumentos para avaliação formativa da alfabetização: princípios conceituais e metodológicos(2020) SPERRHAKE, Renata; PICOLLI, LucianaThe assessment of literacy learning is discussed based on the analysis of instruments used in school experiences with first-year elementary school classes. Initially, formative assessment assumptions are used to contextualize the assessment process. Then, based on psychogenetic and phonological perspectives - paradigms that explain the child's learning of the alphabetic-orthographic system - conceptual and methodological principles are presented to assess the levels of conceptualization of writing, letter knowledge, syllabic awareness, graphophonemic awareness and the knowledge of phoneme-grapheme relationships or phonographemic awareness. It is concluded that the interpretive view of teachers, based on different theories that explain the initial learning process of reading and writing, is what will guide the assessment of student learning. This finding highlights the importance of the literacy teacher's specific knowledge for monitoring children's learning and for organizing teaching situations that favor the advancement of their students, considering the different possibilities of intervention.
- ItemMais perto da educação a distância(1996) NISKIER, ArnaldoIt cannot be said that the methodology of distance education is new. On the contrary, examples of its use from the last century are known. In Brazil, apart from the debatable experiences of correspondence teaching, analyzed with great care by the 1977 MEC/Uerj Working Group, of which I was manager, with specialists Anna Maria de Oliveira, Christiano Henning, Heloisa Maria Cardoso da Silva, João Artur Machado Zainko, Maria Amélia Sabbag Zainko, Marlene Blois and Solange Leobons, the year 1972 can be established as a milestone.
- ItemMúltiplos contextos que interpelam o componente curricular de Ciências da Natureza para os anos iniciais do ensino fundamental na BNCC(2020) MUNFORD, DanusaIn order to contribute to discussions on the Common National Curriculum Base (BNCC) and the implementation of a national curriculum, focusing on the Natural Sciences curriculum component and the schooling stage of the early years of elementary school, related issues are addressed. the autonomy of female and male teachers in a process of implementing a “common national” curriculum. Initially, we seek to identify and characterize different contextual dimensions that challenge the BNCC. Then, aspects that permeate the broad contexts of the early years of elementary school and science education research are considered. Finally, a research agenda on BNCC that is not restricted to document analysis is defended. It is concluded that the autonomy of teachers in implementation processes depends on the definition of procedures and forums to guarantee the participation of teachers in processes of reformulation, adaptation and updating of aspects of the curricula.
- ItemOrientações e propostas avaliativas para a escrita alfabética no Programa Nacional do Livro Didático de 2007 a 2016: o que sugerem as coleções de alfabetização?(2020) SILVA, Magna do CarmoIn order to verify whether changes in literacy time implied changes in the assessment proposals for alphabetic writing, the Teacher's Manual and the Student's Book of two literacy collections approved in the National Textbook Program (PNLD) of 2007 to 2016. The methodology was the thematic content analysis. The results indicated that the collections have few contributions to the teacher regarding the assessment of alphabetic writing, despite considering the assessment as a process of regulation of the pedagogical practice. The conclusion indicates that the few guidelines on how to record the evaluation process can foster teaching actions that articulate teaching, learning and evaluation in the formative and regulatory perspective of evaluation, considering the following aspects: elaboration of evaluation criteria; use of appropriate instruments; consideration of errors and diverse knowledge presented by students; and intervention with students during and after the teaching process.
- ItemPolíticas educacionais no Brasil e a Base Nacional Comum Curricular: disputas de projetos(2020) AGUIAR, Márcia; TUTTMAN, Malvina T.This article aims to contextualize the processes of construction of the Common National Curriculum Base (BNCC) for basic education curricula in Brazil during the periods of the Dilma Rousseff and Michel Temer governments, focusing on the main initiatives of the Ministry of Education (MEC), the National Council of Education (CNE) and the National Council of Secretaries of Education (Consed). Based on primary and secondary sources, the BNCC formulation processes for early childhood education and primary education are analyzed in the context of educational policies of the period. The results of this analysis can contribute to increase knowledge about the effects of BNCC in the management of education systems, in teacher training and in the evaluation processes of basic education.
- ItemUniversidade virtual: a experiência da UFSC em programas de requalificação, capacitação, treinamento e formação a distância de mão-de-obra no cenário da economia globalizada(1996) BARCIA, Ricardo Miranda; VIANNEY, João; CRUZ, Dulce; BOLZAN, Regina; RODRIGUES, RosângelaThe speed of technological innovation processes requires an increasing effort in professional education, training and recycling. The integration between universities, 1st and 2nd degree schools, technical schools, the productive sector and institutional agents is fundamental in this process, as a basis for the search for the qualification of the workforce. In this sense, the use of distance learning technologies presents itself as a viable alternative to improve the quality and increase the quantity of educational services in the country.