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: IESF

Região: Centro-Oeste

Cidade: Brasília, DF

ISSN: 2176-6673

Qualis: B1

Periodicidade: Quadrimestral

Tít. abrev.: Em Aberto

E-mail:dired.emaberto@inep.gov.br

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Agora exibindo 1 - 19 de 19

A proposta de ensino e avaliação da alfabetização em Lagoa Santa, Minas Gerais: Entrevista com Magda Becker Soares
(2020) SOARES, Magda Becker; LEAL, Telma Ferraz; MORAIS, Artur Gomes de
Interview with researcher Magda Becker Soares about the experience in Lagoa Santa.
A ressignificação na prática de avaliar do professor alfabetizador pautada nos direitos de aprendizagem
(2020) BARROS-MENDES, Adelma das Neves Nunes; SOUZA, Adriana Carvalho; NOGUEIRA, Heloane Baia; GOMES, Rosivaldo
This text presents reflections on the process of resignification of pedagogical practices of teachers participating in the National Pact for Literacy in the Right Age (Pnaic), at the Federal University of Amapá (Unifap). Based on the qualitative approach to research in education, a mapping based on the evidential paradigm was carried out, focusing on evidence in documentary data of training instruments built in training: the reflective diary and the descriptive report. The analysis showed that, under two aspects - incorporation in the teaching practice of a planning of didactic actions/practices aligned with learning rights and a formative assessment based on learning rights -, literacy teachers, then supported by the dimension of classifying evaluation, passed , in the course of continuing education, to be based on another, diagnostic, emancipatory, formative/formative-regulatory.
A UnB e a educação a distância
(1996) TAVARES, Maria Isabel Craveiro; CASTRO, Flavio Gonçalves da Rocha
The University of Brasília (UnB), every day, has been expanding its participation in the field of distance education. The support given to the work carried out at the Center for Open and Continuing Distance Education reinforces the pioneering option made by UnB in 1979 and consolidated, ten years later, with the creation of Cead, with the objective of developing this type of teaching.
Avaliação sob medida para governar o processo de alfabetização
(2020) SPERRHAKE, Renata
Thesis review by MELLO, Darlize Teixeira de. Provinha Brasil (or “Provinha de Leitura”?): another “tailor-made evaluation” in the literacy process and “initial literacy”? 2012. 432 f. Thesis
Base Nacional Comum Curricular, Ciências da Natureza nos anos finais do ensino fundamental e os mitos sobre Ciência, Tecnologia e Sociedade
(2020) ANTUNES JÚNIOR, Estevão Luciano; CAVALCANTI, Cláudio José; OSTERMANN, Fernanda
Taking the STS (Science, Technology and Society) perspective, socio-scientific issues and scientific literacy as counter-hegemonic positions in the area of research in science education, we sought to identify, in the document of the Common National Curriculum Base (BNCC) of the final years of the elementary school, how such critical perspectives are supported and if they are challenged by traditional views that fall into the so-called STS myths: the superiority of the technocratic decision model, the salvationist conception of science and technology, and technological determinism. As a methodological procedure, a mixed method was adopted that relates Bakhtinian metalinguistic analysis and text mining technique. The results indicate that the analyzed curriculum document cannot overcome traditional curricular perspectives, revisiting a discourse that reinforces the STS myths in science education.
Bibliografia comentada sobre a Base Nacional Comum Curricular
(2020) OLIVEIRA, Cecília
Presentation of a set of bibliographical references dealing with the Common National Curriculum Base.
Currículo comum, avaliações externas e qualidade da educação
(2020) FINI, Maria; SANTOS, André Vitor dos
Interview conducted with teacher Maria Inês Fini about curriculum, external evaluations and quality of education.
Currículo Nacional Comum: uma questão de qualidade?
(2020) SANTOS, André Vitor dos; FERREIRA, Marcia
In curriculum policies formulated from the 1990s onwards, improving the quality of education in Brazil has often been associated with the constitution of a national and common curriculum for basic education and for teacher training. It seeks to explore how, historically, the emergence of a certain notion of quality has been associated with performance standards and norms that end up producing who we should be and what we should know, in the subject positions of teachers and students of basic education . The analyzes presented consider the Common National Curriculum Base (BNCC) and the National Curriculum Guidelines for Initial Teacher Training for Basic Education and the Common National Base for Initial Basic Education Teacher Training (BNC-Training) as documents that, in the present time, discursively reorganize certain criteria for education, standardizing practices, knowledge and subjects. In this movement, it is noteworthy how the notion of quality of education is articulated with other statements that come to assume the centrality in the policy of official knowledge, regulating not only the enunciative possibilities about the curriculum, but also the teaching materials, assessments and training of teachers.
Desafios da articulação entre o novo ensino médio e a BNCC: o caso do Distrito Federal
(2020) FERREIRA, Fernando; ABREU, Richard James; LOUZADA-SILVA, Daniel
This experience report deals with the articulation between the BNCC and the Curriculum in Motion at the State Department of Education of the Federal District (SEEDF), between June 2016 and December 2019, succinctly presenting the challenges faced, the articulation between different sectors , the solutions found and the planning to implement the new curriculum as of 2020.
Educação a distância no Rio Grande do Norte
(1996) ANDRADE, Arnon A. M. de
Rio Grande do Norte does not differ much from other states in the Northeast, if we compare it in terms of social indicators. It has the same poor distribution of wealth, a low political participation of the population, an excessively high number of illiterate adults, an even large number of children out of school, a high and resistant rate of dropout and repetition, an undesirable mark of malnutrition and mortality child labor, an aberrant exploitation of child labor and surprising adult unemployment.
Educação a distância usando tecnologia WWW
(1996) SCHIEL, Dietrich; MAGALHÃES, Monica Giacomassi de M.
One of the characteristics of Distance Education is the fact that communication between students and teachers is mediated by some form of technology. The newest technology used in Distance Education is the World Wide Web (WWW), a recent Internet tool.
Educação continuada na escola politécnica da USP: dois momentos
(1996) VIEIRA, Antonio Helio Guerra; NETO, Pedro Luiz de Oliveira Costa
Continuing Education is an engineering tradition, and Escola Politécnica has been offering for a long time, like other schools, opportunities for improvement, recycling and specialization for engineers who have already graduated.
MULTIRIO: o trabalho de atualização em serviço com os professores municipais do Rio de Janeiro
(1996) ASSIS, Regina de
On the eve of the third millennium, the Brazilian educational systems have, finally, Law No. 9,394/96, which defines the Guidelines and Bases for national education, as well as National Curriculum Parameters, with guidelines for the career and remuneration of public teaching, and large investments in Distance Education programs through TV Escola.
O comum e a qualidade nos currículos do ensino e da formação de professores
(2020) GARCIA, Maria Manuela; FERREIRA, Marcia; MARSICO, Juliana
Interview with teacher Maria Manuela Alves Garcia about the common and the quality in the teaching and teacher training curricula.
O desafio contemporâneo da educação a distância
(1996) NEVES, Carmen Moreira de Castro
In mid 1996, the Secretariat for Distance Education (Seed) asked Inep to make an edition of Em Aberto especially dedicated to Distance Education, its history and perspectives. Because?
O projeto de educação a distância da universidade federal de Mato Grosso: aspectos definidores de sua identidade
(1996) ALONSO, Katia Morosov; NEDER, Maria Lucia Cavalli
The work related to the development of a specific Distance Education project at the Federal University of Mato Grosso (UFMT) was based on the discussions and definitions of the Education and Research Policy of the Education Institute at the time of its creation in 1992. It is important to emphasize that the constitution of the Institute of Education (IE) was an extremely important factor for the consolidation of lines of work already glimpsed in the existence of the "old" Department of Education. The fact is that with the constitution of the IE, it was possible to implement a series of work fronts, all however based on some decisions that allowed for the establishment of a certain unity in their development.
O que pensam os orientadores de estudo sobre o processo formativo proporcionado pelo Pacto Nacional pela Alfabetização na Idade Certa?
(2020) CARDOSO, Cancionila Janzkovski; CARDOSO, André Luís Janzkovski
The aim of this text is to explore the perceptions of study supervisors, representatives of municipal and state education networks from 141 municipalities in the state of Mato Grosso, Brazil, about contributions, impacts and changes in their pedagogical practices, after having participated in the National Pact for Literacy in the Right Age (Pnaic), from 2013 to 2015. The research takes place at the confluence of three important fields of educational knowledge: educational policy, teacher training and literacy. Data were obtained from surveys carried out annually, totaling 809 responses. The results were systematized into six categories that showed favorable perceptions of study advisors in relation to the continuing education of literacy teachers, highlighting aspects concerning contributions, impacts and changes in pedagogical practices, allied to training principles, objectives and the continuing education process carried out by Pnaic.
Panorama internacional da educação a distância
(1996) SOUSA, Eda
Although the growth and development of distance education in the world has taken place mainly in the last two decades, it was only after 1990 that it had a great boost. It was the emergence of mega-universities, generally following the model of the Open University of the United Kingdom, created in 1969, which suddenly called the attention of governments around the world to the importance of distance education as a solution to facing the great social pressure for greater access to higher education. And when the Internet invaded the economy, making business transactions from one country to another almost instantaneous, its impact was felt in universities around the world. Terms such as "e-mail", "hypertext", "World Wide-Web", "CD-ROM", "superhighway", "interactive television", "browse" and others became part of the language of teachers and students.
Relatório do “National Reading Panel” dos EUA (2000)
(2020) MORAIS, Artur Gomes de
NATIONAL READING PANEL (NRP) Review. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction – reports of the subgroups. Washington, D.C.: U.S. Department of Health and Human Services, National Institute of Child Health and Human Development, 2000. Available at: https://www.nichd.nih.gov/publications/pubs/nrp/smallbook. Access in: Apr 26 2020.

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