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 educação a distância e o meio ambiente emergente de aprendizagem(1996) MILLER, Gary E."It's no longer uncommon to hear from people about how technology will cause a revolution in education." Thomas Edison made such a statement about the film industry at the beginning of this century. With the century now drawing to a close, we can see that cinema has had a significant impact on many aspects of our daily lives. However, the great impact of this resonated only on how we conduct conventional education. The same can be said about many other technologies - from radio to cable television to satellite. All found a home - albeit an uncomfortable one - within the educational paradigm we inherited from our medieval ancestors. One might even argue that these technologies revolutionized our society, but they didn't revolutionize our educational institutions.
- ItemA escola do futuro-USP e a capacitação de professores em projetos telemáticos(1996) CORTELAZZO, Iolanda B. C.The Teaching of Humanities via Telematics at Escola do Futuro-USP, under the coordination of this researcher, carried out a project to prepare teachers for the management of telematic projects, putting their students in contact with schools in other cities in Brazil and in other countries through international network (Internet). This management makes the professors responsible for the development of the project and for the involvement of students in research and communication activities.
- ItemAlfabetização e sua avaliação no Brasil: um balanço crítico a partir de diferentes pesquisas(2020) MORAIS, Artur Gomes de; LEAL, Telma FerrazAs in other countries, we are witnessing, in the field of literacy, in Brazil, a clash between different theoretical-methodological perspectives that seek to influence public policies, when the theme is “how to teach literacy”. In the 1980s and 1990s, the theory of psychogenesis of writing gained a certain hegemony, in our academic circles and in curricular proposals, such as the National Curriculum Parameters (PCN), for example. Approaches that brought as a novelty an expansion and diversification of reading practices and text production experienced with literacy students were also increasing, as a result of the dissemination of the concept of literacy and the defense of the perspective of “literate literacy”. However, several studies have attested to the permanence, in classrooms, of the use of traditional literacy methods, especially the syllabic ones. In the last two decades, there has also been pressure from groups of researchers and businessmen for studies on phonemic awareness to be the main theoretical reference in public policy proposals and for the phonic method to be instituted as a solution, in the eternal search for more efficient literacy teaching in our educational networks.
- ItemBibliografia comentada sobre avaliação na alfabetização(2020) GOMES, RosivaldoPresentation of a set of bibliographical references dealing with literacy assessment.
- ItemBNCC: múltiplas posições e olhares para pensar a qualidade da educação e a autonomia docente(2020) SANTOS, André Vitor dos; FERREIRA, MarciaIn 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.
- ItemBreve histórico do processo de elaboração da Base Nacional Comum Curricular no Brasil(2020) CASTRO, Maria Helena deAt the turn of the 21st century, at an international level, a new paradigm of pedagogical and curricular organization emerged, in which evaluation processes are the essential management tool. Since 1995, Brazil has been building the Basic Education Assessment System (Saeb), and the 1997 National Curriculum Parameters provided guidance on the contents and results of basic education. In 1998, the National Curriculum Guidelines were instituted which, despite being mandatory, did not impact teaching in schools. In 2007, the application of the Saeb/Prova Brasil census and the creation of the Basic Education Development Index (Ideb) led to performance rankings among schools. As there are no common base curricula, assessments have become a reference for education systems. In 2014, the National Education Plan (PNE 2014-2024) converted the Common National Curriculum Base (BNCC) into a strategy to achieve its goals. After debates and public consultations, the BNCC regarding early childhood education and elementary education was approved in 2017 and the part of secondary education, in 2018.
- ItemEducação a distância na América Latina : o desafio da criação de uma tecnologia de esperança(1996) JOHNSON, Henry C.If we look at distance education in its Latin American setting today, we cannot avoid seeing dramatic changes, remarkable developments and unimaginable opportunities. The purpose of this article is not only to come to an understanding of what is happening in an important area of the world we share, but also to use that understanding to help us create a future not just for distance education, but for our own. world. As with all challenges, there are also risks; but the risks need not always be negative. They can also be seen as unseen possibilities or simply unmet challenges. Next, we will review the situation, examine the challenges seen as if we were facing a particular partner in this important endeavor, and finally assess the issues that accompany these challenges.
- ItemEducação a distância no SENAI-SP : um pouco das reflexões ao longo da história(1996) FERNANDEZ, Consuelo Guerra; DEPRESBITERIS, LeaDistance education in Senai-SP? How can a professional training institution promote, at a distance, the learning of its students? Can you learn to deal with machines and equipment via television? Via printed material? What is the best means or means for technical and technological issues in the areas served by Senai-SP? And the affective dimension of the student? What about training for citizenship? These and other burning issues have permeated distance education actions at the National Service for Industrial Learning/São Paulo Regional Department (Senai-SP) since the 70s, when the institution developed its first course in this modality.
- ItemJones education company(1996) HOLDGATE, AndyJones Education (JEC) has been involved in distance education since 1987, for nearly ten years. Our venture is the brainchild of cable telecommunications entrepreneur Glenn R. Jones, president and managing director of Jones Intercable, one of the top ten cable telecommunications companies in the United States. Glenn Jones describes today's communications tools as "mind-extension" technologies, in that they extend the reach of information from a school, library, or other source to the final destination of all knowledge, the human mind.
- ItemO nacional e o comum no ensino médio: autonomia docente na organização do trabalho pedagógico(2020) SILVA, FranciscoThere are at least two conditions imminent in the moments of materialization of the Common National Curriculum Base with regard to the autonomy of secondary school teachers in the organization of pedagogical work: 1) adhesion of educational institutions to the concept of “common” taken as synonymous with national ; 2) expropriation of the intellectual autonomy of education professionals in the curriculum selection processes, aiming at large-scale assessments. This is a review article, so the contributions of the theorists closest to the critical theories of education and the curricular field are taken as a central basis. Preliminarily, the following considerations are presented: no matter how democratic the Base proposal seems, there is a risk of fetishizing the teaching processes based solely on the acquisition of skills and competences. In addition, if there is a predominance of evaluative descriptors of general scope to the detriment of regional themes and contents, the space destined for these may disappear.
- ItemO paradigma educacional emergente: implicações na formação do professor e nas práticas pedagógicas(1996) MORAES, Maria CandidaAfter more than twenty years participating in public policy planning and coordination processes in the area of educational technologies, involving related actions from the beginnings of programmed instruction to educational computing that is on the agenda of our daily life, including use of educational television and radio, we realize that most of the problems currently existing in the educational area persist for several decades.
- ItemO uso das novas tecnologias na educação a distância e a aprendizagem construtiva(1996) JONASSEN, DavidDistance education programs necessarily use technologies to supplant or replace live, face-to-face instruction. If technologies facilitate the transmission of instructions, they will not change their nature without fundamental changes in the conceptions and methods of teaching and learning. Although many people perceive the use of technologies to be implicitly innovative, the use of technology in distance learning has often repeated the most ineffective methods of live, face-to-face instruction (Turoff, 1995). When interactive technologies are used to deliver lectures to students in remote locations with limited or non-existent interaction potentials, no innovation is presented. Technologies should preferably be used to provide students with the opportunity to interact and work together on significant problems and projects, and join communities of students and professionals (Selfe, 1988; Bales, 1990; Seaton, 1993; Nalley, 1995) . Technology must extend the best of classroom practices to distant locations, rather than reproducing the worst (Burge, 1993).
- ItemReflexiones acerca del uso reciente de la educación a distancia en la latinoamérica(1996) VILLARROEL, ArmandoDistance Education, even though it could be considered by itself as a technological innovation that makes it possible to dispense with face-to-face contact in its practice, makes use of various communication techniques, which, in turn, determine its possibilities and radius of action. Since communication techniques, and especially telecommunications, are currently in a permanent process of development, the ways in which these advances are adopted, or adapted, will necessarily affect the possibilities offered by this educational modality.
- ItemReflexões sobre especificidades didático-pedagógicas dos itens de leitura da avaliação da alfabetização no Brasil(2020) ROCHA, Gladys; FONTES-MARTINS, Raquel Márcia; MIRANDA, Vanessa Regina EleutérioDuas avaliações externas em alfabetização foram analisadas no contexto da sua implementação e, principalmente, refletindo sobre seus percursos e especificidades didático-pedagógicas: o Programa de Avaliação da Alfabetização do Estado de Minas Gerais (Proalfa) e a Provinha Brasil. Realizou-se uma pesquisa bibliográfica, bem como um levantamento e uma análise de dados dessas avaliações, que permitiram considerar diferentes estratégias na elaboração, aplicação e análise dos itens destinados a avaliar a alfabetização. Há dois tipos de itens: os de modelo único, totalmente lidos pelos alunos, e os de modelo híbrido, parcial ou totalmente lidos pelo aplicador. Os itens de modelo híbrido contribuem para captar informação de estudantes leitores e também de não leitores, o que reflete na identificação de diferentes perfis de aprendizado na alfabetização. Concluiu-se que os modos de construção dos itens fundamentam-se em uma concepção de alfabetização e letramento, conceito que influencia tanto na sua elaboração quanto na seleção para os testes.