Educação & Formação

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/23

A revista Educação & Formação, vinculada aos Programas de Pós-graduação em Educação da Universidade Estadual do Ceará, tem periodicidade quadrimestral e publica artigos originais na área de Educação. Publica artigos inéditos oriundos de resultados de pesquisa acadêmica, revisões sistemáticas de literatura, resenhas e documentos fora de catálogos. Objetiva a difusão, o intercâmbio e os debates no campo educacional, prioritariamente, nos temas “Educação” e “Formação de professores”. Educação & Formação é editada em português, em versão on line, e recebe submissões, em fluxo contínuo, nos idiomas português, inglês, espanhol e francês.

Descrição

Mantenedor: UECE

Tipo: IESE

Região: Nordeste

Cidade: Fortaleza | CE

ISSN: 2448-3583

Qualis: B1

Periodicidade: Publicação Contínua

Tít. abrev.: Educ. Form.

E-mail: lia.fialho@uece.br

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Agora exibindo 1 - 20 de 152

A abordagem da ação crítica e a epistemologia da práxis pedagógica
(2018) GENÚ, Marta Soares
The action of teaching has, historically, the attention of educators and researchers of pedagogical approaches, focused on the process of teaching and learning. To Analyze this process for human formation, to beyond the mechanization of learning, requires starting to the cultural knowledge and systematized knowledge. This study aims to show a pedagogical systematization as a theoretical and practical possibility to be adopted by the teacher. Theoretically, it is based in the concept of dialogue and criticaltheory, it proposes an approach to the action of teaching and learning in the critical-reflective perspective. It deals with the theoretical production about the subject and the teaching experiences with the methodological procedure of field diary and collection of material about the interventional praxis in educational environments. It outlines the approach called Critical Action Approach. It concludes that it is the epistemological appropriation by the teacher that promotes the action of teaching-learning, rather than the mastery of pedagogical techniques.
A califasia e a formação de professores na escola normal de São Paulo
(2019) FREITAS,Anamaria Gonçalves Bueno de
In context of implementing the “Escola Nova” in São Paulo and the new demands for the professors’ training, Francisco Silveira Bueno (1898-1989) was approved in a contest for selecting professors at “Escola Normal”, in 1929, to teach Portuguese and Califasia. The concern with the art of expressive diction in interpretation of texts caused the professor to dedicate himself to the production of a specific manual for teaching Califasia. The goal of this study is to analyse the legislation for the period and the manual in order to comprehend the contributions of the author and the discipline for future professors. The research is based on presumed theory and on cultural history, and is related to the production of the history of school subjects. It addresses issues related to the educationalist, representations and appropriations of contents and knowledge to exercise teaching in the context of the first decades of the twentieth century.
A construção social da Educação & Formação primária e superior e da formação de professores/as no brasil, em Portugal e na Espanhafinais do século XVIII ao início do XX
(2019) ANANIAS, Mauriceia
The challenge posed to prepare the special section, the dossier, of the journal Educação & Formação led us to write seven articles on the history of education, dealing with the specificities of what, throughout the final years of the 18th century, the 19th century, and the first half of the 20th century, was constituted in the social construction of primary education (today called elementary education), higher education, and teacher training in Brazil, Portugal, and Spain.
A contribuição das metodologias ativas para a prática pedagógica dos professores universitários
(2021) BLASZKO, Caroline Elizabel; CLARO, Ana Lúcia de Araújo; UJIIE, Nájela Tavares
Este trabalho se origina da pesquisa realizada com professores universitários que fazem parte do grupo de pesquisa que investiga os Paradigmas Educacionais e Formação de Professores, vinculado à Linha de Pesquisa: Teoria e Prática Pedagógica na Formação de Professores em um Programa de Pós-Graduação em Educação de uma universidade de grande porte na cidade de Curitiba, Paraná. Objetivou-se compreender a contribuição das metodologias ativas para a prática docente dos professores universitários. A metodologia utilizada pauta-se em uma abordagem qualitativa do tipo estudo de caso,que prima por interpretar, de modo analítico, os dados captados no decurso da pesquisa. A partir das análises dos dados, foi possível verificar que a proposta das metodologias ativas pode se constituir como uma proposta de ensino numa visão complexa ou holística, que possibilita uma aprendizagem significativa para os alunos, protagonistasda construção do conhecimento de forma autônoma, crítica, reflexiva e participativa.
A criança em tribunal: entre os espaços e a participação
(2020) CASTRO, Helga Cláudia
In the Portuguese judicial system, the justice spaces were designed by adults and structured for adults, although they welcome a wide range of recipients. In these, relational dimension and power exercise expression are experienced, but, above all, publicity is disclosed, and privacy is exposed, emotions and conflicts are revealed, competencies are monitored, and weaknesses are scrutinized. Research highlights the existence of children and childhood exclusion moments, the continuity of prejudices reproduction and an endemic culture of non-participation. It is also evidenced that childhood and children’s conceptualizations have repercussions on praxis, since there is an image that associates them with lack of capacity, mirrored in and by their minority. Thus, child's contemporaneity is asserted as a basic premise, both for its presence in the breadth of human life and for the valid and valuable contribution it makes to the composition of its lived worlds.
A Desvinculação das Receitas da União (DRU) e suas implicações para o financiamento da Educação & Formação básica
(2018) MENDES, Priscila Kelly; MOREIRA, Jani Alves da Silva
The text presents a documental analysis on the Unlinking of Union Revenues (UUR) from its creation, in 1994, to the present. It aims to clarify the implications of the UUR for financing basic education in Brazil over its lifetime, as well as to understand their operating mechanisms. In order to give an account for what is proposed, historical assumptions financing for basic education are introduced in Brazil. We emphasized how the financing of education is impacted by the UUR and how this financial withdrawing resource mechanism has contributed or not to the effectiveness of the quality of basic public education in the country. The research was relevant for explaining the mechanisms and maneuvers that result in the reduction of the investment of public resources for basic education.
A filosofia da tecnologia na formação de engenheiros
(2019) LAMAR, Adolfo Ramos; ROACH, Eduardo Francisco Freyre
The technology is rapidly advancing and impacts on the way of approaching the relationship between the human being and the world, the meaning of our lives, the knowledge of reality, and social governance. Hence, as never before, technology has become a subject that not only arises in the different branches of philosophy, but also that a specialized treatment in the confines of what is known as Philosophy of Technology. This matter should be taken seriously by those whohave to do with technological development and its applications, especially engineers, and those involved in their training and education. This paper deals with the introduction of Philosophy of Technology topics in the courses of Engineering in Cuba, considering their social demand, epistemological foundation, as well as the scenarios and strategies of their teaching and learning. As an empirical basis, the curricula and syllabuses of engineering careers were used, and a systematization of the teaching experiences of the authors as professors in engineering courses was carried out. We conclude that the Cuban experience in this matter is related to its educational and social context.
A formação docente e sua relação com a inserção profissionalpolíticas docentes na rede municipal do Rio de Janeiro
(2019) AVELAR, Michele Silva de Avelar; SILVA, Yrlla Ribeiro de Oliveira Carneiro da; NASCIMENTO, Maria das Graças Chagas de Arruda
This article presents some results of a research that aimed at analyzing the actions proposed by the municipal educational system of Rio de Janeiro, from 2012 onwards, related to the professional insertion of teachers and their contribution to the teachingwork at the beginning of the career. In this article our focus is the “Basic Training” course offered during the selection process for new teachers. A questionnaire and interviews were used as methodological resources. Fifty-one teachers, five school principals, and four central level managers were heard. The main results pointed to a hybrid moment and to a movement for changes in the implementation of teacher training procedures aimed at becoming a State policy.
A importância da motivação em uma sala de aula de um centro de educação compensatório
(2018) LEIS, Germán Goday
This research is part of an investigation project carried through the Practicum during the Secondary Education and Baccalaureate Teaching Master in the University of Almería. In this period, from a radical change on the methodology used by the teacher, it is attempted to analyse if there is any motivational change in the students of a second of Baccalaureate classroom under the compensatory education program, starting from some really poor results got by them. Additionally, it also dissects how this change in the methodology is reflected on the marks of the students. The project tries to offer, in such a investigated issue as motivation is, an approach in a very different and not so studied context as the compensatory education program. In this way, some teachers may find some new ways of closing up to their students, who may be positively reinforced.
A Importância de Outros Elementos da Didática da Música
(2018) MUÑOZ, Juan Rafael
The current educational system is making the Didactics of Music not only deal with the question how to teach musical abilities and content, but also, reflect on each and every aspect that usually affects the process of teaching and learning of this subject in the classroom. Together with a careful and adequate selection of the activities and the management of the organizational aspects that are necessary for their development, each and every time it is becoming more important to take human relationships into consideration not only between students, but also between students and the teacher. Within the scope of this field, the treatment of values and emotions present in the musical activities should also be contemplated. Inall this, a special relevance is given to the role of a teacher who is not only holding a complete musical and teaching training but also, at the same time, having high creative capacities and a better control of the human dimension of the teaching process.
A inclusão escolar e o aluno com síndrome de Down as adaptações curriculares e a avaliação da aprendizagem
(2018) SOUSA, Neide Maria Fernandes Rodrigues; NASCIMENTO, Deisiane Aviz
The research has the objective of understanding the perception of the teachers about the inclusion of students with Down Syndrome in relation to curricular adaptations and the evaluation process. A qualitative case-study approach was adopted. Nine teachersof the regular classroom with a Down Syndrome student and one teacher of multifunctional resource roomsparticipated of the research. The research was carried out in a Municipal Primary School of the 6th to the 9th grade. In the results, five teachers indicated to make adaptations of contents and activities, four teachers did not indicate to make adaptations; about the evaluation, four teachers indicated to make adapted tests, three teachers evaluate the everyday activities of the student and two do notdevelop the evaluation. It was concluded which the inclusion on the educational reality is a process with advances and setbacks, needing of a policy with actions more directed to the situations of the school context.
A justiça social por meio das cotas na universidade federal de Rondônia
(2019) ZUIN, Aparecida Luzia Alzira; BASTOS, Eliane
The problem that guided this research was whether Law No. 12.711/2012 (Law of Quotas), as a public policy of affirmative action, is favorable to social justice. In order to trace the profile of the students who joined the Federal University of Rondônia, through the quotas, it took as a documentary basis the academic records of the Institution. The epistemological theoretical support was based on the conceptions of Paulo Freire in his critical dialectical method. Regarding the choice of courses analyzed, Medicine and Law, it was taken into consideration the greater competition in the selective processes of Federal University of Rondônia(2013-2018), pointing out: Medicine, in the first place; Right, second; the tradition of these in the formation of the Brazilian elite class, the status that both courses presuppose to give the graduating class. The results pointed out that quotas today, despite a series of criticisms, oppositions and errors of application, have been the possibility of entering public higher education.
A percepção de professoras cursistas do Parfor sobre as contribuições do Parfor à prática pedagógica
(2021) SCHUETZ, Paulo Pedro; GOMES, Gabriel Vitor Acioly; CARDOSO,Lucila Moraes
O Plano Nacional de Formação de Professores da Educação Básica visa oferecer aos professores acesso ao ensino superior gratuito e de qualidade. Objetivou-se analisar a percepção de professoras cursistas de Pedagogia do referido planona região do Cariri, interior do Ceará,sobre a sua ação docente à luz da epistemologia da prática. Um docente do Plano Nacional de Formação de Professores da Educação Básica solicitou que as professoras cursistas doplanorespondessemaum questionário com perguntas sobre a formação delas para a docência. O questionário foi respondido por 13 docentese posteriormente houve reflexões durante as aulas. A partir de uma análise qualitativa do material, os resultados sugeriram distância entre a formação inicial e as demandas de salade aula e diferentes motivações para o ingresso na docência. Concluiu-se que é preciso discutir sobre as realidades profissionais e sociais para que ocorra aproximação com a epistemologia da prática.
A perspectiva dos estudantes diante da violência que enfraquece as relações intersubjetivas no cotidiano escolar
(2019) ESTEVES, Pâmela Suélli da Motta
Bullying is a specific type of school violence characterized by aggressive attitudes in all forms, practiced intentionally and repeatedly, due to students' difficulty in cohabiting / accepting their own cultural and identity differences that are built and rebuilt in the school environment. Even though we understand bullying as a specific type of school violence, the issue of motivation for bullying continues without rationalizing explanations, so this paper argues that failure to recognize difference is the main motivation for bullying behavior. From this consideration, the text seeks to understand the meaning that students attribute to bullying in the construction of daily school life. In order to do so, we seek to listen to students' narratives about bullying practices, trying to understand how this violence affects their forms of socialization and interferes in the construction of their subjectivities. From the methodological point of view, the text analyzes reports of interviews with high school students of a large state school located in Rio de Janeiro. From the reports, three theoretical perspectives are listed in order to understand the perception about bullying: (1) the pioneering contributions of Dan Olweus (2007); (2) Charles Taylor's (2009) philosophy of recognition; (3) and Hannah Arendt's (1999) arguments about the process of trivializing evil. The interweaving of students' narratives with the concepts of the theoretical reference used pointed us to some findings: students understand bullying as a school violence. But because of the banalization of the term and the marginalization of the problem, most students can not size the severity and effects of bullying. The conflicts that are more likely to turn into bullying are those marked by difference, usually biased and discriminatory attitudes. In addition to the difficulty in recognizing the differences, bullying also comes from a process of naturalization and trivialization of evil.
A poesia como cuidado de si: formação e educação
(2018) RODRIGUES, Elisandro; MARANGON, Márcio Luís; DAMICO, José Geraldo Soares
This paper presents a reflection on the potency of thought and care of the self, aiming to present poetry as an instrument of articulation, articulated with work experiences in classroom teaching. In order to carry out this process, a historical-hermeneutical methodological support has been chosen, with which we aim to dialogue and intertwine authors and pedagogical experiences. Aiming at problematizing this thematic, the text has been divided into three parts. The first one analyzes the role of aesthetics in ancient Greece. The second approaches the care of the self as an alternative to face the consequences of ways of life in contemporary society, and Foucault’s assumptions are fundamental for that purpose. Finally, we attempt to join poetical expression and care of the self by means of practical experiences developed in zones of approximation between basic education and higher education.
A prática como componente curricular na disciplina pesquisa e processos educativos do curso de Pedagogiaum diferencial na relação entre pesquisa, teoria e prática
(2019) BRANDT, Andressa Graziele; HOBOLD, Márcia de Souza
This article discusses the role of Practice as a Curricular Componentin the initial processes of teacher training, whose main objective is to analyze the proposal of the training of the graduates of a course by examining the disciplines of Research and Educational Processes, which consubstantiate the Practice as a Curricular Component. In this qualitative research, the data treatment was based on the content analysis proposed by Bardin (2009), by André (2012, 2017), and by Gatti and Barreto (2009) on the role of research in teacher training, and by the contributions of García (1999, 2009) on professional development. The results indicated that the Practice as a Curricular Component, associated to the learning practices of teaching, having the research as a vertical axis of teacher training, is fundamental for the professional development of the future teachers, becoming an essential element for the development of the research skills contributing to their professional, artistic, scientific and political training.
A prática como lócus de produção de saberes: vozes de professores sobre formação inicial e práticas escolares cotidianas
(2021) Oliveira, Sonia Maria Soares de; ARAÚJO, Fátima Maria Leitão; SILVA, Carlos Diogo Mendonça da
O presente artigo é um excerto de uma pesquisa mais ampla, na qualse investigamos saberes e as práticas de professores da educação básica. A escrita foca a prática docente, entendendo-a como lócus importante de produção e ressignificação de saberes. Analisa-sea complexidade dos saberes da prática professoral e como o cotidiano forja tais saberes. Neste sentido, as reflexões aqui suscitadasvão ao encontro da perspectiva que vê a docência como uma prática profissional situada, sendo o professor um sujeito ativo que ressignifica e intervém nos fazeres de sua profissão. Por meio de depoimentos de professores de História do ensino médio público da cidade de Maranguape, no estado do Ceará, foi possível aferir que o fazer diário do ofício docente constitui lócus de formação incontestável para a definição da identidade profissional docente, revelando as lacunas deixadas pela formação inicial, mostrando, assim, o caráter formador da prática do ato de ensinar.
A prática pedagógica dos professores que lecionam a EJA no município de Ibirataia–BA
(2018) SILVA, Letícia Andrade; SANTOS, Arlete Ramos dos
This article makes a cut of a master's research that aimed to understand the Educational Policy of Youth and Adults (EJA), in the final years of Elementary School, in the municipality of Ibirataia, Bahia (SILVA, 2016). The question of the research was: what are the perceptions of the teachers who teach the EJA modality in the city of Ibirataia, about this educational policy? The data were collected through document analysis, questionnaires and the realization of the Focal Group technique. The methodology had a qualitative approach, based on Bogdan and Biklen (1994) and Minayo (2000). The systematization of the data is justified in the dialectical methodology and the results pointed out contradictions that require several actions and partnerships with organs of other federated entities.
A produção da mulher ideal no filme Ela: Questões sobre gênero e performatividade no cinema
(2018) DARSIE, Camilo; HILLESHEIM, Betina; WEBER, Douglas Luís; ROSA, Rita de Cássia Quadros da
The objective of this study is to problematize the discourses about the profile of the “ideal woman” in the film Her. In the text, the production and reproduction of discourses related to the “ideal woman” profile is problematized, taking as theoretical presuppositions the studies of gender in the poststructuralist perspective and their resonances in the field of Education. For the problematization of the discourses regarding the ideal woman, the Foucaultian tools of discursive analysis were used. It is noteworthy that although the film shows us promises related to the use of technology, as a way to get around solitude is in the meaning of a caring and understanding woman's posture that the plot educates about the “best”way to be a woman. The relevance of the theme focuses on the need to discuss the fixed, inferior and exclusive characteristics that outline ideal femininity, especially in a social and political context in which these discussions run the risk of being silenced.
A reforma da Universidade de Coimbra e a nova ordem dos estudos na transição do antigo regime
(2019) MAGALHÃES, Justino Pereira de
Since the end of the Middle Ages and particularly the Enlightenment cultural and political revolution, the University question became also a State question. The scientific and political revolution that marked the first modernity transition identified a new concept of University, linked to the Enlightenment and the Rationalism as an answer to such crisis and political instance. Giving vent to the scientific revolution and adjusting to public administration modernization, the Coimbra University Pombal Reform is inserted in a historical current of modernization fed and adjusted by the State element. In this context will be presented an overview that includes pedagogic and social aspects of University of Coimbra Pombal and Mariana Reform that marked the relation between the University and the Portuguese societyin the Ancient Regime transition. The reference will be made to the reformed university statute and function in the New Studies State. By the summarized and exploratory nature of this text, secondary sources will be used essentially.

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