ETD – Educação Temática Digital

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/36

A ETD – Educação Temática Digital é uma publicação eletrônica multidisciplinar, que se dedica à publicação de artigos da comunidade científica nacional e internacional que investiguem questões de interesse do campo educacional e áreas afins, tendo como objetivo a contribuição para a formação do pesquisador da área de Educação por meio da divulgação e disseminação de pesquisas e estudos realizados por educadores, vinculados a instituições nacionais e estrangeiras. Apesar da revista possuir em seu título a palavra "digital", isso não quer dizer que ela só publica em suas seções trabalhos vinculados a área da "Tecnologia Educacional". O propósito da revista é possuir um escopo Multidisciplinar atendendo todas as área que permeiam a Educação. Por essa, razão ela é Temática e funciona somente no ambiente "digital" (tipo de suporte), que pode ser traduzido para "eletrônico" ou "on-line", ou seja, é exclusivamente digital e praticante do acesso aberto.

Descrição

Mantenedor: UNICAMP

Tipo: IESE

Região: Sudeste

Cidade: Campinas/SP

ISSN: 1676-2592

Qualis: A1

Periodicidade: Trimestral

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Agora exibindo 1 - 20 de 119

A cultura da liberdade de criação e o cerceamento tecnológico e normativo: potencialidades para a autoria na educação
(2016) VELOSO, Maristela Midlej Silva de Araujo; BONILLA, Maria Helena Silveira; PRETTO, Nelson De Luca
The paper discusses the processes that hinge around access to knowledge and common basic infrastructure, which involve the whole chain of production of such goods. There are three layers: the physical, logic and content layer. It is thought that digital technology and the abundance of information available in cyberspace are increasingly expanding authoring possibilities for teachers and students in schools (elementary to higher education). However, without common access and infrastructure, which indispensable for the implementation of authorship in education, this is impossible. We consider that the production of content in the context of cyberculture is conditioned by the technological infrastructure and the use, exchange and means of knowledge creation. Finally, from the theoretical framework used in our approach and based on our investigations and experiences in schools and at the university, we conclude that the culture of collective and collaborative production of texts, images and sounds can only be achieved if the right and the freedom to experience the intangible assets produced by mankind are available and accessible to everyone.
A ecologia na televisão: o que se espera da TV pública?
(2012) BRUZZO, Cristina; GUIDO, Lúcia Estevinho
This paper intends to present a contribution to the discussion on the responsibility of public television in environmental education. Therefore it examines the Echo Reporter show, investigating the regularities and conventions present in the approach to the ecological theme. Based on media critics and authors concerned with the political aspects of environmental discourse, as Leff and Latour, we seek to rethink the educational function of public television in the country in relation to the environment.
A educação e a questão do método: um debate sobre tékhne e élenkhos
(2018) FARINON, Mauricio João
This article investigates a methodological problem present in the educational context: a tension between instrumental-productive procedure fixation or a dialogical attitude in which occur the examination, constitution or reconstitution of epistemic, existential and ethic-moral aspects that are the basis of the human actions. It is text with theoretical basis in philosophic perspective with the objective of reflecting on the presence of the tekhne in education and the need to constitute the pedagogical elenchus. On the bases of the defended argument is the conception that the tekhne while productive knowledge is not sufficient to meet the ethic-formative challenge, being necessary a methodological approach with dialogue and self-examination characteristics. These criteria are elenchus’ own, the Socratic-Platonic dialogical method, which refers to communicative environment, condition to self-formation and impulse of life. The principal challenge in the constitution of the pedagogical elenchus are pointed by criteria of liberty, alterity, interdisciplinary and thought as mode of behavior.
A educação musical no conservatorio de musica do estado de Sergipe: abordagem socio-política, historica e metodologica do projeto pedagogico de ensino
(2007) Marcos Santos Moreira
This article intends to make a boarding the process of education of the Conservatory of Music of the State of Sergipe in relation the offered admission, courses and its partner-educative contribution, in the process of didactic development, the pedagogica
A escrita de surdos em ambiente internacional de aprendizagem mediado pela LIBRAS
(2018) ALMEIDA, Djair Lázaro de; LACERDA, Cristina Broglia Feitosa de
This present article intends to reflect on the discursive practices that focused on the process of writing in Portuguese as a second language, undertaken by deaf individuals, in interactive contexts of workshops. For that, a work of collective rewriting of an adventure story was made, based on interdiscursive interactions between sign language and written Portuguese. Investigating the interaction, between deaf participants and listening educators, as an element that characterized the writing process, we analyzed the ways in which the different discursive practices were constituted in a learning environment. At the beginning of the workshops, the listening educator organizes and directs the interactions promoting the development of the expressive skills of the deaf participants, provoking an environment conducive to learning. As mediators in the construction of knowledge, listening educators assume less responsibility in relation to writing, encouraging deaf subjects to increasingly occupy the discursive space. The character of these interactions generates situations favorable to the autonomy of the deaf participants. What was observed in the action recorded was the established displacements: from the educator, as a total support, to the trust deposited in the deaf peers who support themselves towards the protagonism in the production of written language. It should be emphasized that discursive practices and formations in the workshops, aimed at developing the mechanisms of production and understanding of discourses, were materialized through sign language as the basis for written registration.
A escrita sociográfica como didática transcriadora e produtora de presença
(2015) ADÓ, Máximo Daniel Lamela; CORAZZA, Sandra Mara
This paper presents some aspects of Georges Perec’s works in order to discern a sociographic writing that functions as a didactics that both transcreates daily life and produces presence – a presence produced by a way of operating in writing with the purpose of recreating atmospheres and states of mind consisting of class elements that have been scarcely developed, i.e. the relationship with their flowing materialities. It also seeks for guidance from Perec’s sociographic writing to enable the reading of the meeting of teachers and students with other surrounding matters that also affect their intellects. It is about developing procedures for a transcreating didactics of daily life by appropriation of literary writing as thought.
A estética negra de zózimo bulbul em cena: novas possibilidades para pensar cinema, currículo e formação de professores
(2017) ROSA, Fábio José Paz da; FRESQUET, Adriana Mabel
This essay analyzes the black cinematography of Zózimo Bulbul as a possibility of Ethno-racial Education in Teacher Education. For this, the present work, in a first moment, briefly contextualizes the educational and artistic trajectory of this filmmaker with the intention to understand his thought and to verify how, in the future, he would was be evidenced through the cinema. In a second moment, the questions about the cinema of Bulbul, curriculum and blackness in a multi and intercultural perspective in the formation of teachers. Finally, such themes are interrelated when is proposed a film analysis of Alma in the Eye(1974), the first short film produced by Zózimo, in which knowledge and knowledge are produced between reality and fiction, between estrangement and emancipation of spectator subjects.
A invasão das Tecnologias de Informação e Comunicação nas escolas e o diálogo necessário
(2016) SIQUEIRA, Graziele Cancio; FONTOURA, Helena Amaral da
This article is based on a Masters research in education that engages teachers graduates of biological sciences from a university located in the state of Rio de Janeiro while subject mediators among youth, cultural demands and school structure, having as the influence of information and communication technologies (ICT) in their formative processes and pedagogical practices. There are the highlight here the importance of world of educating (FREIRE, 2014), that unfolds from the sociocultural context in which this falls, with emphasis on the urgency of the dialogue that line these elements aiming at understanding the invasion of ICT in schools, either by direct route through the resources they employ, or indirect, depending on the logic that your globalization produces by changing languages and relational modes, building other paradigms. It discusses also the auto protective posture of the institution and its imperviousness to external factors conveyed by his human material, which awakens again the need for dialogue to the understanding of these other forms of interaction.
A judicialização da escola: o papel dos conselhos tutelares na mediação dos conflitos
(2018) ESTEVES, Pâmela Suélli da Motta
The many facets of violence that, enter the various educational institutions, invade the everyday of teachers and has been promoting destabilization among the many conceptions of teaching and learning. The various forms of school violence ranging from interpersonal conflicts, physical and psychic aggression, indiscipline and the episodes of massacre challenge the daily life of the entire school community, inciting the construction of "other practices" that take into account a critical look at the specific school’s culture. Thus, the current context of Brazilian education places the urgent task of thinking about the relations between a school’s culture marked by violence and the increasing judicialization of school relations. It is a matter of discussing the conflicts that lead us to the insertion of the legal system at the school as an institution that judges the conceptions of justice that must be legitimized. From these thoughts the article is divided into three linked parts. The first part comprises the singularities of school violence. The second part empirically investigates the role of the school in cases of conflict judicialization and suggests strategies / alternatives for understanding / solving school violence that minimize the search for the judiciary. Finally, the third and final part presents a conception of restorative justice as an alternative to the judicialization and construction of a more just school. The main defense of this article consists in the understanding that the judicialization of the school not only weakens the school autonomy, but allows a legal culture not sensitive to the situations experienced in the school to determine the paths to be followed.
A mathematical tool kit for generative justice
(2017) EGLASH, Ron; BENNETT, Audrey; DRAZAN, John; LACHNEY, Michael; BABBITT, William
How can mathematics best contribute to social justice and sustainability? Distributive justice addresses poverty and related problems from the top down: by moving extracted value from private to state ownership. But,the history of bureaucratic socialism, from the pollution in the USSR to food shortages in Venezuela, shows just as many problems as capitalism. Generative justice, in contrast, works from the bottom up: replacing value extraction and alienation with value circulation. These generative cycles include unalienated labor, such as that we find in makerspaces and open source; unalienated ecological value such as organic farming, and unalienated expressive value such as sexual diversity, liberated arts, and other polysemic freedoms. This essay will review 3 aspects of ethnosciences (ethnomathematics, ethnocomputing and related disciplines) in relation to generative justice. In the case of indigenous knowledge systems, there is a danger of alienation of value as concepts are translate dinto models, and further abstracted into classroom curricula. In the case of vernacular knowledge systems, colonization by commercial interests has already occurred, and the challenge is to develop a decolonized alternative. Finally, in the case of school-community relations, a full generative cycle can incorporate economic, health and environmental flows of value by leveraging these generative STEM approaches. This essay will provide both theory and some initial results of this generative STEMapproach to a more just and sustainable world.
A mediação comunitária colaborativa: novas perspectivas para educação em museus
(2018) VASCONCELLOS, Camilo de Mello; SILVA, Maurício André da
In the last decades, museums have adopted new agendas and guidelines, especially in the dialogue with their surrounding sand different public. In this sense, portions of society in contexts of social vulnerability have been gaining ground within institutions, redefining their goals, planning and priorities. This article reflects on the educational work developed by the Museum of Archeology and Ethnology of the University of São Paulo with a group of children from the São Remo community (a “favela”* with 12,000 in habitants, neighbor to the University) through collaborative community mediation. Since 2014, new actions have been carried out aiming, on the one hand, to reduce the symbolic and real distances between the Museuma nd its immediate neighborhood and, on the other hand, to amplify the social, political and educational role of the institution.
A tirania do visível e suas imaginações geográficas: sobre um arquivo cinematográfico na escola
(2021) CHAVES, Ana Paula Nunes; POLICASTRO, Camila Benatti
The requirement to display at least two hours a month of Brazilian films at school has brought up the discussion about how (and if) cinema has been used in schools. In 2016, research professors from the International Image, Geography and Education Research Network proposed a survey common to all the Network's centers (Brazil, Argentina and Colombia), through a basic questionnaire, in order to find out how Geography teachers were appropriating this new possibility in education. Which motivations lead teachers to show films in class? Which films are these and which geographical content are being raised? To understand the possible answers to these questions, we investigated the responses of 136 Brazilian teachers. Firstly, we consider the power of images and the reflections about them in geographic education, as well as working with a theoretical framework that is capable of thinking about the visibility regime that involves the presentation of films as a didactic resource or as an object of cultural expansion of students. Second, when dealing with the results of the research, we problematize the motivations for cinema at school, showing recurrences of themes, contents and films cited by the teachers, questioning the role of some spaces. In this sense, we observe how the films have the power to mark the geographic and cultural imagery of the students and, from there, we pay attention to the need to discuss the films presented, showing them as one of the points of view of reality, but not the only.
A ubiquidade dos games no ensino da matemática
(2019) VALLETTA, Débora; BASSO, Marcus
Mobile technologies have brought about changes in the behavior and habits of children, young people and adults. These changes also happen due to the context of ubiquity. This work deals with a qualitative research of exploratory nature, developed from a case study in a private school in the south of Brazil that uses mobile technologies [tablets] in their pedagogical activities. This article discusses about the game and its playful role in learning from a historical perspective, as well as the objectives of the educational activities, which were supported by the technological didactic resources, the Apps, and which were listed to aid the students in their learning development. Finally, this article also deals with the tessituras of some of the games of Mathematics that were used between 2014 and 2015 and, the organization of the artifacts in the spaces of the school.
Alfabetização científica voltada à formação cidadã: análise de uma intervenção didática nos anos iniciais
(2020) ROSA, Cleci Teresinha Werner da; LANGARO, Raquel
The research starts from the necessity to implement and analyze didactic proposals that favor the scientific literacy the initial years. With this perception, and accompanied by the understanding that teaching science is associated with seeking answers to the problems present in the near or remote surroundings of students, the question that guides research is formulated: what characteristics associated with scientific literacy are benefited by pedagogical practices based on by the search for a solution to problems experienced by the students? In order to respond to this questioning, we search for the support of the methodological proposal based on named Three Pedagogical Moments, taking as a point of reference the understanding of scientific literacy in the Lorenzetti (2000). The objective to evaluate a didactic sequence of their contributions to the process of scientific literacy. The research takes as presupposition the qualitative and participatory approach, involving the production of data from the teacher/researcher's records in the form of logbook, the collection of the materials elaborated by the students and the audio and video recording of one of the activities executed - television news. The results indicate that the didactic sequence was favorable to scientific literacy specifically in relation to the use of vocabulary enriched with scientific terms and concepts, to identify this knowledge in everyday situations, to identify that there are myths and beliefs in most of the knowledge acquired in the experiential world, about the conscious role that each subject must exercise in society and their critical responsibility.
Aplicações interativas como potencializadoras de múltiplas inteligências
(2016) SANTOS, Raquel Alves; BRENNAND, Edna Gusmão de Góes; SOARES, Ismênia Mangueira
This research aims to build a conceptual model to the production of digital content based on the Theory of Multiple Intelligences Gardner - TIM. This model is related to the production of teaching materials with prototype hypermedia application for Interactive Digital Television - iDTV with potential to activate five minds that will be necessary to the future managers. The usage of an authoring tool called MARKER validated the conceptual model and proved that it has good applicability, since the produced interactive applications may enable managers to operate their multiple intelligences and search different paths for learning. The association resources such as iDTV and interactive educational content in education fosters the emergence of a media tool able to leverage the construction of guided education strategies that produce techniques and practices that can promote the acquisition of knowledge.
Aprender a aprender: propostas de intervenção em estrategias de aprendizagem
(2007) BORUCHOVITCH, Evely
The lack of national intervention proposals and instructional materials regarding learning strategies for school years is acknowledged by research. In line with that, the purpose of this paper is to describe and analyze carried out and ongoing national in
Aprender ciencias a través de la arqueología prehistórica: una experiencia didáctica con kits educativos en el museo
(2018) SANTACANA MESTRE, Joan; LLONCH MOLINA, Nayra; MARTÍN PIÑOL, Carolina
This article deals with the teaching of prehistoric archeology both at school and in a museum setting. It considers how history, physics or chemistry follow different reasoning systems; the one called “informal reasoning” applies to history, whereas formal reasoning relates to the latter two disciplines. Because of its origin, archaeology uses both reasoning systems; and for this reason it is a rich discipline in terms of methodological procedures, which turns it into a powerful educational tool.Based on this evidence, the article explores how teenagers can be introduced to the study of different sciences-from mathematics, natural science or physics to chemistry-by implementing those methods used in archaeology.Finally, the article presents and discusses a teaching and learning experience carried out in a museum, where a project based on the above explained assumptions has been assessed. The teaching-learning materials used in the Project, which were designed as portable kits (specifically 11 kits called LabCase), are presented, and LabCase kit experimentation with over 469 secondary education students is explained. More concretely, this research analyses the results of the four kits which were subjected to experimentation by a larger group of students.
Aprendizagem em arte e celulares: olhares pessoal e técnico mediados pela experiência interativa com fotografia digital
(2020) SILVA, Tácia Graciele de Albuquerque; PINTO, Anamelea de Campos
This work has as its theme the forms of personal and technical interaction that were constituted in the learning in Art with the use of mobile devices. Looking to answer the following problem: What interactions are formed in learning in Art with mobile devices? In order to constitute this study, the notions of interaction and experience were articulated according to John Dewey applied in the triangular approach in the teaching of Art conceived by Ana Mae Barbosa. This article is a cross-section of a research that was done in partnership with a teacher-mediator of Art in a State School, through an intervention research with 42 adolescents and young people between 15 and 20 years. During the research, interventions (4 photographic challenges) were carried out to improve technical-aesthetic perception in Art, and the photographs of authorship of these young people were organized in an exhibition, involving the whole school community. Data were collected with the field diary instruments, questionnaires, interviews and focus groups besides the audiovisual and photographic record. We perform the categorial analysis focusing on the interaction during the learning in Art / Education. As results, we obtain a large imaging scope produced by the participants about their realities and the school itself, besides a methodological trail that can help in the use of these technologies to other professionals. But in focus, we elucidate the potential of artistic creation with mobile devices, the perception of a sensitivity in the aesthetic look when producing photos and the group collaboration.
Artes de si no magistério: o Dândi educador
(2019) ZORDAN, Paola Basso Menna Barreto Gomes; HOFFMANN, Ana Cleia Christovam
This article thinks teaching, fashion and art in new ways of reinventing itself in the magisterial life. For this, it takes the dandyism and the practices developed in the nineteenth century as a trigger to treat educational practice as an affirmative exercise of life, just as the aesthetics of existence in Michel Foucault. From this, it manufactures a set of practices, in which other ways of thinking art can operate, as a field of an expanded knowledge about itself. Each procedure is also a multiplicity and understands that its processes and achievements in education are immanent to life and happen together with it. In this way, the dandy educator, through his art, operates by repetition. In repeating, he observes his procedures in order to produce singularities and constitute his way of being a teacher.
As novas tecnologias de informação e comunicação no contexto educacional das políticas públicas: possibilidades de luta e resistência.
(2019) FRANÇA, Fabiane Freire; COSTA, Maria Luisa Furlan; SANTOS, Renata Oliveira dos
The present article has the aim to understand how the use of DICTs, which are used in basic education and, mainly in higher education level,they can be combat and resistance tools to the setbacks and politics that attack the Brazilian public educational system. We present a theoretical discussion about the use of technologies in education as a form of resistance. The concepts of education, new technologies and teachers’ education are presented as the stage of struggles and negotiations for the approval of certain policies, based on the current law named Guidelines and Bases of Education 9.394/96, on the BNCC - 2014. Faced with this new scenario consolidated through technologies, we make this follow question: How can we use DICTs to resist this often attacks against public education and spreader scenario of fake news that have arisen into a society with lots of information circulating around the world? We defend twice possible to rethink this picture: Investment in public policies and actions focused on teachers education and the use of new technologies in teaching; Teacher mediation with the use of new technologies for absorption and control of scientific knowledge, it has the aim to distinguish the scientific knowledgen. We believe, through education and the critical use of new technologies, its possible to contribute critically with data and information disseminated by the digital media. Therefore, we consider that it is through education that we can resist and fight for a free and quality public education.

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