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 233

A autoridade docente e a complexa fabricação do comum: tensões e críticas na intervenção das famílias no trabalho dos professores
(2018) GOUVEIA, Luís
With the massificationof schooling, students from socially and culturally more diversified backgrounds carry out longer school trajectories. Sustained in transnational political orientations, these changes also occur in the context of a school institution shaped by the paradigm of school effectiveness. In this new conjuncture, the traditional models in which teachers' authority is exercised are put to the test. In the context of a set of profound political, social and organizational changes that mark the educational system in the last decades, this article intends to explore different critical senses mobilized by teachers regarding the relationship with parents –in which dimensions of the teaching activity this intervention is more likely to happen and the critical judgments are produced by these professionals regarding them.
A constituição do sujeito pedagógico surdo: investimento comunitário na escola
(2012) CAMATTI, Liane; LUNARDI-LAZZARIN, Márcia Lise
With the development of this article, we intend to discuss the constitution of the deaf pedagogic subject from the convergence between community and school for the deaf. It's take a look at the subject object of pedagogy that has its construction also defined by the ways in which the deaf community falls within the school for the deaf. The following study was conducted using as research subjects deaf students and teachers of specific schools for the deaf in the cities of the Caxias do Sul/ RS, Porto Alegre/RS and Santa Maria/RS. To develop this text, was used analytical tools resulting from studies of post-structuralist strand depending on the convenience of this perspective when it sets the objective to understand the processes of production of truth and the constitution of subjects. It was possible to outline four key strategies that illustrate the investment by the community in shaping the political subject through the school: the need to maintain contact with deaf peers; the need for allocation of a geographic and temporal spatiality to the joint community; the intervention at an early age; and the presence of deaf people with successful personal and professional stories working in the school. Through the development of this article, it was possible to realize that the community understands the school as a possibility of maintenance of its operation and principles according to which the subject who is pedagogized in the school learns there to be political and to account for what the community wants.
A construção da noção social de greve: um estudo evolutivo piagetiano
(2020) SARAVALI, Eliane Giachetto; MANO, Amanda de Mattos Pereira; ORIANI, Angélica Pall; GUIMARÃES, Taislene; ROTOLI, Liliane Ubeda Morandi
From the Piagetian studies on social knowledge construction, this article presents the data of a qualitative and quantitative research, whose objective was to investigate the understanding of the strike notion in public and private students, aged between 6 and 21 years. The research with transversal trajectory design consisted of 80 participants, distributed as follows: 20 subjects aged 6 years, 20 subjects aged 11 years, 20 subjects aged 16 years and 20 subjects aged 21 years. Still, for each age group, there was division as to the origin of the school institution, thus, 10 participants were from public institutions and 10, from private institutions. The instrument used was a clinical-critical interview that dealt with the notion of strike. The interviews were analyzed according to the levels of social reality understanding, through the construction of sub-levels, plus analytical statistics of correlation between variables. In general, it was found that students' ideas focused on the sub-level IIa, revealing an understanding of a little elaborate strike notion, based on more personal judgments and apparent aspects. Statistical analysis showed no difference in the answers according to the schools in which the participants were enrolled. Relevant aspects about the construction of social knowledge are discussed.
A construção de saberes em um processo de ensino e de aprendizagem de ciências: uma história para contar
(2016) GUIMARÃES, Mônica Narciso; ARAGÃO, Ana Maria Falcão de
Our goal in research on screen was to demonstrate the knowledge acquired and accumulated along the way in the design A Body under Construction, as well as to capture, through records, interactions and meanings that engendered the construction of this knowledge. The pedagogical activity in question is an excerpt of that project carried out by students of the 8th grade of a public educational institution, the federal level, in Rio de Janeiro, which includes the construction of a human body made within an acetate mold and its history as a character in a fictional narrative. In this article, we bring the pedagogical narrative of a time with one of the group when these students-authors gave life / body to the character Carlos Eduardo. The knowledge built on the experience of this project, mediated by interactions - emerging or intentional - between teacher and students are revealed, especially for an intentional process of reflexivity. New looks and new knowledge could retrieve other forms of dialogue with the multiple realities that come face to face with us in classrooms. Knowledge that the sciences do not yet know.
A construção de uma identidade institucional: políticas educacionais e infância nos projetos pedagógicos do CEMEI do CAIC Prof. Zeferino Vaz
(2015) VALLEZI, Silvia
This article analyzes the multiples appropriations of institutional rules, taking as sources the Pedagogical Projects developed in CEMEI CAIC Prof. Zeferino Vazin the period between 1995 and 2008. Chartier’s ideias motivated the research on the representations and appropriations considering the document’s materiality. The article tries to grasp the ways which professionals gave meaning to their practices, registering and justifying them from the creative use of federal and local rules that permeated the establishment of the institution in Campinas / SP. The analysis of the use of terms adopted to refer the childhood allows to see the theoretical, normative and ideological perception that justified the creation of the documents produced in the school . The ways in which the set of pedagogical projects was formulated, using the choice of constitutive elements of educational policy and conceptions of childhood, approach to common practices and possible ways to observe the construction of culture and institutional identity.
A disciplina de língua brasileira de sinais no ensino superior e a formação de futuros educadores.
(2016) NASCIMENTO, Lilian Cristine Ribeiro; SOFIATO, Cássia Geciauskas
This research takes a qualitative approach to reach its objective of starting a discussion on the development of Brazilian Sign Language (LIBRAS) as a subject, its advances and weak points in the Pedagogy courses, based on the experiences of two Pedagogy professors of two public universities in the state of São Paulo, Brazil. The research took place in the years 2012 and 2013. The methodological tools were questionnaires, besides studying the teaching plans of disciplines and the participants were ten students that were attending the LIBRAS course during the highlighted years. Through this study, it was possible to verify that LIBRAS as a subject has significantly contributed with the educational processof the students, when considering its duration and disposition within the Pedagogy course.
A educação profissional no Brasil: história e política dos Institutos Federais
(2021) BRAZOROTTO, Cintia Magno; VENCO, Selma Borghi
Historically, vocational education was aimed at the poorest sections of the population who, through technical education, aimed to obtain an occupation for entry into the labour market (CUNHA, 2005). However, the trajectory of the federal schools (BANDERA, 2016) and, subsequently, the Federal Institutes indicate the majority presence of students belonging to the middle class. It is in this context that this article is developed by articulating, on the one hand, the educational policy of the Federal Institutes that achieves the democratization of access to technical education; and, on the other hand, through the results of quantitative research, the socioeconomic profile of integrated high school entrants in a campus of the Federal Institute of São Paulo. It is observed that the priority target audience of the policy is not contemplated and, therefore, it follows a different path from that traced out in the early stages of vocational education in Brazil.
A escolarização de jovens privados de liberdade no Centro Socioeducativo Santa Juliana
(2020) AVILAR, Wilkerson Oliveira; ZANELLA, Maria Nilvane
The main concern of this study is to reflect on the socio-educational practices of young people deprived of their liberty, with emphasis on schooling as a means of political emancipation of the subjects responsible for committing offenses. This article aims to analyze the spaces and conditions under which the formal teaching-learning process of adolescents and young interns (provisional and sentenced) occurs at the Santa Juliana Socio-Educational Center, located in Rio Branco, Capital of the State of Acre, in the light of of the parameters of the National System of Socioeducational Care (SINASE) and legislations that deal specifically with the theme. To achieve the proposed objectives we used as a theoretical-methodological resource the documentary research with the detailed analysis of materials already published in the Brazilian and state legislation and the registration of data collected empirically in a field diary. The time frame of data collection is recorded from June to August 2016, through the monitoring of institutional routine and analysis of data provided by the administration of the socio-educational unit that is performed by the Socio-educational Institute (ISE). The analysis allowed the researchers to conclude that the structural and overcrowded conditions made it impossible, during the analyzed period, to guarantee schooling for all inmates, contributing to the precariousness of socio-educational care and the diagnosis of the violation of fundamental rights established by the Statute of the Child and the Child. Teenager
A escrita autoral de mulheres professoras
(2019) DINIZ, Margareth; GOULART, Natália
This article deals with female writing in teacher education. When we focus on teacher education, it is inexorable to look at the life histories of teacher-women, since we work for teacher training involved, considering the relationship between feminized and female teaching. As a research method we use the research / intervention through workshops, analyzing the narratives of life of female teachers in relation to writing and we ask ourselves: What does the writing of female teachers? What body and stories will enroll in the experience / invention with the writing of women-teachers? What relationship is established between the construction of gender and female writing? When talking about a feminine writing, a writing that coexists with the knowledge of the lack, something new can be reinvented, then it is in this indecipherable place that the feminine writing unbalances the paradigm, the center. As a result of the research / intervention it is possible to say that the knowledge of emptiness establishes a feminine knowledge.
A formação de professores alfabetizadores e o Programa Ler e Escrever
(2015) TASSONI, Elvira Cristina Martins; MEGID, Maria Auxiliadora Bueno Andrade
This article presents the results of a research that investigated how the managers and teachers of a state Elementary School for initial years in the city of Campinas-SP have been understanding and applying the workbooks distributed by São Paulo Board of Education, which comprise the “Read and Write Program” (Programa Ler e Escrever). The research has used interviews with teachers and the managerial team about the Program and the activities planned in your material; classroom observation; and periodical meetings with the teachers during two school semesters, in order to observe the ongoing educational process for the teachers. The results show: (i) the importance of having pedagogical practices and produced knowledge close to each other, aiming to strengthen the teaching actions; (ii) that the teacher’s accumulated experience may be a way for the teacher to be the protagonist, and not just a mere repeater of strategies and techniques created by others; (iii) that the strengthening of the school as a space for students and teachers to produce knowledge may make the necessary changes in pedagogical practices come true. Regarding the Teacher’s Education Programs, as they intend to reach the whole education network, they end up putting the social and educational inequalities in second plan.
A geografia da reorganização escolar: uma análise espacial a partir da cidade de São Paulo
(2017) GIROTTO, Eduardo Donizeti; PASSOS, Felipe Garcia; CAMPOS, Larissa de; OLIVEIRA, João Victor Pavesi de
This article presents the partial results from the project The Schools' Reorganization in Maps, developed in the Teaching and Courseware Lab (LEMADI) of the Geography Department of USP, with the objective of demonstrating the importance of a spatial analysis in the understanding of educational policies, representing spatialities and correlating phenomena, processes that are primordial to sustain the arguments that base decision making and the defense of quality public schooling for all. We present a discussion using maps from the city of São Paulo in order to demonstrate the limits of the main arguments presented by the Education Secretariat in the defense of the schools’ reorganization proposal, as well as to discuss if the valorization of urban spaces is one of the non-explicit reasons for this reorganization. In our considerations we signalize that the demographic decline argument used by the government does not sustain itself, given that the there is not an automatic conversion to the number of enrolls. We have inferred that the reorganization gives continuity to the municipalization of state schools, which begun in 1995, and that it has direct relation with the process of spatial valorization, since there is a correlation between the closing schools, real estate launches and major mobility infrastructure works.
A gestão da evasão nas políticas educacionais brasileiras: da graduação à pós-graduação stricto sensu
(2020) SANTOS JUNIOR, José da Silva; MAGALHÃES, Ana Maria da Silva; REAL, Giselle Cristina Martins
The process of expansion of higher education in Brazil in the last decades included both undergraduate and stricto sensu postgraduate, with the entry of a significant number of more students at both levels. However, there are still unresolved issues that make up the agenda of educational managers, representing challenges for higher education in terms of the student retention. University dropout is one of them, representing losses for the entire Brazilian educational system, still affecting society, since there are public resources invested. The aim of this article is to analyze the actions to combat dropout in undergraduate and stricto sensu postgraduate developed in Brazil from central higher education management bodies. The research is quanti-qualitative, analyzing already produced research on the subject, documents and statistical data obtained from official sites of Inep and Capes. It is verified that the governmental actions of control to the dropout had different ways for the undergraduate and the postgraduate stricto sensu. For the undergraduate case, the actions focused on the implementation of student assistance policies, while in the stricto sensu postgraduate, the actions focused on evaluative measures. However, it is not known what the limitations of these policies are, given the diversity of issues involving dropout and retention in higher education, the discussion of which is necessary to strengthen the ongoing expansion process and improve its management mechanisms.
A internacionalização dos programas de pós-graduação em educação na região Norte do Brasil: políticas, estratégias e ações
(2020) MAUÉS, Olgaíses Cabral; ANDRADE, Antonia Costa
The internationalization of higher education began to be fundamental to the logic of the knowledge society, while factor that denotes the insertion of the countries in economic globalization, at the same time that this level of education is seen by some international organizations as a lever of economic growth. These two postulates are contributing in order that the higher education in the process of internationalization is a preponderant agent of knowledge production, while productive force for the expansiveness of the capital. The international dimension of the higher education has to be a priority for both national governments, as well as for the international organizations, leading universities to organize themselves in order to meet this demand. In this logic, the organs of promotion elect the internationalization, as an indicator of quality that is present in universities, with emphasis to the graduate programs. In this perspective, this article aims to present the analysis of the internationalization process of Graduate Programs in Education in the Northern Region, highlighting strategies, mechanisms adopted and the results obtained. The methodology adopted was the analysis of content (BARDIN, 2011) of the Institutional Development Plans of universities in the Northern Region, data of the 2013-2016 Quadrennial from Sucupira platform and the period of 2017-2018. The first results indicate that all programs develop several actions of internationalization and there are disparities in policies between institutions, as well as lack of resources, and a qualitative assessment of the results provided by these actions.
A leitura e a escrita em mutação: experiências no meio digital
(2016) NEITZEL, Adair Aguiar; MORAES, Taíza Mara Rauen; PAREJA, Cleide Jussara Muller
This paper aims to discuss about the reading mutation that have occurred in the contemporary times, due to the access to new text platforms, such as the computer screen, tablets and mobile phones. It is about an analytical point of view, of qualitative character, supported by the works undertaken by Poulain (2012), Petit (2008), Bélisle (2011), Neitzel (2009), among others, on reading experiences and production experienced by graduating students of the Portuguese Language and Literature course of UNIVALI, scholarship students of the PIBID program in a Public High School of Barra Velha (SC/Brazil). The instruments of data collection were: portfolios written by the undergraduate graduating students of the Portuguese Language and Literature, scholarship students of PIBID available in the Sophia environment of the institution and interviews with High School students that took part of the survey. The results indicate: a) the discovery, by future Portuguese Language and Literatureteachers, of the potentialities of the literary text in electronic media both for reading and textual production; b) exploration of multiple reading strategies in digital media; c) understanding of the concept of intertextuality through the romance Level 26 and production of links in the elaborated texts; d) analysis of the reading mediator’s role in the reader education process.
A leitura em dispositivos digitais móveis
(2017) BERNARDO, Julio Cesar Oliveira; KARWOSKI, Acir Mario
New digital information and communication technologies (NDICT)in contemporary societyare an undoubted fact. We experience the development and consolidation increasingly broader of digital literacy. Digital screens have reconfigured relations with information and also with teaching and learning processes. Reading practices now happen also in other media, such as digital mobile devices, making concrete multiliterate practices and bringing new social behaviors that reflect on reader education practices. This paper is based on a research carried out with a class of undergraduate students of Letters from a Federal University, having a participant methodology and a qualitative approach. It aims to analyze the viability of reading on digital mobile devices, with a focus on mobile phones, from reported results. Teaching education practices observed in the research, with a focus on participation and collective construction, recognize the value disciplinary procedures related to mobile learning have, and also demonstrate that reading on mobile phones is a recurring activity able to produce relevant educational perceptions and several observations in the field of languages.
A lousa digital interativa: táticas e astúcias de professores consumidores de novas tecnologias
(2015) ALMEIDA, José Adolfo Mota de; PINTO NETO, Pedro da Cunha Pinto
Since a greater contact with the new media, especially amongst the youth who attend the 21stcentury basic education, is a characteristic of our society, using audiovisual resources in the classroom can be attractive to students. A pedagogical tool called Lousa Digital Interativa (LDI –Interactive Whiteboard) has thus been adopted by many public and private schools. However, its use is marked by the following contradiction: if, on the one hand, LDI is increasingly present in school environments, on the other, we lack knowledge on how teachers are appropriating this new technology and on what “strategies, tactics and knacks” they have developed to use this resource in the classroom. Therefore, this research aims at identifying how some teachers working in schools that have recently implemented LDIs in their classrooms are dealing with this new situation. The theoretical framework of this research draws on the ideas of Michel de Certeau. Methodology included interviewing teachers of public and private schools that have recently adopted the use of LDIs in their classrooms and applying a questionnaire to other teachers of the same education network. Our results show that, although their reality differs, the teachers of these different schools are faced with the same difficulties.
A mediação pedagógica de professoras de crianças com autismo: uma avaliação a partir do uso da Escala de Aprendizagem Mediada (EAM)
(2020) SOARES, Francisca Maria Gomes Cabral; NUNES, Leila Regina d’Oliveira de Paula
As one of the its fundamental aspects, inclusive education requires recognizing the characteristics of the deficiency of the student, knowing which tools can facilitate the learning and the elaboration of strategies favorable to the teaching. In this study, part of the construction of a thesis of the first author, guided by the second, the goal was to identify and to describe ways of evaluating the levels of pedagogical mediation of teachers in their practices to alphabetize and letter children who are in Autism Spectrum Disorder. To reach this goal, an almost-experimental design was performed with an almost-experimental design, type A-B (baseline/intervention), using the Mediated Learning Scale (EAM) as an instrument for data analysis. The results indicate that this scale, as a methodological instrument, shows the possibility of measuring levels of pedagogical mediation, and favors the discussion about the interactions between students and teachers. Based on the study´s discoveries, we discuss the format of continuing education programs in service, how much the research affected the learning process of all those involved, and what advantages and difficulties were present during the research.
A obra do Padre Antonio Vieira na agenda das pesquisas acadêmicas no Brasil
(2012) HAYASHI, Maria Cristina Piumbato Innocentini; FERREIRA JUNIOR, Amarílio Ferreira; BITTAR, Marisa; HAYASHI, Carlos Roberto Massao
Although having passed 400 years of birth of Father Antonio Vieira, scholars still debate the relevance of the his words, searching for answers that will illuminate the meaning of life and work of the Jesuit as inspiration for further researches. This article examines how the work of Antonio Vieira was appropriate in academic studies developed in Brazil, through recognition of scientific production consolidated in theses and dissertations in graduate programs in the country, with regard to the themes addressed in his most aspects. The methodology consisted of reading the abstracts and full texts for authors and categorizing of themes, which were analyzed by bibliometric approaches and historical research analytic and descriptive.
A ocupação como processo de descolonização da escola: notas sobre uma pesquisa etnográfica
(2017) CORSINO, Luciano Nascimento; ZAN, Dirce Djanira Pacheco e
The year 2015 was marked by the phenomenon of occupations of 213 state public schools of São Paulo. The present work composes a doctoral research and its main objective is to present a reflection on the experience of a researcher in an occupation carried out by young students in a public state school of São Paulo. Through an ethnographic research, we added 15hours of observation and records in field diaries within the occupation of a school located in the north area of São Paulo. Among the observed facts, the strong autonomy of the young occupants, the democratic environment built in everyday relationships and promoted events, suchas open classes and workshops, as well as the constant tension in the relationships established with the subjects opposed to the occupation. It wasverified that the experience of the occupation contributed effectively to the reflection of the students onthe construction of a democratic school.
A oferta da formação de professores em educação física na modalidade de educação a distância no Brasil
(2019) SILVA, Rafael Teixeira da; GAWRYSZEWSKI, Bruno
This article presents an analysis about the offer of physical education teacher training in the Distance Learning (DL) modality, seeking to compare its expansion with educational policies and the participation of the State as a crucial agent in the strategy of expansion of higher education, especially for the sector private. The work methodology focused on the literature review on teacher education policies by DL and the extraction of data from the Statistical Synopsis of Higher Education in the years 2006, 2009, 2012, 2015 and 2017. The results attest to the continuous expansion of enrollment by DL in the courses of Physical Education and that growth has been sustained through the vacancies offered, mainly by the University of North of Paraná (Unopar). The increase of this modality reinforces the need to deepen the studies on a social process that significantly changes the forms of teaching and learning in higher education and that creates a new niche market for the private sector, protected and stimulated by the political actions of the State.

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