Educação & Formação
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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.
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- ItemO lúdico como atividade discursiva e como uma via para a formação do leitorteoria e relato de pesquisa em uma escola pública em Fortaleza-CE(2018) QUIXADÁ, Luciana Martins; LINS, Sylvie Ghislaine Delacours Soares; TAVARES, Ana Carolina PontesIt is intended to problematize on the formation of the child reader, regarding a meaningful learning of reading, considering the joke as a means for such. Central authors were Vygotsky, Bakhtin and Leontiev. It begins with the understanding that the processes of this type of learning involve both the activity of the learner and also the discursive exchanges that permeate it. Therefore, the schoolenvironment in children’s education should promote conditions of collective participation to the child, for example, through the ludic way, through which it acts to build and give meaning to new learning. It is presented how children relate playfully withthe book and the special attention given by them to the “play book”, through a research done about access to children’s literature in a public school in the city of Fortaleza-CE.
- ItemA prática pedagógica dos professores que lecionam a EJA no município de Ibirataia–BA(2018) SILVA, Letícia Andrade; SANTOS, Arlete Ramos dosThis 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.
- ItemA Desvinculação das Receitas da União (DRU) e suas implicações para o financiamento da Educação & Formação básica(2018) MENDES, Priscila Kelly; MOREIRA, Jani Alves da SilvaThe 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.
- ItemFormação continuada de professores: Saberes ressignificados e práticas docentes transformadas(2018) JUNGES, Fábio César; KETZER, Charles Martin; OLIVEIRA, Vânia Maria Abreu deThis article proposes to answer the following question: What are the transformations perceived by teachers in their teaching practice in relation to continuing education courses? Based on theorists who question the continuing education of teachers, the central question of the research is answered on the basis of continuing education work in schools in the municipalities of Ijuí, Panambi, Ajuricaba and Condor. The main thesis revolves around the need for a considerable investment in terms of continuing training in order to show concrete results from the point of view of teachers participating in these training courses. It is, therefore, that there is a need for a constant process of continuous formation, under the focus of a new transformative model, posed in the present times.
- ItemConcepções de gênero e sexualidade d@s docentes do curso de licenciatura em pedagogiapor um currículo queer(2018) RIOS, Pedro Paulo Souza; CARDOSO, Helma de Melo; DIAS, Alfrancio FerreiraThis study aims to reflect on the conception of the professors’ conceptions at the Pedagogy Course of the Federal University of Sergipe, Itabaiana Campus, on the following themes: gender, body and sexuality. To do so, we used a theoretical post-critical perspective. The individuals taking part in the research belonged to the aforementioned course, with whom we applied semi-structured interviews. The studied indicated that, over the last decades, we could notice some advances in relation to the related themes. However, those are in the field of the professors’ individual epidemiological implication, a fact that indicates the need for a change in the curricular structure; in embodies positions by the queer pedagogy, new strategies, attitudes, subversive pedagogical procedures, which demarcates the possibilities of negotiation at the University.
- ItemAs múltiplas linguagens na educação infantil: uma experiência na formação inicial de professores(2018) AQUINO, Pedro Neto Oliveira de; MARTINS, Cristiane AmorimThe current work has the aim to show and discuss the lecturing experience in the graduate education, more specifically, in the topic of children's education belonging to the pedagogy course offered by the Universidade Federal do Ceará. The analysis done in this research project was based on the study of multiple languages using the malaguzziana pedagogy. The scanning of the written feedback received from the students, before and after the interventions, allowed to determine the use of new knowledge about the topic involved in that precise lecture lived by the students. From these knowledge acquired, the most relevant aspects are the ability to identify and distinguish between the animal and humans language; in addition to the understanding of this pedagogical proposal which involves multiple languages, going beyond the regular “work in arts”and providing valuable information about how children interact, transmit, express, produce and share feelings and meanings about the world.
- ItemGamificação e tecnologias como recursos e estratégias innovadoras de ensino e aprendizagem da história(2018) GÓMEZ TRIGUEROS, Isabel MaríaThe present paper is part of the Network-I3CE Program of Research in university teaching at the University of Alicante and is part of an innovation project approved by the Department of Education of the Valencian Community (DOCV No. 7838/27/07 / 2016) of Spain. The objective of this study is to assess the strengths and weaknesses of the use of gamification and technologies in History classes. The instrument of analysis used is the Likert scale questionnaire as well as direct observation in the classroom. The results obtained highlight the value of this type of resources and didactic strategies for the improvement of the teaching and learning processes of the contents of the History of the nineteenth century as well as the acquisition of key competences by the participating students.
- ItemEducação & Formação, v. 3, n.8, mai./ago. 2018(2018) FIALHO, Lia Machado FiuzaEducação & Formação journal aims at the diffusion, the exchange, and the debates in the national and international educational field, especially on the themes of "Education" and "Teacher Education". The target audience for Educação & Formação is researchers in the field of education, teachers of basic and higher education, graduate students, and other professionals interested in these topics.
- ItemEducação em direitos humanos e democracia: história, trajetórias e desafios nos quinze anos do PNEDH(2018) ZENAIDE, Maria de Nazaré TavaresIt presents a balance of the fifteen years of National Plan of Education in Human Rights in Brazil. The analysis is constructed from the bibliographical and documentary research, besides the participant observation. A time line of Human Rights Education inLatin America and Brazil is reconstructed from 1993 to 2018. At the national level, it is intended to build a balance of the process of formulation and implementation of the Human Rights Education Policy in Brazil in the period redemocratization. There are fifteen years of advances and difficulties to be identified, recognized and valued of the National Plan for Human Rights Education in Brazil.
- ItemNarrativas de si na iniciação à docênciao PIBID como espaço e tempo formativos(2018) SILVA, Fabrício Oliveira da; RIOS, Jane Adriana Vasconcelos PachecoThe initiation trajectory was studied by a scholarship holder of the Institutional Scholarship Program at the State University of Bahia, aiming to understand how the program allows the insertion of the licenciando in Letters in the dynamics of educational practices. The objectives of the program, the organization and the experiences of the initiation to teaching were described by the scholarship holder, reflecting on their formative trajectory, the experiences lived in a double dimension of the said program: to be constituted as a category of formative time, as well as of locus in which the initiation to the teaching produces senses of being a teacher by the complexity and dynamics of the school reality. We opted for the (auto) biographical approach based onauthors who study the theme. The study showed that the mentioned program favored the insertion of the licencianda in the context of the daily life of the school, which allows the development of experiences for the teaching of Portuguese Language.
- ItemEntre limites geográficos e pedagógicosorganização do trabalho escolar nas escolas isoladas e nos grupos escolares (São Paulo, 1892-1950)(2018) ORIANI, Angélica PallThis article aims to question the differentiations between isolated schools and school groups carried out by the educational policies of São Paulo. For this purpose, I analyzed the school work organization, based on the official orientations regarding the prescriptions about space, time and the subjects of the teaching programs for these institutions. The chronological boundaries cover the period between 1892, the year in which the first official prescription on school time was published, and 1950, the year whenthe last teaching program for primary schools was published. I verified that the processes of institutionalization and expansion of primary schools were developed by distinguishing those institutions based on geographical and pedagogical criteria, which separated the rural multiseriate school from the graduated urban school, and for this reason, different social groups could access different forms of schooling.
- ItemAção tutorial no ensino superior: experiência com alunos maiores de 23 em uma instituição pública de Portugal(2018) ALVES, Francione Charapa; SIMÃO, Ana Margarida Veiga; LEITINHO, Meirecele CalíopeThis article aims to reflect on the Tutoring Program Over 23(PTM23)of the Faculty of Psychology of the University of Lisbon from the perceptions of M23 students, tutors, coordinators and teachers. To meet this goal, we conducted a qualitative investigation using semi-structured interviews with 13 subjects involved in theProgram. Data analysis was done as a use of content analysis. The results indicate the need for constant evaluation of the tutoring so that it is increasingly systematized in order to meet the real needs of the students. They also point out that tutoring is perceived as important for all involved and that it is managing to find its reason of existing as an activity that contributes to the development and growth of tutors, tutored students and consequently influences the institution as a whole.
- ItemA abordagem da ação crítica e a epistemologia da práxis pedagógica(2018) GENÚ, Marta SoaresThe 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.
- ItemEducação e liberdade em Rousseau(2018) VASCONCELOS, José Geraldo; FIALHO, Lia Machado Fiuza; LOPEZ, Tânia Maria RodriguesThis article aims to problematize democracy and freedom, themes that are central to the Rousseau's work, articulating them to politics and a model of libertarian education. Hermeneutically, it is desired a critical and dialectical course between libertarian education and philosophical questions. Even integrating the School of Modern Natural Law, Rousseau demonstrates that the emergence of property is an inequality producer. In this case, there is a need for an association pact that, by limiting the state of war,allows the transition from the state of nature to the civil state. Rousseau leaves the libertarian mark in the history of Philosophy and Education in reflecting on freedom and democracy. This philosophical impasse aroused by studying Rousseau (1995) allows us to infer that he was the philosopher who initiated a new pedagogical action, causing the subjective to be acclaimed, the fervent passions and the most intimate nature of the human being unveiled in all his masterly interiority.
- ItemO contexto local como elo entre ciências da natureza e educação do campo(2018) FONSECA, Eril Medeiros da; BIERHALZ, Crisna Daniela KrauseWe present a research cut developed at the Federal University of Pampa –Campus Dom Pedrito, in the degree course in Natural Sciences. The objective was to suggest articulations between Sciences and the socio-political-economic and cultural context of the field. We analyzed the science notebooks of the final years of Elementary School in a school in the Rio Grande do Sul field. It is a qualitative, explanatory and documentary research combining three theoretical concepts: Field Education, Science Teaching and forms of articulation with the middle. It was verified that the contents of Sciences are worked mechanically, following the sequence of the didactic book. There was no overlap between contents of science and local context. It is estimated that the thematic proposals: terrarium and feeding are potentials of the construction of the knowledge, integrating the contents of Sciences and cultural context of the subjects of the field.
- ItemEditorial: Educação & Formação, v. 3, n.7, jan./abr. 2018(2018) FIALHO, Lia Machado FiuzaEducação & Formação journal aims at the diffusion, the exchange, and the debates in the national and international educational field, especially on the themes of "Education" and "Teacher Education". The target audience for Educação & Formação is researchers in the field of education, teachers of basic and higher education, graduate students, and other professionals interested in these topics.
- ItemDocência inicial em Educação & Formação de jovens e adultos e a potência da narrativa como dispositivo de formação(2018) SOUZA MARIA, Liliane Sant'Anna de; FONTOURA, Helena Amaral daThe objective was to reflect on the experiences with future teachers in adult and youtheducation (EJA). We use (auto)biography by the bias of the research –training, involving day-to-day classroom and the narratives of the practicums. The research participants reported experiences in anotebook called Formation Embroidery in EJA. Data was analyzed in the light of thematization. Five students participated in the research, talking about the formation of the EJA educator, social and personal trajectory of the subjects of this research, andthe specifications of training for Adult and Youth Education. Josso, Souza and Fontoura are the authors who contributedwith our dialogues. The (auto)biographical methodology contributed to the students and researchers’ teacher identity formation in EJA. It has strengthened the classes and internships in EJA and raped up the writing as self-reflective process and knowledge of individuals and collectivities in the training course.
- ItemApresentação set/dez 2018(2018) BRANDENBURG, CristineEducação & Formação journal aims at the diffusion, the exchange, and the debates in the national and international educational field, especially on the themes of "Education" and "Teacher Education". The target audience for Educação & Formação is researchers in the field of education, teachers of basic and higher education, graduate students, and other professionals interested in these topics.
- ItemAs questões étnico-raciais nas histórias em quadrinhos e as práticas educativas na formação inicial docente(2018) OLIVEIRA, Lívia Maria Serafim Duarte; ARAGÃO, Patrícia Cristina deThe present article uses comics to discuss the ethnic and racial issues within private university study in the context of the initial teacher training. A survey was applied in the Pedagogy course at Vale do Acaraú State University, in Campina Grande –Paraíba. This institution is known for its teacher training courses in basic education. This is an action-research and has a qualitative methodological approach, which is articulated with literature search. The use of comics in the initial teacher training at the university course provides the teachers with racial and ethnic discussions as well as an articulated education theory and practice, due to its interdisciplinary characteristics. This educational practice is anchored in different fields of knowledge, and facilitates the understanding of thematic approaches related to black population. It motivates the critical learning adapted to different educational realities.
- ItemA 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 AvizThe 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.