Revista Educação e Cultura Contemporânea

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https://edubase.sbu.unicamp.br/handle/EDUBASE/1161

Educação e Cultura Contemporânea, periódico trimestral do Programa de Pós-Graduação em Educação da Universidade Estácio de Sá, publica estudos e pesquisas que contribuam para o desenvolvimento da área, propiciando o debate sobre os desafios postos à Educação pelas profundas mudanças que caracterizam a cultura contemporânea. A revista divulga artigos científicos inéditos que se concentrem no tema que a define. Em especial, resultados de pesquisas de caráter teórico e/ou empírico; revisão crítica da literatura de pesquisa educacional, tanto temática quanto metodológica; ensaios; resenhas de livros; entrevistas com profissionais da área de Educação ou áreas afins. Periodicamente, quando for julgado conveniente e oportuno pelo Conselho Editorial, será lançado um número que focalizará um tema específico referente a questões relevantes para a Educação na contemporaneidade. Esta decisão será divulgada com um mínimo de seis meses na página Notícias da revista, de modo a que os interessados possam enviar seus textos.

Descrição

Mantenedor: Unesa

Tipo: IESP

Região: Sudeste

Cidade: Rio de Janeiro/RJ

ISSN: 2238-1279

Qualis: A2

Periodicidade: Trimestral

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Agora exibindo 1 - 20 de 69

Avaliação das mudanças que as tecnologias estão provocando na educação presencial e a distância
(2005) MORAN, José Manuel
Nets, mainly Internet, provoke deep changes in the distance and in the face-to-face education. They change - in the face-to-face education - the concept of space and time of teaching and learning. We can learn all together and in separate places, at the same time and in different times. As in the banks, we have our agency (school) that it is our reference point; but we don't need to go there all the time to be able to learn. The nets also are provoking deep changes in distance education. In the past, distance education was a solitary activity and demanded much self-discipline. Now, with the nets, distance education (DE) continues as an individual activity, combined with the possibility of creating groups of learning in real time. The face to face education is incorporating technologies, functions, activities that were typical of the distance education, and DE is discovering that it can teach in a less individualistic form, keeping a balance between flexibility and the interaction
Uma proposta de modelo da interação comunicativa orientada para a aprendizagem colaborativa nas redes digitais
(2005) PACHECO, Samuel Bueno
The digital networks interactions differ in a qualitative way of face to face classroom talks. Therefore, derived metaphors from the conventional teach environments are inadequate for educational initiatives in nets. The Communicative Interaction Model in Digital Nets - CIM-DN - based on empiric investigation in newsgroups, in the learning relationship between hackers described by Himanen. It joins with Habermas' pragmatic perspective introduced in the informatics by Winograd & Flores, and with Vigotsky's presuppositions about learning. It try explain how the educational initiatives, like e-learning and LMS, can be full implemented
Representações de creche e de educador de creche por profissionais pioneiros da educação infantil
(2005) SOCORRO DAVID, Maria do; ALVES-MAZZOTTI, Alda Judith
This research had as objectives: a) to rescue the history of "Vila do Céu", one of the first communitarian day-care centers of a poor neighborhood located in the city of Rio de Janeiro, through the memory of the founders b) to identify the meanings attributed to day-care center and its educators by these professionals. The theoretical framework used in this investigation was the processual approach of social representations developed by Serge Moscovici and Denise Jodelet, and complemented other theoreticians who work in this field The adoption of this modality implied the use of a number of strategies centered on the exploration of the word as a process that can be approached by the consideration of the different levels that articulate and actualize themselves in the free association of words, themes, ideas and recollections. The word as a process was considered in the free association test, in the narrative interviews in the analysis of documents as well as in the observations made by the researcher. Seven out of the ten members of the original group of "Vila do Céu" day-care center, and the technician of the City Department of Social Development who supervised them, were interviewed. Results indicated that the history of "Vila do Céu" was marked by a series of struggles and conquers. It was "heroic times", in which the fight for day care centers in areas "deprived of everything" seemed to require the drive of "active minorities" rather than the competence of certified professionals. The commitment and the effort of the pioneer group guaranteed the respect of the community, what contributed to school/family close relations and to a positive image of the profession, two aspects that are essential to the work of educators. As to the representation of day-care center constructed by the participants of this study, it is objectified in taking care, what is consistent with dedication, the most salient element amongst those attributed to day care center educator. This representation is anchored on the historical practices of the group recollected by its memory.
Ecologias da comunicação e contextos educacionais
(2005) SILVA, Bento Duarte da
This paper flags that the development of Information and Communication Technology's approach(es) (ICT) provides a framework of understanding over the effects of informational technological systems, both within the enhancement of processes between man and communication, and the consequences instilled by the changes that occurred at the very marrow of educational structures. Basically the ICT should not be seen as a pale platform that allows an intricate set of interpellation practices. In fact, above all, it contributes deeply to structure communicational ecology and educational societal contexts, synchronically and diachronically. Thus, the author analyses the development of ICTs throughout the civilization processes - from homo loquens and pictor to homo digital - arguing both over the communicative configurations that occurred, and its particular effects over educational structures, such as, 'from interpersonal communication to communication within a virtual environment', and 'from family education to learning communities'. To explore such set of processes implies, above all, analysis over communicational and educational ecology in order to get and to bring in crucial information about the structural impacts of the ICTs to improve educational practices nowadays.
Mídia convergente enquanto meio e objeto de estudo
(2005) ELHAJJI, Mohammed
As both an object and a research field, convergent communication must be given a particular status to guarantee a proper transdisciplinary approach, which might consider its various structural, institutional, and organizational aspects, as well as acknowledge the reflexive character which is capable of turning it into a domain where faithful meaning is produced of the social and cognitive context in which is subsumed.
Contribuições da teoria de Piaget para a educação
(2005) LINS, Maria Judith Sucupira da Costa
This study focuses on some of the most important topics of Piaget's Theory and tries to show a few number of its possible contributions and limitations to Education. The main hypothesis is that this Theory is often intended to be limited to a study of the development of cognition and that is not true. Our objective can be understood as an attempt to show how Jean Piaget was interested in many other aspects of the human developing. Though he was not an educator, his theory can really offer some useful contribution to all those people working in schools and other related fields to Education. At the beginning the meaning of the word Education was asked to provide some basic condition to understanding. In the main section of this article four different topics of Education were analyzed from the point of view of piagetian theory: social, cognitive, affective and moral factors. Some reflections concerning the contributions and limitations of Piaget's Theory to Education in each of these topics are presented. It was discussed the presence of each one of these factors in the whole context of this Theory. It was studied how the four factors are concerned with the educational philosophy. In this paper it was tried to give the reader the opportunity to look at four different educational approaches according to the Genetic Epistemology. A bibliography is presented in order to help those interested to continue the discussion.
Televisão on-line e possibilidades para a educação interativa
(2005) FERREIRA, Simone de Lucena; BIANCHETTI, Lucídio
The purpose of this article is to analyze the implantation of television, particularly its development in Brazil, as a mass media by intermediary of which standardized content has been broadcast to receptors. With the growth and dissemination of information and communication technologies, new forms of distributing information are available, making the receptor a potential "interagent" that now has the resources to establish interactions with broadcasters and interfere in the content presented. In this sense, AllTV is alternative TV because it offers internet receptors the ability to intervene in the content presented and interact with all those connected. The paper provides a description of this TV, focusing on and analyzing the perspective of interactivity that makes it viable and the possibilities for interactive education, whether in classrooms or at a distance
As TIC redesenhando as fronteiras do curículo
(2005) FINO, Carlos Nogueira; SOUSA, Jesus Maria
Characterizing the school and its technological curriculum as products of the modernity, the article discusses the school paradigmatic transition, aiming at revealing the anxiety and malaise caused by the (new) technologies when used to strengthen a "scientific management" of education. Having the move towards post-modernity as a background, this article underlines the impact the ICT have in the official curriculum, faced as a linear, hierarchic and territorialized vision of the knowledge, since these technologies allow integration of subject-matters. The article also discusses the individualization of natural learning in accordance to personal motivations and interests, the recognition of the plurality of other sources of knowledge besides school and the openness to different cultural forms of being and thinking, giving way for an autonomous life-long learning
Avaliação de software educacional centrada no diálogo
(2005) PERES, Flávia; MEIRA, Luciano
This paper presents a model of software evaluation based on the analysis of dialogues among users as they explore math software. Four pairs of 6th graders were videotaped while solving arithmetic puzzles and operations, and their talk and actions at the computer transcribed. Using techniques borrowed from Conversation Analysis, we then looked for "breaks" in the emergent dialogue among the children as well as mismatches between the children's actions and the software feedback. The suggested model integrates a user-centered approach based on talk and action and more traditional views of software evaluation based on features of the interface design
A "experiência de si" em um processo avaliativo de estágio docente no campo da educação matemática
(2005) KNIJIK, Gelsa; WANDERER, Fernanda; OLIVEIRA, Cláudio José de
The purpose of this paper is to discuss a process in which the self's experience, produced by Teacher Training Course students at Universidade do Vale do Rio dos Sinos (UNISINOS) is set up. The research data consist of the students' narratives when they evaluated their period as trainees, in which they had a pedagogical experience from an Ethnomathematics' perspective. The analytic tools that support the work come from the poststructuralist theorizations of Michel Foucault, especially those related to his studies on the technologies of self, and from Jorge Larrosa's contributions to this topic. The discussion of the data showed that, when the students were encouraged to tell about themselves, to evaluate themselves and reflect on their pedagogical practices, they produced their own ways of being a teacher, learning a new grammar for their self-interpretation and to interrogate the other. This grammar tells about the importance for the teachers to like mathematics and make her students like it too, about the relevance of making the mathematics lessons more pleasant and pleasurable, and that a good teacher is the one who reflects about her own practice.
Aprendizagem colaborativa on-line em mestrado acadêmico presencial: um estranho no ninho?
(2005) SEGENREICH, Stella C. D.; LEITE, Karina C.
This paper aims from one side to assess the experience of developing an online course about EAD, conceived as an optional discipline of the Master Degree Course in Education of Universidade Católica de Petropolis (UCP), in the second semester of 2003. Under another perspective, it bears on this very course as a pilot study to detect issues involving the collaborative learning in Internet-supported Remote Education. Primarily, a brief description of the antecedents of the course was designed, highlighting the institutional obstacles faced - technological support and academic insertion into the Programme - and how it was developed. After this, a first assessment of the experience performed by the participants, based in documents with a self-evaluation of their trajectory in the course, was accomplished, comprehending the following aspects: interaction with the learning environment; reading of the material/fulfillment of the activities and interaction with the colleagues and professor/use of the written messages. Finally, some indicators evidencing the presence (or lack) of some approach of the collaborative learning of the subject course were presented and discussed as a pilot-test of future researches to be further developed about the theme
O Primeiro ano do GT educação ambiental da Associação Nacional de Pos-Graduação e Pesquisa em Educação (Anped): um convite a reflexão
(2006) LOUREIRO, Carlos Frederico Bernardo
In this article I intend to analyze, from a brief contexture, the activities that were developed in the first year of the Working Group of Environmental Education of Anped, pointing out the profile of the exhibited works, their tendencies, their gaps and feasible unfoldings. As a methodological procedure, I used the systematized observations that were done during the programming; analysis from documents done by the management and produced by the Scientific Committee; appraisal of all the works that were sent, and the reading of the available review of the entity in its home page and made by the teachers that participated in the creation of the referred Working Group. I asseverate the validity of the consolidation of the group in a representative instance of education, bringing it closer to Environmental Education, especially if we take into consideration the increasing number of interested people, their assiduity, the quality and plurality of the works and the responsible performance of the coordination alongside the decisive instances of the Anped.
O jugamento valorativo em John Dewey
(2006) ANDRADE, Erika Natacha Fernandes de
Taking as a starting point the centrality of valuations in the philosophical, anthropological, psychological and educational field, this article elucidates John Dewey's conceptions regarding the elaboration of a theory of values. The American philosopher takes a stand against the antinomy between science and value judgments, the establishment of dogmatic and a priori values, determined on a metaphysical plane, outside the contingencies of social life, and points to the possibility of a scientific treatment of value judgment , a theme that is fundamental in Deweyan thought that links democracy and education. Through the analysis of four works by John Dewey, the article clarifies the author's view about the nature of value judgment and valuation as a method that helps decision-making processes.
John Dewey, o dragão cético
(2006) CUNHA, Marcus Vinicius da
The starting point of this article is the expectancy for certainty that is inherent in pedagogical theories. In this perspective, not only catholic thinkers but also science defenders have pointed out John Dewey to be skeptical as he does not offer security to educational practices. Thus, the history of skepticism since the Greeks until Hume is presented here to conclude that the deweyan ideas are really skeptical, what may raise new questions about its rational bases. Are the deweyan theories a real threat to pedagogy or no more than an imaginary monster, such as a St. Jorge's dragon? The metaphor "skeptical dragon" by Popkin shows that modern philosophy criticism against skepticism failed because it sought truth in dogmatic arguments, and those are refused by skepticism. In this article, the same metaphor is prolonged to denote that the defenders of reason don't need to attack the deweyan educational philosophy as its principles do not fail to provide rationality. In order to justify this assertion, the article analyses Aristotle's ideas of knowledge and suggests situating the deweyan educational purposes in the sphere of rhetoric art.
Educação e pedagogia: a definição de um campo científico
(2006) MOREIRA, Láelia Portela Moreira
The initial discussions about the formation of an educational identity in Brazil are related to the creation of the CBPE Brazilian Center for Educational Research, in the fifties. Contemporary research has included methodological issues to this educational subject enlarging it significantly. The object of this paper is, firstly, to analyze the CBPE research tradition using Laudan´s methodological approach and, secondly, to investigate the contemporary development of this subject within the educational Brazilian thought.
Da "profissão de fe" ao "mercado em constante mutação": trajetórias e profissionalização de desempregados
(2006) FRANZOI, Naira Lisboa
This paper is based in thesis that studied the role of the Qualifying State Plan of the State of Rio Grande do Sul -PEQ-RS, which is a state version of the National Plan of Professional Education (PLANFOR), regarding the professionalization of its users basically, people with few opportunities in the labor market. The Plan was inaugurated in Brazil in 1995, by the Ministry of Labor. The field search consisted of 34 students (or dropout students) of the Plan. The study analyzes formative and occupational path of those students, and has as a basis, the concept of professionalization, considered as a result of the articulation between acquired knowledge and insertion in the labor market. It is said that such articulation requires the existence of an institutional network that is able to promote it. The conclusion of the search states that the students benefit from the Plan according to the resources they bring along their professional path. The students who have a greater benefit are the ones who already have a profession and search for improving their professional path. Those who do not have a profession, depend on a network that articulates professional formation and insertion in the labor market. The Plan, not being able to provide that network, is not very efficient concerning the professionalization of those interviewed, who actually depend more on the Plan and are its main population.
Quem fará a mediação?: um estudo sobre a produção acadêmica do grupo trabalho e educação
(2006) BONFIM, Alexandre Maia do
This article analyses a total of 135 academic works of a workgroup of the National Association of Post-Graduation and Research ("Anped" in Portuguese), named 'Labor and Education'. That works refer to the period between 1995 (the 18 th reunion) and 2004 (the 27 th). The main proposal is to constitute an interpretation and, subsequently, contribute to an evaluation of the writing production of that period. This constitution arises by questioning the texts as its wholeness and also by searching the expected contradictions. This study found an integral Marxism influence, a large quantity of theorical researches and empirical researches focused on case studies about industry and its workers. The present article attempted to put in doubt the choices made by the workgroup. The analysis led to the conclusion that the workgroup greatest challenges are on the dialogue with Basic School, on the reflection about government educational policy, on non-industrial sectors studies, on historical studies, on macro analysis, on peripheral themes around labor studies about labor and on the reflection of alternatives experiences. Finally, this article reviews the analytic and methodological tradition of the workgroup 'Labor and Education' that influences its choices and preferences.
Trabalho docente e manifestações sindicais: conflito e resistência
(2006) OLIVEIRA, Dalila Andrade; MELO, Savana Diniz Gomes
This article discusses some trends concerning the meaning and nature of the teacher's conflicts that occurred in Brazil from 1998 to 2003, considering their manifestation either supported or praised by the unions. It tries to identify and analyze the conflicts that took place in that period and reflects about the particular nature of the teaching work, and also presents some technical support to increase the understanding of these phenomena. As a result, there is an attempt to quantify and qualify the conflicts, identifying the protagonists and analyzing their main motivations, outcomes and achievements. The conclusion is that the pedagogical work has been rebuilt in the latest years, due to the educational reforms, which may be creating new problems, conflicts and resistance to express the dissatisfaction of the teachers.
Sociedade civil e as politicas de educação de jovens e adultos: a atuação das ONGs no Rio de Janeiro
(2006) DELUIZ, Neise; GONZALEZ, Wânia; NOVICKI, Victor
This study investigates the participation of non-governmental organizations on educational field and the conceptions of Education related to their proposals for intervention in young and adult educational policies. Shows the results of qualitative research on how NGOs act in the activities related to the National Plan for Professional Education (PLANFOR/MTE) in 2001-2002. The results emphasize the NGOs resistance to academic educational proposals, their unfamiliarity on recent debate about the relations between work and education and the lack of consideration on critical discussion related to the young and adult workers education. When it comes to the purposes of Education, the study observes an ambiguous educational discourse that oscillates between productive and civil-democratic educational proposals.
Política para o ensino médio e educação profissional
(2006) GUIMARÃES, Edilene Rocha
This study analyses the Educational Policy for Secondary School and Professional Education, emphasizing as central axle the articulation between secondary school and technical education stated in the current legislation Law n 9.394/96 and its changes as a result of the promulgation of the Decree n 5.154/2004, which implements a more flexible proposal. We state that the new decree comes solely to accommodate a great diversity of interests present in the organized civil society, especially in what refers to the levels of the mentioned education. This confirms our thesis that the pedagogical proposal stated in the Decree n 5.154/2004, can not constitute an hegemonic one, able to institutionalize a new paradigm, because there is not a dominant colligation among the various actors which secure power, and therefore, it can not be translated into substantial changes of public action that involves offering an integrated general and technical education. This lack of consensus reflects that the sort of flexibility stated by the legislation does not guarantee the development of a unified curriculum for the whole of the secondary school education, indicating only the development of a juxtaposed education and not a unified and polytechnic school one.

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