Em Aberto

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/33

Em Aberto, criado em 1981, é um periódico monotemático, com periodicidade quadrimestral, cuja finalidade é estimular e promover a discussão de questões atuais e relevantes da educação brasileira, trazendo opiniões divergentes ou confrontos de pontos de vista. Publica artigos e bibliografias seletivas. É largamente utilizado como material didático nos cursos de graduação e de pós-graduação.

Descrição

Mantenedor: INEP/CIBEC

Tipo: IESF

Região: Centro-Oeste

Cidade: Brasília, DF

ISSN: 2176-6673

Qualis: B1

Periodicidade: Quadrimestral

Tít. abrev.: Em Aberto

E-mail:dired.emaberto@inep.gov.br

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Agora exibindo 1 - 20 de 52

A contribuição do consórcio interuniversitário de educação continuada e a distância – brasilead-para o desenvolvimento da educação nacional
(1996) GUIMARÃES, Paulo
In 1993, at the proposal of the University of Brasilia, the rectors of Brazilian public universities, meeting at the headquarters of the Crub, in Brasilia, decided to sign an agreement among themselves to implement the Interuniversity Consortium for Continuing and Distance Education, which, among other objectives, aims to to collaborate with the federal, state and municipal governments in increasing and diversifying the offer of educational opportunities in the country, through the creation of the National Distance Education System, under the command of the Ministry of Education and Sports.
A educação a distância e o meio ambiente emergente de aprendizagem
(1996) MILLER, Gary E.
"It's no longer uncommon to hear from people about how technology will cause a revolution in education." Thomas Edison made such a statement about the film industry at the beginning of this century. With the century now drawing to a close, we can see that cinema has had a significant impact on many aspects of our daily lives. However, the great impact of this resonated only on how we conduct conventional education. The same can be said about many other technologies - from radio to cable television to satellite. All found a home - albeit an uncomfortable one - within the educational paradigm we inherited from our medieval ancestors. One might even argue that these technologies revolutionized our society, but they didn't revolutionize our educational institutions.
A educação infantil na Base Nacional Comum Curricular: tensões de uma política inacabada
(2020) BARBOSA, Maria Carmen; FERNANDES, Susana Beatriz
The recovery of tensions that occurred during the formulation of the Common National Curriculum Base (BNCC) regarding early childhood education aims to contribute to the ongoing debate. In the introduction, the tensions and difficulties that constituted, from the beginning, the elaboration process of the BNCC are presented, together with the methodology of the text. Then, the place of early childhood education in the Brazilian educational system is discussed. Subsequently, the complex relations between State and government, global and local policies are discussed. Finally, the possibilities of a base being the generator of different curricular processes are questioned. In conclusion, it reflects on what was and is still in dispute in the Base's implementation process, especially in early childhood education (BNCC-EI).
A escola do futuro-USP e a capacitação de professores em projetos telemáticos
(1996) CORTELAZZO, Iolanda B. C.
The Teaching of Humanities via Telematics at Escola do Futuro-USP, under the coordination of this researcher, carried out a project to prepare teachers for the management of telematic projects, putting their students in contact with schools in other cities in Brazil and in other countries through international network (Internet). This management makes the professors responsible for the development of the project and for the involvement of students in research and communication activities.
A proposta de ensino e avaliação da alfabetização em Lagoa Santa, Minas Gerais: Entrevista com Magda Becker Soares
(2020) SOARES, Magda Becker; LEAL, Telma Ferraz; MORAIS, Artur Gomes de
Interview with researcher Magda Becker Soares about the experience in Lagoa Santa.
A ressignificação na prática de avaliar do professor alfabetizador pautada nos direitos de aprendizagem
(2020) BARROS-MENDES, Adelma das Neves Nunes; SOUZA, Adriana Carvalho; NOGUEIRA, Heloane Baia; GOMES, Rosivaldo
This text presents reflections on the process of resignification of pedagogical practices of teachers participating in the National Pact for Literacy in the Right Age (Pnaic), at the Federal University of Amapá (Unifap). Based on the qualitative approach to research in education, a mapping based on the evidential paradigm was carried out, focusing on evidence in documentary data of training instruments built in training: the reflective diary and the descriptive report. The analysis showed that, under two aspects - incorporation in the teaching practice of a planning of didactic actions/practices aligned with learning rights and a formative assessment based on learning rights -, literacy teachers, then supported by the dimension of classifying evaluation, passed , in the course of continuing education, to be based on another, diagnostic, emancipatory, formative/formative-regulatory.
A UnB e a educação a distância
(1996) TAVARES, Maria Isabel Craveiro; CASTRO, Flavio Gonçalves da Rocha
The University of Brasília (UnB), every day, has been expanding its participation in the field of distance education. The support given to the work carried out at the Center for Open and Continuing Distance Education reinforces the pioneering option made by UnB in 1979 and consolidated, ten years later, with the creation of Cead, with the objective of developing this type of teaching.
Alfabetização e sua avaliação no Brasil: um balanço crítico a partir de diferentes pesquisas
(2020) MORAIS, Artur Gomes de; LEAL, Telma Ferraz
As in other countries, we are witnessing, in the field of literacy, in Brazil, a clash between different theoretical-methodological perspectives that seek to influence public policies, when the theme is “how to teach literacy”. In the 1980s and 1990s, the theory of psychogenesis of writing gained a certain hegemony, in our academic circles and in curricular proposals, such as the National Curriculum Parameters (PCN), for example. Approaches that brought as a novelty an expansion and diversification of reading practices and text production experienced with literacy students were also increasing, as a result of the dissemination of the concept of literacy and the defense of the perspective of “literate literacy”. However, several studies have attested to the permanence, in classrooms, of the use of traditional literacy methods, especially the syllabic ones. In the last two decades, there has also been pressure from groups of researchers and businessmen for studies on phonemic awareness to be the main theoretical reference in public policy proposals and for the phonic method to be instituted as a solution, in the eternal search for more efficient literacy teaching in our educational networks.
Avaliação da alfabetização e formação de professores alfabetizadores no Brasil: caminhos e descaminhos
(2020) LEAL, Telma Ferraz; MORAIS, Artur Gomes de
This article aims to discuss the limits and possibilities of two national assessment programs, the Provinha Brasil and the National Literacy Assessment (ANA), on literacy policies. The reflections were based on the resumption of studies developed by the authors, which had as methodological strategies: observation of lecturers' classes, evaluation of the performance of literacy students and analysis of official documents of the federal government relating to Provinha Brasil, ANA and the National Policy of Literacy. The conclusions point out that these evaluations are important for the definition of public policies, but they needed to be improved in terms of: 1) compliance with the selection of items, respecting all specific descriptors; 2) review of scales and their levels, due to inconsistencies pointed out; and 3) clearer indication of the knowledge and skills expected at the end of each school year. It is also concluded that there was a hasty use of ANA data to justify the creation of a National Literacy Policy that disregards different theoretical-methodological knowledge, built over several years in the education policies of Brazilian literacy teachers.
Avaliação Nacional da Alfabetização: síntese sobre os resultados das escolas associados a variáveis socioeducacionais
(2020) SOARES, José Francisco; BERGMAN, Luana
Illiteracy in Brazil remains a serious national issue, although access to school is no longer an overarching problem. The article presents a synthesis of the National Literacy Assessment (ANA), an external assessment carried out on a large scale by the Brazilian federal government in the country's public schools between 2013 and 2016, targeting students in the 3rd year of elementary school. of basic education. It presents an overview of the method adopted in the evaluation, pointing out the main concepts and instruments that structured the initiative. It summarizes the national results shown by the target audience of the 2016 edition of ANA, and associates them with a set of relevant school and social variables. It finds that the characteristics of the students, infrastructure, administrative dependence and complexity of schools, as well as teacher training, create groups of schools with huge differences in terms of proficiency measured by the ANA tests.
Avaliação sob medida para governar o processo de alfabetização
(2020) SPERRHAKE, Renata
Thesis review by MELLO, Darlize Teixeira de. Provinha Brasil (or “Provinha de Leitura”?): another “tailor-made evaluation” in the literacy process and “initial literacy”? 2012. 432 f. Thesis
Base Nacional Comum Curricular, Ciências da Natureza nos anos finais do ensino fundamental e os mitos sobre Ciência, Tecnologia e Sociedade
(2020) ANTUNES JÚNIOR, Estevão Luciano; CAVALCANTI, Cláudio José; OSTERMANN, Fernanda
Taking the STS (Science, Technology and Society) perspective, socio-scientific issues and scientific literacy as counter-hegemonic positions in the area of research in science education, we sought to identify, in the document of the Common National Curriculum Base (BNCC) of the final years of the elementary school, how such critical perspectives are supported and if they are challenged by traditional views that fall into the so-called STS myths: the superiority of the technocratic decision model, the salvationist conception of science and technology, and technological determinism. As a methodological procedure, a mixed method was adopted that relates Bakhtinian metalinguistic analysis and text mining technique. The results indicate that the analyzed curriculum document cannot overcome traditional curricular perspectives, revisiting a discourse that reinforces the STS myths in science education.
Bibliografia comentada sobre a Base Nacional Comum Curricular
(2020) OLIVEIRA, Cecília
Presentation of a set of bibliographical references dealing with the Common National Curriculum Base.
Bibliografia comentada sobre avaliação na alfabetização
(2020) GOMES, Rosivaldo
Presentation of a set of bibliographical references dealing with literacy assessment.
BNCC: múltiplas posições e olhares para pensar a qualidade da educação e a autonomia docente
(2020) SANTOS, André Vitor dos; FERREIRA, Marcia
In curriculum policies formulated from the 1990s onwards, improving the quality of education in Brazil has often been associated with the constitution of a national and common curriculum for basic education and for teacher training. It seeks to explore how, historically, the emergence of a certain notion of quality has been associated with performance standards and norms that end up producing who we should be and what we should know, in the subject positions of teachers and students of basic education . The analyzes presented consider the Common National Curriculum Base (BNCC) and the National Curriculum Guidelines for Initial Teacher Training for Basic Education and the Common National Base for Initial Basic Education Teacher Training (BNC-Training) as documents that, in the present time, discursively reorganize certain criteria for education, standardizing practices, knowledge and subjects. In this movement, it is noteworthy how the notion of quality of education is articulated with other statements that come to assume the centrality in the policy of official knowledge, regulating not only the enunciative possibilities about the curriculum, but also the teaching materials, assessments and training of teachers.
Breve histórico do processo de elaboração da Base Nacional Comum Curricular no Brasil
(2020) CASTRO, Maria Helena de
At the turn of the 21st century, at an international level, a new paradigm of pedagogical and curricular organization emerged, in which evaluation processes are the essential management tool. Since 1995, Brazil has been building the Basic Education Assessment System (Saeb), and the 1997 National Curriculum Parameters provided guidance on the contents and results of basic education. In 1998, the National Curriculum Guidelines were instituted which, despite being mandatory, did not impact teaching in schools. In 2007, the application of the Saeb/Prova Brasil census and the creation of the Basic Education Development Index (Ideb) led to performance rankings among schools. As there are no common base curricula, assessments have become a reference for education systems. In 2014, the National Education Plan (PNE 2014-2024) converted the Common National Curriculum Base (BNCC) into a strategy to achieve its goals. After debates and public consultations, the BNCC regarding early childhood education and elementary education was approved in 2017 and the part of secondary education, in 2018.
Contribuições da autoavaliação institucional para o uso formativo das avaliações da alfabetização
(2020) HORTA NETO, João Luiz; SANTOS, José Roberto Souza
In recent years, there has been a growing public interest in external assessments in the literacy cycle, making them central to the debate on school quality at this stage of education. In contradiction, these actions have had little influence on decision-making within schools, frustrating, in part, what seems to be the interest of the bodies responsible for the evaluations. Against this background, this article analyzes some of the possible reasons that could explain the fact that the results of literacy cycle assessments are little used for school improvement and discusses the likely contributions of institutional self-assessment. It concludes that it is necessary to problematize external evaluations as they are carried out, because they unilaterally produce judgments about the quality of institutions, and if schools do not develop their own evaluations, they become hostages to these judgments.
Currículo comum, avaliações externas e qualidade da educação
(2020) FINI, Maria; SANTOS, André Vitor dos
Interview conducted with teacher Maria Inês Fini about curriculum, external evaluations and quality of education.
Currículo Nacional Comum: uma questão de qualidade?
(2020) SANTOS, André Vitor dos; FERREIRA, Marcia
In curriculum policies formulated from the 1990s onwards, improving the quality of education in Brazil has often been associated with the constitution of a national and common curriculum for basic education and for teacher training. It seeks to explore how, historically, the emergence of a certain notion of quality has been associated with performance standards and norms that end up producing who we should be and what we should know, in the subject positions of teachers and students of basic education . The analyzes presented consider the Common National Curriculum Base (BNCC) and the National Curriculum Guidelines for Initial Teacher Training for Basic Education and the Common National Base for Initial Basic Education Teacher Training (BNC-Training) as documents that, in the present time, discursively reorganize certain criteria for education, standardizing practices, knowledge and subjects. In this movement, it is noteworthy how the notion of quality of education is articulated with other statements that come to assume the centrality in the policy of official knowledge, regulating not only the enunciative possibilities about the curriculum, but also the teaching materials, assessments and training of teachers.
Desafios da articulação entre o novo ensino médio e a BNCC: o caso do Distrito Federal
(2020) FERREIRA, Fernando; ABREU, Richard James; LOUZADA-SILVA, Daniel
This experience report deals with the articulation between the BNCC and the Curriculum in Motion at the State Department of Education of the Federal District (SEEDF), between June 2016 and December 2019, succinctly presenting the challenges faced, the articulation between different sectors , the solutions found and the planning to implement the new curriculum as of 2020.

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