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 879

10 (anti-) teses sobre cultura popular
(2010) BURNETT, Henry
1975: año de la orientalidad. El cuerpo /moral en el proceso de reorganizacion nacional
(2007) GODAY, Martina Bailon
This paper is situated in the historical context of the so-called National Reorganisation Process developed during the last civic-military dictatorship in Uruguay (1973-1985). Together with the ritualisation and celebration of the "Year of Orientality" in
A (im)possibilidade da fidelidade na interpretação da língua brasileira de sinais
(2006) ROSA, Andrea da Silva
This article aims to present the reflections I developed in my Master's dissertation, where I approached translation studies and the fidelity issues involved in the work of a sign language interpreter, from the deconstruction perspective. The interpreter
A (in)sustentabilidade do discurso da educação para o desenvolvimento sustentável do Banco Mundial
(2008) MOREIRA, Luciano Accioly Lemos
From the decade of 70 of century XX the capital adentra in a structural crisis, causing with this, harmful effect the life human being in continued and rastejante way. Had to the economic damages, ecological politicians and in a destructive way of product
A academia e participação social no Brasil: teses e dissertações sobre movimentos sociais produzidas na UNICAMP e na USP entre 1970 e 1951
(2002) KAUCHAKJE, Samira
This article to present some meditation to one research of graduat about thesis and dissertation about social movement to make in USP and UNICAMP. To breack some consideration in that study, this article developing to support to have a alliance between ac
A atuação de professores nas séries iniciais do ensino fundamental como facilitadores das interações sociais nas atividades de conhecimento físico
(2007) COLETO, Andrea Patapoff Dal
The objective of this work was to investigate the position of four professors of the initial series ofbasic education, in activities of the physical knowledge, lessons of Sciences. Detaching the actionsfacilitate pedagogical of the social interactions in
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 biblioterapia na humanização da assistência hospitalar do Hospital Universitário da Universidade Federal de Santa Catarina - HU/UFSC
(2008) SEITZ, Eva
This article has for purpose to present resulted of the study carried through with patients, companions and employees of the Units of Surgical Internment of the University Hospital of the Federal University of Santa Catarina (UIC/HU/UFSC). The central foc
A clara e a gema
(2001) GODOY, Márcia Denise de Oliveira
RONCA, Afonso Caruso; GONÇALVES, Luiz Carlos . A clara e a gema. São Paulo: Edesplan,1998.
A constituição do sujeito no tempo empírico e a memória transcendental: Deleuze leitor de Hume e Proust
(2010) FORNAZARI, Sandro Kobol
Based on Deleuzian interpretation of Hume's empiricism, this article seeks to understand the development of Deleuze's first synthesis of time, the synthesis of habit, from the constitution of a subject who contemplates and contracts sensitive perceptions,
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 histórias por alunos surdos:aprendizagem coletiva
(2006) SILVA, Ivani Rodrigues; CHEFFER, Rosana
Deaf people have recently been considered as part of bilingual linguistic minorities groups and the process of written Portuguese acquisition by these groups of students has been object of much reflection. This study presents the work accomplished by the
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 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 cultura surda e os intérpretes de língua de sinais
(2006) PERLIN, Gladis
By emphasizing some positions and enunciations on deaf culture, this paper aims to discuss the identity and the territory of the Sign Language/Portuguese interpreter. Certain situations are approached; however, our focus is not on how global the issue is.
A desconstrução derridiana e o processo criativo de Pina Bausch
(2018) ALMEIDA, Marcia Furlan de
ToJacques Derrida, the western metaphysical thought is rooted in a dual logic whose poles are opposed and mutually exclusive. His philosophy through deconstruction seeks to shake the structures of this thought –named byhim –logocentric. For this purpose,its propositions bring us to the constant movements in the search for meanings always delayed in the game of differences, and bringsin its core the experience of otherness. Pina Bausch, through its spectacles, to continuously expose the body with its powers and vulnerabilities to the other, invites us to enter the game of differences. In its scenic language, the ‘other’ arises as a sine qua non in this game of multiple meanings that ended up producing and affirm differences. This article aims to present apossible crossings between the movement of the deconstruction of the philosopher Jacques Derrida and the creative process of the dancer and choreographer Pina Bausch in ‘Tanztheater Wuppertal’, in the search for destabilization of duality to undo the fixity of the essence and provide other meanings.
A diferença no currículo ou intervenções para uma pedagogia
(2012) CÉSAR, Maria Rita de Assis
The article questions normative systems that emprision body, gender and sexuality. Four characters are called up to intervene in the discussion: Thomas Beatie, Brendan Teena, Bree Osbourn and Agrado, all of them understood as narratives that overcome the body-sex-gender system. By considering Foucault’s dispositive of sexuality and the historical process of naturalizing bodies, sex and gender, we aim at questioning capture processesses such as pathologization, medicalization, exclusion and violence. Having in mind that curricular narratives for a long time have been dealing with issues such as sexuality and gender, we believe that crossing those four narratives with the discussion of the curriculum may contribute to provoke difference in a Deleuzian sense. New questions arising from queer theory or queer pedagogy produce difference at school practices by demonstrating the limits of our inteligibility system concerning our bodies, sex and gender relations. The four characters/interventions embody strong reflexive potential, one that affects the school by challenging its knowledge and experiences through new quesitions that overcome normative systems still prevailing.
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.

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