Revista Educação e Cultura Contemporânea

URI Permanente para esta coleção

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

Periodicidade: Publicação contínua

Editor: Roberto Cardoso Freire da Silva

Título abrev.: Rev. Educ. Cult. Contemp.

Sistema de Preservação Digital: Não possui

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Agora exibindo 1 - 5 de 69

TV e escola: discursos em confronto
(2008) BATISTA JUNIOR, Gutenberg Barbosa
The book by the pedagogue and master in Education from UFRJ, Gláucia Guimarães takes as a starting point her experience as an educator of literacy classes in public and private schools in the city of Rio de Janeiro, where she began, from academic work, to observe the existence, at times, of pleasure and rejection in knowing/learning by students. This experience led her to question whether the pedagogy that she and the school were applying was somehow excluding. Based on this observation, she began to analyze the pedagogical discourse dictated by schools which, for her, ended up becoming a strong component in the success or not of the proposed learning.
Lendo imagem na escoalrização básica
(2008) OLIVEIRA, Esequiel R.; DAVID, Maria Ignez Rocha; NOVAES, José Antonio; REZENDE, Nelson M. de
This study investigated ways in which the image enables the student to elaborate/formalize the mathematical text and to what extent it constitutes an alternative to verbal language. The analysis focused on modeling and solving problem-situations from two different texts: one predominantly visual and the other verbal. We start from the premise that the association of different ways of approaching an object, here mathematics, expands the possibilities of knowledge about it. The results allow us to state that the image enabled the student to read the mathematical text resulting in greater familiarity with the task. Another important aspect to highlight is the fact that good performance in the activity was registered both among students with high performance in the school year and among students with low performance, in at least one of the proposals presented.
Educação Matemática e inclusão: abrindo janelas teóricas para a aprendizagem de alunos cegos
(2008) FERNADES, Solange Hassan Ahmad Ali; HEALY, Lulu
With the growing presence of learners with special needs in the classrooms of regular schools, it is crucial to seek a deeper understanding of how knowledge construction, in our case mathematical knowledge, is mediated by different means of access to sensory systems of the human body, as the semiotic tools that can be used to constitute classroom culture. In this article, we describe how theoretical constructs rooted in the studies Vygotsky called Defectology guide us in our attempts to make sense of the inclusion of students with visual impairments in mathematics activities. We present a brief description of the development of Vygotsky's sociocultural theory and its relationship to his work with learners with special needs. We then describe our intent to apply the Vygotskian framework in our analysis of interactions with blind learners in geometry activities.
Resenha do Livro Perspectivas teoríco-metodológicas em representações sociais
(2008) LIMA, Rita de Cássia Pereira
The book is an initiative of European and Latin American researchers and reflects the scientific exchange that has mobilized authors interested in the study of social representations. An element that permeates the chapters, in addition to theorizing about social representations, is the concern to explain systematic procedures and objectives of observation, data analysis and interpretation that constitute scientific research, avoiding contrasting quantitative and qualitative analysis. There is a consensus in this area that there is a need to use various methods to observe, analyze and understand common sense knowledge, which demands a lot of care and reflection, as well as new searches for methodological strategies. In this sense, the book seeks to show paths for possible theoretical-methodological impasses that emerge from research problems involving different sociocultural realities and different areas of scientific knowledge.
Contribuições da psicologia sócio-histórica ao estudo da teoria das representações sociais
(2008) AGUIAR, Wanda Maria Junqueira de; BOCK, Ana Mercês Bahia
This text intends to be a dialogue between two theories, which have historical moments of encounter and cooperation, mainly about the scientific search on overcoming the subjective-objective dichotomy emphasized in the Psychology development. The Theory of Social Representations and Social-Historical Psychology don't have the same background but, in Brazil, there were some moments and important representatives that give them the possibility to dialogue, as Silvia Lane did. This article intends to continue the established relationship developed as condition to go forward in both theories. Hereby follow the general aspects of Social-Historical perspective on which the authors base their questioning to the Theory of Social Representations and the problems that arise ahead. The concept of human being, methodological principles and analytical categories are the given themes; their background is the desired of both theories to overcoming the dichotomy between individual and social, subjective and objective.

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