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

Qualis: A2

Periodicidade: Trimestral

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Agora exibindo 1 - 5 de 69

As representações sociais de profissionais da assistência sobre o Estatuto da Criança e do Adolescente: estratégias e argumentos
(2008) CASTRO, Claudia Rabello de; CASTRO, Monica Rabello de
The aim of present study was to identify the analyzes of social representations about Children and Adolescents Statute (CAS) that is done by assistance professionals from the City of Campos dos Goitacazes. That law is still polemic and its main controversy is directed to its application to Brazilian reality. After 15 years, the exam of those controversies as well as the investigation, in specific contexts, of range and limits reached by institutions interested on its implementation, remains relevant. The city of Campos gave priority to children assistance and states that CAS is its guidebook. Through articulation of social representations theory, by Serge Moscovici, with new approaches of rhetoric, we intended to validate a methodology of rhetoric analyses of Campos assistance professionals speech. It is assumed that social representations are constantly reconstructed by context demands and that reconstruction is related to commitments established by language shared by social groups. Concepts of agreement, auditorium and argument, as it is stated by Chaïm Perelman, as well as implicit analysis, from Oswald Ducrot were used. Analyzes were oriented by the concept of metaphor, as it was established by George Lakoff and Mark Johnson, and the model of argumentative strategy, based on Argumentative Theory. Results showed some shared aspects in subject representations, that were grouped according its functions inside institutions in: GR - government representations, C - counselors and A - educative agents. RG and C groups have, as central representation, alignment to CSA established directions. The speech of the first ones is focused on value of governmental assistance politics. The last ones put themselves as CAS defenders, worried about valorizing their works, which could loose importance and prestige when faced to society. Far from the other two groups, group A shows CAS unfamiliarity and a nature concept of the law. However, it is the only group where children and adolescents are considered as subjects that are able to change their own reality. For the others the solution of that population problem is focused on governmental actions or in family corrections. Main practice difficulty pointed out by RG and C groups is about Streets Children assistance. They blame family by marginality and consider it a fundamental piece of CAS applicability. For educative agents, CAS appears as something to difficult a corrective practice. Representations about ordinary practices pointed to them means to be submitted to the old law. Diverged aspects of the social representations were also analyzed in all three groups.
Se a escola pudesse ser outra coisa, que coisa ela seria?
(2008) ANDRADE, Daniela Barros da Silva Freire
The present work focuses on the established articulation between the Social Representations (MOSCOVICI, 2003; JODELET, 1995) and the epistemological status of the metaphor (LAKOFF; JONHSON, 2002) pointing out that it functions as an organizing model of the discourse, coordinating lines of argumentation which determine the predicates and the constitution of categories (MAZOTTI, 1995). It is a fact that the metaphors act in the process of anchorage and objectification influencing the constitution of the categories which will compose the social representations, mostly its figurative nucleus. In this study, the metaphors were taken as support for the methodological proceedings of a research which broached the social representations of the school space (GAUTHIER, 2004; MAZOTTI, 1995). Students (n=44), from a public school in the City of Cuiabá, were encouraged to answer the question denominated "Metaphor Induction" so presented: If School could be something else, what thing would it be? The information collected was analyzed in agreement with the technique of content analysis (BARDIN, 1995). Afterwards the information and data collected in the sessions of observation and interviews were interconnected. The analysis contrasted that for students, the school expressed by means of the metaphor is associated with playfulness, mostly objectivized from the image of a park. For the students, it's still added the home and family dimension strongly connected with the sense of sheltering and protection. Some paradoxes were found, among them: the denial of playfulness with the real interdiction of the playground and the denial of the feeling of protection as the family feeling present in the relationship of confrontation between students and teachers; teachers and employees.
Ser professor universitário
(2008) PAREDES, Eugênia Coelho; LIMA, Rosely Ribeiro; TRINDADE, Dionéia da Silva; VICENTE, Simone Sanches
How do teachers, working at a public university, represent themselves concerning their academic activities performances? The study compares data from two researches, and was carried out in the Federal University of Mato Grosso's campus of Cuiabá: PROF. 1, in 2000, and PROF. 2, in 2005. The analyses were based on the Theory of the Social Representations, developed by Serge Moscovici, and, also, the approaches of Jean-Claude Abric and Claude Flament. It was aimed to find out and interpret the teachers' social representations related to the theme to be a teacher at UFMT, in order to analyze them, and finally establish a comparative analysis. The data lead us to conclude that the social representations concerning teaching at UFMT are being consolidated as years go by, in traces of hegemonic dimensions, which reveal the teacher as being a professional who needs several personal qualities to perform their work. It was also possible to verify the emergence and disappearance of social representations showing, this way, the dynamics of this phenomenon.
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.

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