Revista Eletrônica de Educação

URI Permanente para esta coleção

https://edubase.sbu.unicamp.br/handle/EDUBASE/61

A Revista Eletrônica de Educação, com periodicidade de publicação semestral, é uma iniciativa do Programa de Pós-Graduação em Educação da Universidade Federal de São Carlos. O seu principal objetivo é publicar artigos, ensaios, debates, entrevistas, resenhas inéditos em qualquer língua sobre temas que contribuam para o recrudescimento do debate educacional, bem como para a divulgação do conhecimento produzido na área. É dirigida a pesquisadores, profissionais e alunos da Educação. A sua organização nas seções propostas permite a publicação de materiais sob diferentes formatos e naturezas. Os textos em outros idiomas, exceto o Espanhol, poderão ser traduzidos e apresentados na mesma edição.

Descrição

Mantenedor: UFSCar

Tipo: IESF

Região: Sudeste

Cidade: São Carlos | SP

ISSN: 1982-7199

Periodicidade: Publicação contínua

E-mail: reveduc@ufscar.br

Editores: Maria Cecília Luiz | Luiz Roberto Gomes

Título abrev.: Reveduc: Rev. Eletr. Educ.

Sistema de Preservação Digital: Não possui

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Agora exibindo 1 - 5 de 45

Alfabetização e letramento na educação de jovens e adultos: subsídios para a prática educativa
(2009) Equipe Nucleo EJA Guarulho
This text is the result of the discussions of the Construction Curriculum (GCC) of the Education Program for Youths and Adults with Basic Regular Education Professional Education Department of Guarulhos and is composed of three parts. In the introduction to report the formation of the GCC, the reflections on the issues addressed in the four meetings and problem-question chosen by teachers for the preparation of the text. In the second section, we discuss the concept of literacy from different authors surveyed by educators and present some guidelines suggested by the Group for the planning of learning situations in the light of literacy. At the end, we made some considerations from the discussions within the Group.
Las perspectivas socioculturales y la formación de profesores de primaria en relación con las matemáticas
(2010) GARCÍA, Mercedes; SÁNCHEZ, Victoria
El objetivo de este artículo es presentar algunos problemas que han surgido en nuestro trabajo como formadoras de profesores de Primaria en relación con las matemáticas. En particular, uno de esos problemas es cómo formar a los futuros miembros de una comunidad en un contexto diferente al de su futura actividad profesional. Para resolverlo, intentamos proporcionar los medios para que los estudiantes para profesores de Primaria se integren en la comunidad de esos profesores mediante la creación de comunidades de aprendizaje. Estas comunidades se caracterizan por una actividad que podríamos llamar "aprender a enseñar". En nuestro caso, esta actividad se realiza en entornos que se generan por medio de trayectorias de enseñanza/aprendizaje. En este contexto, han surgido algunas preguntas sobre las que pensamos que puede merecer la pena reflexionar.
Sociedade da informação e a educação a distância no Brasil: o novo enfoque do ensino superior a distância na gestão pública
(2010) VIEIRA, Rejane Esther
The main objective of this study is to analyze the importance of distance education in the training of public managers in today's information society. Question: What is the role of distance education and technology applied in the democratization of knowledge in higher education distance in Brazil? In this context, we emphasize that the formation of new public management is being achieved through distance education in higher education in Brazil, promoting the democratization of knowledge and innovation in the public area. We know that distance education is a form of education that enables self-learning, with the mediation of learning resources systematically organized, presented in different media, used alone or combined, and served by various media. There is growing consensus that the intensification technology in education, with the use of digital technologies, with emphasis on the spread of the Internet, has among its premises "integrated" enabling the emergence of a new generation of distance education, understood, therefore, as Virtual University. Themethodology used is literature and documents.
Interfaces de escolas que visam ser realmente inclusivas: relatos de um cotidiano
(2009) BOAVENTURA, Roberta Silva
This paper presents descriptions, reports and analyses which comprise a remarkable experience shared in the conduction of research in two state schools while I was taking my Master's degree in Education. Thus, both schools subject of my analysis were located in the county of Tupã, a hinterland town in southwestern São Paulo State and aimed at including visually impaired students, that is, at becoming more and more inclusive by fostering respect and appreciation of diversities. This research was carried out to: a) analyze how schools managers organized the inclusion process; b) identify which are the managerial, political, and pedagogical implications in order to accomplish such a process; c) compare how the inclusion process becomes feasible in the schools at issue. The approach used to carry it out was the qualitative one by using resources such as bibliographical references, free observation, and fieldwork. Then one carried out an analysis of the data identifying such categories. Therefore, this research allowed us to find out that both schools aim at amplifying their actions in order to make them really effective including schools, in spite of facing some difficulties which need to be analyzed, introducing something new and diversifying their actions, developing including practices so that they may become more and more inclusive.
Construtivismo: desdobramentos teóricos e no campo da educação
(2010) SANCHIS, Isabelle de Paiva; MAHFOUD, Miguel
The constructivism, that has as main reference Jean Piaget, covers nowadays a diverse array of theories and practices that it encloses the workmanship of many authors and practical implications. In the educational field, the constructivist theory was many times transformed into pedagogical methods, based on the choice of parts or concepts of the theory to be taken for application in some aspects of the school learning. The objective of this work is to rescue some of the important implications of the theory of Piaget, as much in the theoretical field as in the development of pedagogical practices, and to point some risks of reduction, especially of the notion of subject. This article contains a brief passage of the main concepts of the theory of Piaget regarding the constitution of the subject through the interaction, which also make possible, and at the same time, the construction of the knowledge. After that, it introduces some researchers that had followed the most basic ideas of Piaget, although with distinct focus; and also different approaches and interpretations of theconstructivism of Piaget itself. Finally, some possibilities of relation between the constructivist theory and the pedagogical practice are analysed, taking into account the consequences, for the subject, of the reduction of the theory when it becomes only a method.

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