Neste texto, a autora revisita seus trabalhos de conclusão dos cursos de Mestrado e Doutorado visando compreender de que modo sua formação pós-graduada Stricto Sensu a (trans)formou na professora-pesquisadora que atualmente é. Para tanto, opta por uma narrativa autobiográfica da experiência vivida na pós-graduação no intuito de refletir e evidenciar os impactos formativos que, atualmente, percebe em seu desenvolvimento profissional. Em termos metodológicos, apoia-se em Clandinin e Connelly, os quais compreendem que todo ser humano tem uma história a narrar, pois vive experiências que merecem ser compartilhadas, e, em Josso, que trata da experiência de vida e formação e o caminhar para si.
A proposta geral do presente artigo consiste em apresentar, a partir de uma perspectiva histórica, a organização das escolas públicas na província de San Juan (Argentina). Com essa finalidade, serão analisadas particularmente as primeiras leis de educação comum aprovadas por distintos governos sanjuaninos nos anos 1869, 1884 e 1887. Principalmente, o trabalho se centrará nos artigos destinados a tratar questões que se referem à gratuidade, obrigatoriedade, autoridades educativas e os conteúdos que deveriam ser ditados nas aulas. A partir desta leitura, buscaremos oferecer uma aproximação às diversas características da educação comum na referida província durante a segunda metade do século XIX.
This article discusses the methodological experience of cyber-research-formation (ciberpesquisa-formação), practiced within an ongoing doctoral research in the Graduate Program in Education at the Federal Rural University of Rio de Janeiro (UFRRJ). The objective is to understand how this methodology and its formative devices foster the construction of cyber-afrofuturist experiences within cyberculture. Framed as curriculum acts, the actions were organized into four axes: urban cartography, a state-of-the-art review on Afrofuturism, online ethnography on Instagram, and an Online Afrofuturist Reading Club within university outreach. By consolidating this methodological design, the study grasps how Afrofuturism tensions and intersects different fields of knowledge. The results indicate that by articulating cyberculture and Afrofuturism within curriculum acts, cyber-research-formation enabled the creation of insurgent methods that contribute to making Black epistemologies visible and legitimate within the academic space
This paper presents some reflections on school education in the quilombola communities of Mato Grosso and Rondônia. The objective is to analyseeducational institutions and territories as spaces for education and resistance, consideringcultures that transcend time and space. The methodology involves examining reference documents, regulations, and information available at the Palmares Cultural Foundation. It is concluded that school institutions in these territories, through their curricula, foster a sense of belonging to the communities. A quilombo school institution seeks to keep the memory of ancestry alive, strengthen and promote a sense of belonging to a quilombo, toenable young students in the community to learn and value the history of their people, their community, and their identity
History teacher education “within the profession”? Relationships between university and school in Lisbon This article examines the links between universities and school education institutions in the initial preparation of History teachers, taking as a reference the Master’s Degree in History Teaching at the University of Lisbon. It addresses the problem of understanding to what extent these connections foster integrated spaces of professional learning or reproduce the divide between theory and teaching practice. Theoretically, the study engages with authors who emphasize the centrality of everyday school life in the construction of professional knowledge. Methodologically, a qualitative approach is adopted, based on interviews with lecturers and students, combined with the observation of course activities. The findings indicate the development of school-based formative arrangements, such as communities of practice, networks of cooperating teachers, and “third spaces,” which reposition schools as privileged sites for the production of professional knowledge. However, institutional, cultural, and political tensions persist, limiting the consolidation of this model.Keywords:Teacher education, History teaching, university-school relatioship, professional knowledge.
Teaching-Learning Methodologies: The Paths To Human Formation Developing teaching-learning methodologies that contribute to human development is a necessary challenge in the current context, where education is often more focused on improving statistics than on genuinely forming critical and responsible citizens capable of reflecting on humanity’s needs. In this discussions aim to outline a path toward human development through a survey of methodologies that can support this process. We discuss these methodologies with a focus on basic education, a stage that, due to the nature of its approaches and the age group of learners, is considered foundational for developing knowledge and skills that prepare students for subsequent learning stages and for life as a whole. This article presents a survey of these methodologies and explores how they can be used to promote students’ human formation. Keywords: active learning methodologies, human Formation, teaching-learning
Literacy meanings in curriculum policies for Portuguese Language: a discussion on new and multiliteracies This article discusses the dialogue between the signifier “literacy” in the PCN for Portuguese Languageand the new and multiliteracies in the BNCC for PL in Elementary Education. Anchored in the theoretical assumptions of Laclau (2011) and Derrida (2006), it problematizes the prescription of universalist curriculum documents as an attempt to sustain the idea that they ensure educational quality and the formation of critical and conscious subjects. The article argues that the subjects are marked by a fluid nature that permeates every social or discursive identity. The article concludes with reflections on the impossibility of curricular universalization, since the ultimate meaning will always escape and slip away, given that there are no means to halt the displacements of a hegemonic formation. Keywords:Literacy,New and multiliteracies,Portuguese Language,Brazilian Common Core State Standards.
This article, resulting from a bibliographic review, presents initial theoretical reflections of the master's research project in development, which aims to understand the impacts of the COVID-19 pandemic on the literacy process in the 1st and 2nd year classes of Elementary School in the post-2020 period, as well as to evidence the teachers' authorships in the inventive production of responses to the learning gaps identified in students during the literacy process after remote teaching. The qualitative research is based on theorists Vygotsky, Soares and Freire. Based on the review, the results point to some impacts of the pandemic on the literacy process in the post-2020 period, further evidencing the need for inventive practices in the return to face-to-face classes.
The present study investigated the perception of 12 second-year high school students regarding the topic of fires related to the Chemistry subject. The research was carried out in a public school in the municipality of Mirante da Serra – RO. Two questionnaires were administered with closed, open and multiple-choice questions, related to the topic of fires and chemical concepts. It was concluded that the students initially had prior knowledge on the topic, mainly related to awareness, however, without being able to relate it to chemical concepts. In the results obtained in the second questionnaire, it was noticed that there was assimilation of chemical concepts related to fires by the students.
The aim of this article is to disseminate the result of a didactic-pedagogical intervention carried out with students of the 3rd grade of high school in Portuguese language classes. The work is based on Bakhtin’s Circle Theory (Bakhtin, 2003; Faraco, 2009) in relation to the work of fables as a discursive genre. The methodological aspects are configured by the fact that it is an action research (Tripp, 2005; Thiollent, 2009) of a qualitative nature (Gil, 2002; 2008). As a final result, this work resulted in the publication of a collection that brings together 13 fables written by the students themselves during the intervention process.
Este ensaio busca compreender de que forma a Teoria da Aprendizagem Significativa Crítica (TASC) pode constituir um aporte teórico metodológico para efetivação da alfabetização científica. Evidenciamos que os princípios facilitadores da aprendizagem significativa crítica se articulam às diretrizes da Alfabetização Científica, oferecendo uma base conceitual para o desenvolvimento de estratégias didáticas congruentes. Um ensino voltado à aprendizagem significativa crítica favorece a conquista de múltiplos aspectos da alfabetização científica. Promover uma educação que forme pessoas críticas e aptas a utilizar conhecimentos científicos em diversos contextos, requer esforços de professores, estudantes e instituições, potencializados pela apropriação de teorias convergentes como a TASC.
A Promoção da Saúde é um campo estratégico na formação em saúde e no fortalecimento das políticas públicas. Este estudo analisou a inserção do tema nos cursos stricto sensu do Centro de Ciências da Saúde da Universidade Federal de Santa Catarina. Objetivo: analisar se os programas ofertam disciplinas cujo título ou ementa mencionam a Promoção da Saúde. Método: pesquisa qualitativa, com análise documental dos quadros e ementas das disciplinas ofertadas em 2022. Conclusões: a abordagem é incipiente e concentrada em poucos programas. Recomenda-se ampliar disciplinas e ações transdisciplinares. A análise não abrangeu abordagens informais nem a prática pedagógica vivenciada.
In this article, we aim to understand the meanings that children aged four to six assigns to mobile phones in Early Childhood Education through their playful interactions. The research was conducted in 2023 at the Municipal Early Childhood Education Unit in Niterói/RJ, involving the participation of fifteen children. Inspired by ethnographic methodology, we employed conversations, participant observation, and field diary recordings. We observed that children transform mobile phones into playful objects, reinterpreting and recreating different contexts through imagination. We conclude that children creatively reframe mobile phones, incorporate cybercultural practices, and integrate them into their play in the school environment.
This article presents the ongoing research process, permeated by the metaphor of the ribbon colors that make up the symbol of autism. In writing biographies of the experiences of teachers who work in the Specialized Educational Assistance - SEA, serving children with ASD, I chose the narrative with Pedagogical Letters as a methodological device, aiming to understand, based on the narratives, how the teaching knowledge of the SEA teachers is (re)cognized, re-signified and constituted in the care of ASD students, in the state school system of Rondonópolis, Mato Grosso. Writing biographies of these voices aims to reveal how we see, feel and think about difference, in a horizontal movement of conversation, listening and writing.
Este artigo apresenta a metodologia da narrativa encorajadora na pesquisa com crianças. O referencial teórico propõe a interlocução entre a teoria das representações sociais e a teoria histórico-cultural. O texto apresenta o desenvolvimento da metodologia no interior de um grupo de pesquisa e ilustra sua aplicação em um estudo sobre significações acerca dos arranjos familiares. As investigações possibilitaram reconhecer que a metodologia promove estruturas de oportunidade para as crianças possam imaginar, apropriar-se, produzir e partilhar as significações estudadas, favorecendo a apreensão da dimensão subjetiva na produção e compartilhamento das representações de crianças.
A partir do estudo de caso de uma escola estadual mineira, nos propusemos a investigar o porquê de prevalecer uma postura desinteressada e com baixos desempenhos quantitativos pelos estudantes, mesmo diante de um contexto com propostas de ensino interdisciplinares. Verificamos que a relação que os estudantes possuem com o aprendizado da química é marcada pela desconexão e pelas defasagens e que pensar as aprendizagens em Química, implica em considerar em todo um conjunto de relações necessárias ao seu acontecimento, as quais envolvem não apenas os conteúdos disciplinares, mas também aspectos subjetivos, sociais, linguísticos e pedagógicos que atravessam o processo educativo.
Este trabalho visa conhecer a percepção sobre a BNCC de cinco professores que ensinam matemática e compreender como eles analisam sua autonomia. Utilizou-se a entrevista narrativa para a produção de dados. O texto apoia-se nas perspectivas teóricas de José Contreras e Paulo Freire. Na análise compreensivo-interpretativa, buscou-se atribuir sentidos às vozes dos professores. Concluiu-se que não é possível estabelecer um ambiente de autonomia com a implementação de um documento prescritivo, normativo e nacional que impede o professor de exercer uma prática reflexiva e coletiva no seu contexto de trabalho.
