scholarly journals O corpo negro não tem nome: enfrentando o racismo no currículo de Ciências

2021 ◽  
Vol 11 (1) ◽  
pp. 192
Author(s):  
Sandra Escovedo Selles ◽  
Ana Cléa Ayres ◽  
Fabiana Benvenuto
Keyword(s):  
Science Education ◽  
Public School ◽  
Science Teacher ◽  
Rio De Janeiro ◽  
School Discipline ◽  
School Curriculum ◽  
Curriculum And Pedagogy ◽  
The City ◽  
Narrative Learning

O artigo propõe-se a refletir sobre as possibilidades de uma educação antirracista, enfrentando a responsabilidade científica na construção do racismo e, para isto, examina as alternativas do currículo de Ciências nesta desconstrução. Tomando a proposição teórica de Ivor Goodson, quando aponta as possibilidades de uma aprendizagem narrativa, o artigo se debruça sobre os relatos de um professor de Ciências que atua em uma escola pública do município do Rio de Janeiro, onde, continuamente, desenvolve um projeto curricular. Este projeto é centrado na disciplina Ciências Naturais, mas envolve outras disciplinas, tendo a Revolta de Vassouras, RJ, no período escravocrata, como pano de fundo. O artigo faz uma releitura de uma pesquisa que analisou o trabalho desse professor (FERREIRA, 2016) e traz suas narrativas sobre a experiência relatada. Esta releitura traça diálogos entre currículo narrativo e linguagem da possibilidade e enfatiza a potência do projeto como modo de interpelação do discurso racista-biológico.Palavras-chave: Currículo narrativo. Educação em Ciências. Racismo. Abstract: The article aims to reflect on the possibilities of an anti-racist education, facing science responsibility in building racism, and for this examines the alternatives of the school curriculum in this deconstruction. Taking Ivor Goodson's theoretical proposition, when he points out the possibilities of narrative learning, the article focuses on the reports of a science teacher who works in a public school in the city of Rio de Janeiro, where he continuously develops a curricular project. This project is centered on the school discipline sciences, but it involves other disciplines, taking the “Revolta de Vassouras”, RJ, during the slave period, as a background. The article re-reads a research that analyzed the teacher's work (FERREIRA, 2016) and uses his narratives about the experience. This reinterpretation traces dialogues between narrative curriculum and pedagogy of possibilities and emphasizes the power of this work as a way to challenge the racist-biological discourse.Keywords: Narrative curriculum. Science education. Racism.

scholarly journals CONHECIMENTOS DE MARIA: CURRÍCULOS, CULTURAS E CONHECIMENTOS COTIDIANOS

2014 ◽  
Author(s):  
Nivea Andrade
Keyword(s):  
Public School ◽  
Scientific Knowledge ◽  
Mathematics Teacher ◽  
Rio De Janeiro ◽  
School Curriculum ◽  
Teachers And Students ◽  
The Relationship ◽  
Everyday Knowledge

O presente artigo compreende os currículos como culturas e como espaçotempo que entrelaça conhecimentos cotidianos e conhecimentos científicos. Para este propósito realizarei um diálogo com os trabalhos de autores e professores como Alice Lopes, Néstor Canclini, Homi Bhaba, Boaventura de Souza Santos, Elizabeth Macedo e Luciana Getirana. Esta última, a minha principal interlocutora, é professora de matemática de uma escola municipal na Penha Circular, Rio de Janeiro. Com estes interlocutores e com as conversas com Dona Maria, uma estudante de 65 anos de uma turma de Jovens e Adultos, busco pensar as relações entre conhecimento científico e conhecimento cotidiano na produção dos currículos escolares. Neste sentido, tentarei romper com dicotomias, reconhecendo, porém, que nas práticas de docentes e discentes, há movimentos que procuram definir estas separações, buscando delimitar o que na prática é móvel e entrelaçado nas diferentes redes de conhecimentos e de significados das quais todos fazemos parte.Palavras-chave: Currículos, conhecimentos cotidianos, conhecimentos científicos e culturas.   This article comprises the curriculum as cultures and as spacetime that interweaves everyday knowledge and scientific knowledge. For this purpose I’ll do a dialogue with works of authors and teachers like Alice Lopes, Néstor Canclini, Homi Bhaba, Boaventura de Souza Santos, Elizabeth Macedo and Luciana Getirana. The last one, my main interlocutor, is a mathematics teacher in a public school at Penha Circular, Rio de Janeiro. With these interlocutors and dialogues with Dona Maria, a student of 65 years of a group of youth and adult, I try to think the relationship between scientific knowledge and everyday knowledge in the making of school curriculum. In this sense, I’ll try to break with dichotomies, recognizing, however, that in the practices of teachers and students, there are movements that seek to define these separations, seeking to delimit what in practice is mobile and interlaced in different networks of knowledge and meanings which we all  belong. Keywords: Curriculum, everyday knowledge, scientific knowledge and cultures.

Impact of age and schooling on performance on the Brief Cognitive Screening Battery: A study of elderly residents in the City of Rio de Janeiro, Brazil.

2018 ◽  
Vol 11 (3) ◽  
pp. 317-328 ◽  
Author(s):  
Verônica C. Araujo ◽  
Christina M. B. Lima ◽  
Eduarda N. B. Barbosa ◽  
Flávia P. Furtado ◽  
Helenice Charchat-Fichman
Keyword(s):  
Rio De Janeiro ◽  
Cognitive Screening ◽  
Screening Battery ◽  
The City

Incidência da utilização de protetores bucais em diversos esportes de contato

2020 ◽  
Vol 12 (45) ◽  
pp. 118-122
Author(s):  
Victor Paes Dias Gonçalves ◽  
Hugo Leonardo Matias Nahmias ◽  
Marcus Menezes Alves Azevedo
Keyword(s):  
Martial Arts ◽  
Rio De Janeiro ◽  
Dental Trauma ◽  
Primary Objective ◽  
Type Ii ◽  
Contact Sports ◽  
The Face ◽  
Secondary Objective ◽  
The City

Among contact sports, the practice of martial arts offers a greater risk of causing dental trauma and fractures as contact with the face is more frequent. The primary objective of the research is to evaluate the incidence of mouthguard use, and the secondary objective is to verify which type has a greater predominance and the difficulties in its use correlating to the type of mouthguard used. A documentary study was carried out with 273 athletes of different contact sports, among them: MMA, Boxing, Muay Thai, Jiu-Jitsu, and Taekwondo of the city of Campos dos Goytacazes, Rio de Janeiro, Brazil. It was concluded that the most commonly used mouthguard is PB Boils and Bites - Type II and its level of approval is poor, interfering with the athletes’ performance, mainly in relation to the breathing factor.

Categorias analíticas do espaço e Turismo: o exemplo da Fortaleza de Santa Cruz, Niterói/RJ

GEOgraphia ◽  
2010 ◽  
Vol 8 (16) ◽  
Author(s):  
Miguel Ângelo Ribeiro
Keyword(s):  
Social Sciences ◽  
Urban Space ◽  
Rio De Janeiro ◽  
Future Generations ◽  
Guanabara Bay ◽  
Single Family ◽  
Spatial Dynamic ◽  
Santa Cruz ◽  
Military Installations ◽  
The City

O objetivo que permeia a presente pesquisa é utilizar a Fortaleza de Santa Cruz, localizada no bairro de Jurujuba, em Niterói, construída em 1555, na entrada da barra da Baía de Guanabara, como foco de antílise, ressaltando a importância deste fixo social enquanto atração turística e de lazer, incluindo a cidade de Niterói no circuito destas atividades, complementares à cidade do Rio de Janeiro; além de abordar conceitos e categorias analíticas, oriundos das ciências sociais, principalmente provenientes da Geografia, pertinentes ao estudo das atividades em tela. Neste contexto, na dinâmica espacial da cidade de Niterói, o processo de mudança de função dos fixos sociais têm sido extraordinário. Residencias unifamiliares, prédios e até mesmo fortificações militares, verdadeiras monumentalidades, foram refuncionalizadas, passando por um processo de turistificação. Assim, a refuncionalização da respectiva Fortaleza em espaço cultural toma-se um importante atrativo da história, do patrimônio, da cultura, marcando no espaço urbano sua expressões e monumentalidade, criada pelo homem como símbolo de seus ideais, objetivos e atos, constituindo-se em um legado as gerações futuras, formando um elo entre passado, presente e futuro. Abstract This paper focuses on Santa Cruz Fortress, built in 1555 in Jurujuba (Niterói), to guard the entrance of Guanabara bay, and stresses its role as a towist attraction and leisure' area, as a social fix which links the city of Niterói to the complementary circuit of these activities in the city of Rio de Janeiro. The study uses important concepts and analytic categories fiom social sciences, particularly fiom Geography.In the spatial dynamic of the city of Niterói, change in functions of social fuces has been extraordinary. Single-family dwellings, buildings and even military installations have been re-functionalized, undergoing a process of touristification. In that way, the refunctionalization of the Fortress as a cultural space provides an important attraction in the domains of history, patrimony, and culture, providing the urban space with an expression of monumentality, created by man as a symbol of his ideals, aims and actions, a legacy to future generations forming a link between past, present and future.

A utopia do direito à cidade: Possibilidades de superação da dicotomia favela-bairro no Rio de Janeiro

GEOgraphia ◽  
2010 ◽  
Vol 7 (14) ◽  
Author(s):  
Márcio Piñon de Oliveira
Keyword(s):  
Rio De Janeiro ◽  
The Other ◽  
Right To The City ◽  
Other Hand ◽  
The Right ◽  
The City

A utopia do direito à cidade,  no  caso específico do Rio de Janeiro, começa, obrigatoriamente, pela  superação da visão dicotômica favela-cidade. Para isso, é preciso que os moradores da favela possam sentir-se tão cidadãos quanto os que têm moradias fora das favelas. A utopia do direito à cidade tem de levar a favela a própria utopia da cidade. Uma cidade que não se fragmente em oposições asfalto-favela, norte-sul, praia-subúrbio e onde todos tenham direito ao(s) seu(s) centro(s). Oposições que expressam muito mais do que diferenças de  localização e que  se apresentam recheadas de  segregação, estereótipos e  ideologias. Por outro  lado, o direito a cidade, como possibilidade histórica, não pode ser pensado exclusivamente a partir da  favela. Mas as populações  que aí habitam guardam uma contribuição inestimável para  a  construção prática  desse direito. Isso porque,  das  experiências vividas, emergem aprendizados e frutificam esperanças e soluções. Para que a favela seja pólo de um desejo que impulsione a busca do direito a cidade, é necessário que ela  se  pense como  parte da história da própria cidade  e sua transformação  em metrópole.Abstract The right  to the city's  utopy  specifically  in Rio de Janeiro, begins by surpassing  the dichotomy approach between favela and the city. For this purpose, it is necessary, for the favela dwellers, the feeling of citizens as well as those with home outside the favelas. The right to the city's utopy must bring to the favela  the utopy to the city in itself- a non-fragmented city in terms of oppositions like "asphalt"-favela, north-south, beach-suburb and where everybody has right to their center(s). These oppositions express much more the differences of location and present  themselves full of segregation, stereotypes and ideologies. On  the other  hand, the right to  the city, as historical possibility, can not be thought  just from the favela. People that live there have a contribution for a practical construction of this right. 

International Perspectives on Assessment in Music Education

2019 ◽  
pp. 511-527
Author(s):  
Alexandra Kertz-Welzel
Keyword(s):  
Public School ◽  
Music Education ◽  
School Curriculum ◽  
Education Assessment ◽  
Teaching Philosophies ◽  
The Public ◽  
Assessment Culture ◽  
International Perspectives ◽  
Musical Knowledge ◽  
Music Education Policy

Music education is part of the public school curriculum in many countries, as either a compulsory or an elective subject. While it offers many young people an opportunity to acquire musical knowledge and skills, it also has its challenges. Being part of the public school curriculum results in a need for assessment in music education. While some problems related to assessment are similar internationally (e.g., concerning music as art), assessment in different countries varies. It depends on various factors such as the general assessment culture, the goals of education, music education policy, individual teaching philosophies, and school culture. By utilizing approaches from comparative music education, philosophy, and sociology of music education, this chapter analyzes music education assessment policies and practices in different countries. By scrutinizing global similarities and differences, it proposes new approaches to assessment that may help address some of the challenges the global music education community faces today.

Exploring Pre-service Science Teachers’ Perspectives on the Nature of Science: A Comparative Study Between China and Canada

2021 ◽  
pp. 209653112096678
Author(s):  
Guihua Zhang ◽  
Yuanrong Li ◽  
George Zhou ◽  
Sonia Wai-Ying Ho
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Science Teacher ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Literacy ◽  
Survey Design ◽  
Science Teacher Education ◽  
Teaching Behaviors ◽  
Preservice Science Teachers

Purpose: The Nature of Science (NOS) is an important component of scientific literacy. Science teachers’ Views of the Nature of Science (VNOS) directly affect their teaching behaviors. Therefore, it is of great significance to explore science teachers’ VNOS and find ways of improvement. This study was designed to comparatively investigate preservice science teachers’ VNOS between China and Canada. Design/Approach/Methods: The study employed a survey design to explore how Chinese and Canadian preservice science teachers understood the seven different aspects of NOS. Findings: Data showed that preservice science teachers in China and Canada both hold a modern view about science education. The level of Chinese and Canadian participants’ understanding of NOS was above the relatively naive level. Chinese teachers had better macro-understanding toward science education but their micro-mastery was insufficient. While the Canadian participants had a better understanding of the NOS than their Chinese counterparts. Originality/Value: Based on the research results and the experience of science education and teacher education in Canada, we suggested that there is a need to reconstruct the preservice science teacher education curriculum in China and promote the transformation in the science teacher educational system.

The Shortage of Benzathine Penicillin and Its Impact on Congenital Syphilis Incidence: An Ecologic Study in the City of Rio de Janeiro

2020 ◽  
Author(s):  
José Ueleres Braga ◽  
Rachel Sarmeiro Araujo ◽  
Ana Sara Semeão de Souza
Keyword(s):  
Rio De Janeiro ◽  
Congenital Syphilis ◽  
Fold Increase ◽  
Benzathine Penicillin ◽  
Ecologic Study ◽  
Binomial Regression ◽  
Study Population ◽  
Health Organization ◽  
The City ◽  
Strength Of Association

Abstract Background The Pan American Health Organization indicates that increased incidence of congenital syphilis (CS) can be attributed to the lack of penicillin. This study aimed to analyze the relationship between the benzathine penicillin shortage and the significant increase in the incidence of congenital syphilis in the city of Rio de Janeiro from 2013 to 2017. Methods We used a mixed ecologic study design (temporal and multiple groups). Analysis units were the neighborhoods (spatial) and quarters (temporal) during those years. The study population consisted of CS patients who were living in the city of Rio de Janeiro. The benzathine penicillin supply measure for use in gestational syphilis considered the ratio between (1) the number of bottles dispensed to health facilities in each neighborhood and (2) the number of bottles necessary to treat pregnant women diagnosed with syphilis and their respective partners residing in each neighborhood. To evaluate the association between shortages and a significant increase in CS incidence, the negative-inflated zero-binomial regression model (longitudinal model) was used. Results During the study period, the incidence rate of CS in Rio de Janeiro neighborhoods was on average 19.6 per 1000 live births. In the simple analysis, shortage was associated with a 2.17-fold increase in the risk of a significant increase in CS incidence. After adjustment for the sufficient minimum set, the strength of association increased to 2.23 (95% confidence interval, 1.15–4.30). Conclusions We conclude that the benzathine penicillin shortage had an impact on the increase in the incidence of CS in Rio de Janeiro.

scholarly journals Facing neoliberalism through dialogic spaces as sites of hope in science education: experiences of two self-organised communities

2021 ◽  
Author(s):  
Betzabé Torres-Olave ◽  
Paulina Bravo González
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Teacher Educators ◽  
Political Knowledge ◽  
Sense Of Agency ◽  
Critical View ◽  
Counter Narratives ◽  
Science Teacher Educators

AbstractIn this paper, we discuss the role of dialogue in two layers; first, in relation to two self-organised communities of science teachers in which we participated and, second, our process of coming together during our PhDs to analyse these communities, a dialogue about the dialogue. Regarding the first layer, there is much to learn from science teachers and science teacher educators when they are organised in sites of learning that can be spaces of hope, beginnings, and becoming, as is illustrated in the case of these two self-organised communities. Regarding the second layer, we discuss the value of dialogue and the possibilities it offers to develop ideas for science education in a way that might be democratising, emancipatory, and offering counter-narratives in a neoliberal Chile. By engaging in this dialogue revisiting the practices of our communities, we gained a sense of agency within the field of science education. However, we realised that we need to move towards a critical view within our communities, and more contextual and transformative science education by translating these sites of hope to our educational praxis today. For us, this relates both to developing a collective view of how to make science education provide pedagogical conditions and experiences for critical and engaged citizenship and thinking how we can act and engage with different settings in solidarity. One way of moving towards this is by developing a political knowledge of our disciplines through a collective scientific conscientisation. Our communities are the departure points to achieve this.

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