Heightened neural sensitivity to social exclusion in boys with a history of low peer preference during primary school

Guatemala experienced a cruel genocide in the early eighties, in the context of a repressive Conflict. Due to the different governments´ repressive policies, this terrible social situation was little known abroad, and even in the own country. Just after the Peace Accords, several organisms worked to uncover the historical truth. In any case, we cannot forget that testimonial literature is a privileged mean to know this dark period of the contemporary history of Guatemala. This genre is particularly relevant, because the main writers are originally Mayans, and have directly suffered both repression and social exclusion due to ethnic reasons. Rigoberta Menchú, Unmberto Ak´abal and Víctor Montejo represent a new and original point of view in the measure in which they describe feelings and situations from the perspective of those who experience them personally. Testimonial literature or the Testimonio becomes an ethnographic document that allows us to know not just a period but a people who have suffered from repression and exclusion for centuries.

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A jovem normalista que fui, a professora que fui: inserção profissional feminina através de memórias de normalistas

Revista de História e Historiografia da Educação ◽

10.5380/rhhe.v1i1.46298 ◽

2017 ◽

Vol 1 (1) ◽

pp. 193

Author(s):

Raquel Silveira Martins

Keyword(s):

Teacher Training ◽

Primary School ◽

Narrative Research ◽

History Of Education ◽

Minas Gerais ◽

Oral Narratives ◽

Normal School ◽

Research Results ◽

Woman Teacher ◽

History Of

Esse artigo busca apresentar os resultados de uma pesquisa sobre a escolha do magistério como forma de inserção profissional de normalistas que frequentaram a Escola Normal Nossa Senhora de Oliveira, na cidade Oliveira, no Centro-Oeste de Minas Gerais, entre os anos 1971 e 1974. Nesse sentido, as ideias que permeiam esse esboço vão ao encontro das concepções e conceitos sobre a mulher-professora, a formação de professores, em especial para o antigo ensino primário, e a história da educação em Minas Gerais. A metodologia utilizada é concernente à pesquisa narrativa e os dados terão como fonte principal narrativas orais de formandas da referida escola normal no período assinalado.The young normalist I was, the teacher I was: female professional insertion through normalist memories. This article aims to present research results on the choice of teaching as a form of professional insertion for normalistas who attended the Normal School of Our Lady of Oliveira, Oliveira city, Midwest of Minas Gerais, between 1971 and 1974. In this sense, the ideas that pervade this outline will meet the ideas and concepts of the woman - teacher, teacher training, especially for the old primary school, and the history of education in Minas Gerais. The methodology used is concerning the narrative research and data will have as the main source of oral narratives trainees said normal school in the indicated period. Keywords: Normalists; Feminization; Teacher school; Narrative research.

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PERANAN MUATAN LOKAL MATERI BATIK TULIS LASEM SEBAGAI BENTUK PELESTARIAN BUDAYA LOKAL

KOMUNITAS INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE ◽

10.15294/komunitas.v4i1.2400 ◽

2013 ◽

Vol 4 (1) ◽

Author(s):

Muhammad Nur Farid

Keyword(s):

Primary School ◽

Fourth Grade ◽

Sixth Grade ◽

Cultural Preservation ◽

Fifth Grade ◽

Local Content ◽

History Of

Penelitian ini bertujuan mengkaji bagaimana pelaksanaan muatan lokal batik tulis Lasem pada tingkat sekolah dasar di Kecamatan Lasem sebagai bentuk pelestarian budaya lokal. Hasil penelitian ini menunjukkan pelaksanaan muatan lokal batik tulis Lasem pada kelas empat dan kelas lima. Masing-masing tingkatan mempunyai fokus kemampuan yang berbeda. Fokus kelas empat adalah pengenalan tentang batik, alat dan bahan membatik serta pengenalan ragam hias batik, sedang fokus kelas lima adalahpenjelasan sejarah batik tulis Lasem, tahapan membatik batik tulis Lasem, ragam hias batik tulis Lasem. Praktik pada kelas lima mulai dari ngethel, membuat pola, nglengkreng, nerusi, dan isen-isen. Pelaksanaan muatan lokal batik tulis Lasem kelas enam yaitu tentang sejarah dan ragam hias batik tulis Lasem melanjutkan tahapan dari kelas lima yang belum selesai. Muatan lokal tersebut berhasil menanamkan kepedulian dan kecintaan anak-anak pada batik tulis Lasem.The objective of this study is to examine the implementation of the local content batik Lasem at primary school in Lasem subdistrict as a form of local cultural preservation. The result of this study demonstrates that t local content batik Lasem is implemented in fourth, fifth and sixth grade. Each level has different focus. The focus of the fourth grade is the introduction of batik, batik tools and materials as well as the introduction of decorative batik. The focus of the fifth grade is on the history of Lasem batik, barik stages, decorative Lasem batik. The practice in fifth grade include ngethel, make patterns, nglengkreng, nerusi, and isen-isen. The implementation of the local content batik Lasem at sixth grade is about the history and decorative batik Lasem continuing the unfinished subjects in the fifth grade. Local content successfully instill kids’ awarness and love on batik Lasem.

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Em Foco a Aritmética do Curso Primário: Um Estudo de Cadernos Escolares e do Manual “Práticas Escolares”

Jornal Internacional de Estudos em Educação Matemática ◽

10.17921/2176-5634.2018v11n1p47-54 ◽

2018 ◽

Vol 11 (1) ◽

pp. 47

Author(s):

Rosimeire Aparecida Soares Borges ◽

Cristiano José de Oliveira

Keyword(s):

Primary School ◽

Cultural History ◽

Teaching And Learning ◽

History Of Mathematics ◽

Historical Study ◽

School Practices ◽

New School ◽

Culture History ◽

History Of ◽

Cultura Escolar

Este estudo histórico investigou apropriações das propostas reformistas da Escola Nova no que tange ao ensino da Aritmética para a escola primária em cinco cadernos de um aluno, de terceiro e quarto anos do curso primário, dos anos de 1952 e 1953, respectivamente, e no primeiro volume do manual didático “Práticas Escolares” que teve sua primeira edição em 1940 e décima edição em 1965, de autoria de Antonio D’Ávila. Utiliza-se como base teórico-metodológica a História Cultural na direção de dar significado às apropriações que foram feitas em relação à aritmética da escola primária em tempos da Escola Nova. Há uma predominância da resolução de problemas aritméticos ligados ao cotidiano dos alunos, indicando uma preocupação com a abstração dos conceitos com foco em uma aritmética prática, que tinha por finalidade preparar o aluno para a vida fora da escola após quatro anos de estudo no curso primário. Observa-se uma valorização do aluno como indivíduo, com respeito ao seu ritmo e dificuldades apresentadas na aprendizagem da Aritmética, um dos aspectos marcantes da Escola Nova, o aluno considerado como protagonista do processo de ensino e de aprendizagem, podendo interagir no meio social em uma formação mais humana.Palavras-chave: Aritmética. Ensino Primário. Manual Didático para Professores. Cadernos de aluno. Cultura escolar. História da Educação Matemática.AbstractThis historical study investigated appropriations of the New School for the teaching of Arithmetic for the primary school in five books of a student, of the third and the fourth years of the primary course, of the years of 1952 and 1953, respectively, And in the first Volume of the didactic manual “School Practices” that had its first edition in 1940 and tenth edition in 1965, authored by Antonio D’Ávila. It is used as a theoretical-methodological basis for the Cultural History in the direction of provide meaning the appropriations that were made in relation to the primary school in times of the New School. There is a predominance of solving arithmetic problems related to students’ daily life, indicating a preoccupation with an abstraction of concepts with a focus on an arithmetic practice, whose purpose was to prepare a student for the life outside of school after four years of primary school. It is observed the evaluation of the student as an individual, with respect to its rhythm and difficulties presented in the learning of Arithmetic, one of the markers of the New School, the student considered the protagonist of the process of teaching and learning, being able To interact in the social environment in a more humane formation.Keywords: Arithmetic. Primary school. Didactic Manual for Teachers. Books of a student. School culture. History of Mathematics Education.

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HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

ТHE SOURCES OF PEDAGOGICAL SKILLS ◽

10.33989/2075-146x.2021.27.247049 ◽

2021 ◽

pp. 86-91

Author(s):

T. DZHAMAN

Keyword(s):

Teacher Preparation ◽

Teacher Training ◽

Primary School ◽

Inclusive Education ◽

School Teacher ◽

Primary School Teacher ◽

Scientific Analysis ◽

History Of ◽

Chronological Sequence ◽

Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

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Childhood hypertension and family history of hypertension in primary school children in Port Harcourt

Nigerian Journal of Paediatrics ◽

10.4314/njp.v40i2.16 ◽

2013 ◽

Vol 40 (2) ◽

pp. 184-188

Author(s):

BAN Okoh ◽

EAD Alikor

Keyword(s):

Blood Pressure ◽

Family History ◽

Primary School ◽

School Children ◽

Antihypertensive Drugs ◽

Sampling Technique ◽

Primary School Children ◽

History Of ◽

Family History Of Hypertension ◽

Childhood Hypertension

Objective: To determine the relationship between childhood hypertension and family history of hypertension in primary school children in Port Harcourt.Methods: A stratified multi-staged sampling technique was used torecruit pupils between 6-12 years of age, from thirteen primary schoolslocated in three school districts. Data was collected using a pretestedquestionnaire completed by parents / guardians. The average of three blood pressure measurements, weight and height were taken for each pupil, using standardized techniques. Hypertension was defined as average systolic and / or diastolic blood pressure greater than or equalto the 95th percentile for age, gender and height using the standard bloodpressure charts. Family history of hypertension was defined as eitherparent indicating on the submitted questionnaire that they were hypertensive (diagnosed by a physician and/or on antihypertensive drugs)or had a family history of hypertension.Results: A total of 1302 pupils with 717 (55.1%) females and 585(44.9%) males were studied, giving a female to male ratio of 1.2:1. Themean age of pupils studied was 8.82±1.91 years. Sixty one (4.7%)of the pupils examined had hypertension. Of the 1302 pupils, 316(24.3%) had a family history of hypertension. The mean systolic(p<0.001) and diastolic (p=0.220) blood pressures were higher in childrenwith a family history of hypertension than in those without. Ofthe pupils that had a family history of hypertension, 7.9% had hypertension, while 3.7% of those that did not have a family history, werefound to be hypertensive (p=0.001).Conclusion: A family history of hypertension was associated with a higher prevalence of childhood hypertension than was seen in children without a family history of hypertension.Key words: Childhood Hypertension, Family history.

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HISTORY OF MATHEMATICS EDUCATION IN PRIMARY SCHOOL AND IN TEACHER TRAINING IN BRAZIL

História da Educação ◽

10.1590/2236-3459/99350 ◽

2020 ◽

Vol 24 ◽

Author(s):

Wagner Rodrigues Valente ◽

Maria Célia Leme da Silva

Keyword(s):

Mathematics Education ◽

Teacher Training ◽

Primary School ◽

Mathematics Teaching ◽

History Of Mathematics ◽

Theoretical Hypothesis ◽

Disciplinary Field ◽

History Of ◽

The 19Th Century ◽

The Relationship

Abstract This article discusses results from research developed on the transformations in mathematics teaching in primary school and the mathematics in teacher training from the 19th century to the mid-20th century in Brazil. We have analyzed the understanding of the relationship between the mathematical disciplinary field and pedagogy in order to confirm the theoretical hypothesis that the interactions between the two fields produce mathematics of different natures, which are interconnected.

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Social Exclusion and Inclusion in the Czech Republic and in South Africa: Comparison and Facts

Mediterranean Journal of Social Sciences ◽

10.2478/mjss-2019-0064 ◽

2019 ◽

Vol 10 (5) ◽

pp. 37-46

Author(s):

Klára Brožovičová

Keyword(s):

South Africa ◽

Czech Republic ◽

Social Exclusion ◽

Minority Group ◽

Racial Groups ◽

The Czech Republic ◽

The Social ◽

History Of ◽

Totalitarian Regimes ◽

The Given

Abstract The article’s aim is to compare the opposite processes of social exclusion and inclusion in South Africa and in the Czech Republic, in the past and at the present time. Even though these societies differ culturally and geographically, the comparison of some important factors, which are causing the exclusion of some people groups, might be interesting. In both cases we will closely follow the social, ethnic and racial groups, which are mostly excluded in the given environment. In South Africa it concerns Black and Coloured Africans, and in the Czech Republic the Roma ethnic minority group, the only ethnic group which is to a high extent excluded. In the history of these two countries we can find a similar historic aspect, both of them had experienced totalitarian regimes. Today, with the benefit of more twenty years, we can see the changes, which both these countries have undergone, and observe as well how these changes influenced the processes of inclusion and exclusion of the given social, racial and ethnic groups.

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