Finding a Place for Health in the Schooling Process: A Challenge for Education

Black working-class boys are the group with the most significant difficulties in their schooling process. In dialogue with Raewyn Connell, we seek to analyze how the collective conceptions of peer groups have influenced the school engagement of Brazilian boys. We conducted an ethnographic research with students around the age of 14 at an urban state school in the periphery of the city of São Paulo. We analyzed the hierarchization process between two groups of boys, demonstrating the existence of a collective notion of masculinity that works against engagement with the school. Well-known to the Anglophone academic literature, this association is rather uncommon in the Brazilian literature. We have therefore attempted to describe and analyze here the challenges faced by Black working-class Brazilian boys to establish more positive educational trajectories.

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Classroom assemblage: the vibrant setting of the schooling process

ETD - Educação Temática Digital ◽

10.20396/etd.v18i3.8646053 ◽

2016 ◽

Vol 18 (3) ◽

pp. 580

Author(s):

Paula Cristina Lameu

Keyword(s):

Social Sciences ◽

Classroom Environment ◽

Teaching And Learning ◽

Post Secondary ◽

The Social ◽

Multiple Case ◽

Social Realm ◽

Schooling Process ◽

Matter Energy

Some scholars and researchers have been claiming we are in a New Materialist and Posthumanist era. It means that for the ones who are researching in Social Sciences, the focus is not only the human as the centre and the cause of what happens in the social realm. For human, nonhuman and inhuman are attributed the same importance in research once all of them are components of reality, inserted in nature.Reality is regarded as complex, not simple straightforward isolated cause and effect processes. This is how the classroom is supposed to be observed in educational research: not only teaching and learning, but these two processes and policy making, and identity construction, and emotional flows, and curriculum, and schooling, and…, and…The purpose of this paper is to reflect upon the complexity of the classroom environment regarded as an assemblage. The hypothesis is that all the components of the assemblage are equally vital, although some components are more vibratory than others. The theory of Vitalism from Driesch (1914) and the Vital Materialism from Bennett (2010a, 2010b) are used as the theoretical tools for analysis. Assemblage Ethnography (YOUDELL, 2015; YOUDELL and MCGIMPSEY, 2015) is the methodology of data collection. A multiple case study was developed in three different schools in United Kingdom: one Primary, one Secondary and one Post-secondary. The results suggest that teacher and students are the components who most influence on the classroom assemblage composition, decomposition and recomposition orienting the flows of matter-energy once they are change-creating agents.

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Social class discrimination in the schooling process: Myth and reality

The Urban Review ◽

10.1007/bf01967493 ◽

1980 ◽

Vol 12 (3) ◽

pp. 121-130 ◽

Cited By ~ 5

Author(s):

Josephine A. Amato

Keyword(s):

Social Class ◽

Class Discrimination ◽

Schooling Process

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A COMPREENSÃO DOS PROFESSORES SOBRE AS DIFICULDADES NO PROCESSO DE ESCOLARIZAÇÃO: análise com pressupostos Vigotskianos

Cadernos de Pesquisa ◽

10.18764/2178-2229.v21.n1.p.42-58 ◽

2014 ◽

Vol 21 (1) ◽

pp. 42

Author(s):

Nilza Sanches Tessaro Leonardo ◽

Marilda Gonçalves Dias Facci ◽

Maria Júlia Lemes Ribeiro

Keyword(s):

Educational Psychology ◽

Cultural Psychology ◽

Process Analysis ◽

Northern Region ◽

Point Of View ◽

Cultural Goods ◽

Number Of Children ◽

Education School ◽

Schooling Process ◽

Teaching Learning

Atualmente, temos um grande contingente de crianças frequentando a escola, porém muitos alunos não têm se apropriado dos conhecimentos curriculares, fato que é objeto de estudos no âmbito da Educação e da Psicologia Escolar e Educacional. Nesse contexto, nosso objetivo é apresentar a compreensão de professores sobre as dificuldades encontradas no processo de escolarização e o relato que fazem sobre o enfrentamento dessas dificuldades em uma cidade do Norte do Paraná. Para tanto, inicialmente, faremos uma discussão sobre o fracasso escolar; na sequência, apresentaremos alguns pressupostos do processo ensino-aprendizagem com fundamentos na Psicologia Histórico-Cultural e, finalmente, apresentaremos dados de uma pesquisa sobre as queixas escolares realizada com trinta professores das séries iniciais do Ensino Fundamental de cinco escolas. Nossa conclusão foi que uma visão culpabilizante e individualizadora continua explicando as dificuldades no processo de escolarização e que os alunos vivem em uma sociedade excludente, a qual não socializa os bens materiais e culturais de forma igualitária. Também, concluímos ser necessário propor mediações diferenciadas, para que todos os estudantes tenham acesso ao conhecimento.PALAVRAS-CHAVE: Queixas escolares. Educação. Psicologia escolar e educacional. Psicologia histórico-cultural. TEACHERS’ UNDERSTANDING ON DIFFICULTIES IN THE SCHOOLING PROCESS: analysis with vygotskian assumptionsABSTRACT: Nowadays, a great number of children are going to school; however there is a general complaintthat many of those children are not internalizing curriculum knowledge. This fact has actually been focused in studies by Education and by School and Educational Psychology. This paper focus on teachers’ understanding about difficulties involved in the schooling process and the reporting made about facing them in a town in the northern region of the state of Paraná, Brazil. A discussion of school failure will be held, followed by some presuppositions of the teaching-learning process foregrounded on Historical and Cultural Psychology. Data from a research on school complaints with thirty teachers of the first forms of the Primary School from five schools will be given. A guilt-ridden and individualized point of view is still rife to explain the difficulties in the schooling process. Further, data reveal that students live in an excluding societywhich does not socialize equally material and cultural goods. Differentiated mediations are required so that knowledge may be accessible to all students.KEYWORDS: School complaints. Education. School and educational psycology. Historical and cultural psychology. EL ENTENDIMIENTO DE LOS PROFESORES SOBRE LAS DIFICULTADES EN EL PROCESO DE ESCOLARIZACIÓN: análisis con presupuestos vigotskianosRESUMEN: Actualmente hay un gran contingente de niños frecuentando la escuela, sin embargo muchos alumnos no se han apropiado de los conocimientos curriculares, hecho éste que es objeto de estudios en el ámbito de la Educación y de la Psicología Escolar y Educacional. En ese contexto, nuestro objetivo es presentar el entendimiento de profesores sobre las dificultades encontradas en el proceso de escolarizacióny el relato que se hacen sobre el enfrentamiento de ellas en una ciudad del Norte de Paraná. Para tanto, inicialmente haremos una discusión sobre el fracaso escolar; en la secuencia presentaremos algunos presupuestos del proceso enseñanza-aprendizaje, con fundamentos en la Psicología Histórico-Cultural; y, finalmente, presentaremos datos de una investigación sobre las quejas escolares realizada con treinta profesores de las series iniciales de la Enseñanza Fundamental de cinco escuelas. Nuestra conclusión fue que una visión de culpabilidad e individualizadora sigue explicando las dificultades en el proceso de escolarización, y que los alumnos viven en una sociedad excluyente, la cual no socializa los bienes materiales y culturales de forma igualitaria. También concluimos ser necesario proponer mediacionesdiferenciadas, para que todos los estudiantes tengan acceso al conocimiento.PALABRAS CLAVE: Quejas escolares. Educación. Psicología escolar y educacional. Psicología histórico-cultural.

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Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

Frontiers in Psychology ◽

10.3389/fpsyg.2021.614138 ◽

2021 ◽

Vol 12 ◽

Author(s):

Sara Wawrzyniak ◽

Ireneusz Cichy ◽

Ana Rita Matias ◽

Damian Pawlik ◽

Agnieszka Kruszwicka ◽

...

Keyword(s):

Physical Activity ◽

Academic Performance ◽

Primary School ◽

Writing Skills ◽

Control Group ◽

Primary School Students ◽

School Students ◽

Schooling Process ◽

Experimental Group ◽

Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

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Helping Adolescents Exposed to Dangers: A Support Experience in Cameroonian Schools

10.36502/2021/hcr.6188 ◽

2021 ◽

Vol 2 (1) ◽

pp. 46-51

Author(s):

NDJE NDJE Mireille

Keyword(s):

Social Environment ◽

Social System ◽

Family Dysfunction ◽

Family Interactions ◽

Clinical Interviews ◽

Helping Relationship ◽

Self Confidence ◽

Sense Of Security ◽

Schooling Process ◽

Academic Year

Adolescent problems constantly evolve due to societal and demographic factors and the changes taking place in adolescents. Supporting adolescents in schools is an enriching and fulfilling experience. This complex work allows us to see not only the wealth of skills, diverse perspectives, resilience and motivation adolescents display during their schooling process, but also the difficulties they encounter in the process. From 2008/2009 to 2017/2018 academic year (10 years), 2,916 students from form one to upper six in a college in Cameroon, with various requests was supported. Adolescents were supported by intruding into their psychic, school and family worlds, to understand the influence of the events that they experience on their learning. With the help of clinical interviews and educational talks, they were able to overcome several challenges facing them at home and in their social environment at school, a different social system in which they must navigate to find their feet. Adolescents can suffer from parental disaffection, anxiety, poor family interactions, adolescent crisis, and even socio-economic precariousness of parents, violence, loss, bereavement and sometimes mental imbalance. The main difficulties are due to family dysfunction. Psychoeducation, helping relationship, counselling and psychotherapy were the means by which the adolescents were helped to regain their self-confidence, and have a sense of security in school, to find their way despite the daily family dysfunctions.

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THE SCHOOLING OF SCIENCE TEACHING IN PRIMARY EDUCATION IN PARANÁ: BETWEEN DISENCHANTMENT OF THE WORLD AND UTILITARIANISM, NUANCES OF A MORAL EDUCATION

História da Educação ◽

10.1590/2236-3459/102325 ◽

2021 ◽

Vol 25 ◽

Author(s):

Sidmar dos Santos Meurer

Keyword(s):

Moral Education ◽

Primary Education ◽

School Subject ◽

Normative Documents ◽

Scientific Teaching ◽

The World ◽

Study Programs ◽

The Subject ◽

Schooling Process ◽

Teaching Programs

Abstract This text analyzes the schooling process as to what was called “scientific teaching” in primary education in the state of Paraná (Brazil), over the first three decades of the XX century. From the perspective of the curriculum history, it analyzes interactions between arguments in favor of its introduction and the emergence of the subject Physical and Natural Sciences in the study programs. As sources, it mobilizes educational reform projects, the pedagogical press, as well as normative documents, official reports and teaching programs. The analysis allows identifying two moments in the path of the respective school subject. The first, as of the first decade of the XX century, when the array of the contents to be taught receives less attention than the assimilation of a mental and behavioral discipline. The second, around the 1920s, when the utility of the contents in relation to labor and hygiene habits is highlighted.

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Alfabetização e Educação Literária: Contrastando Duas Formas de Mediação de Livros Literários na Escola

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2021v22n4p574-581 ◽

2021 ◽

Vol 22 (4) ◽

pp. 574-581

Author(s):

Ana Caroline Almeida ◽

Magda Dezotti ◽

Maria do Socorro Alencar Nunes Macedo

Keyword(s):

School Culture ◽

Participant Observation ◽

School Context ◽

Literary Text ◽

Literary Education ◽

Schooling Process ◽

Children's Literacy ◽

Cultura Escolar ◽

Analysis Category

Resumo O foco deste texto, recorte de uma pesquisa mais ampla sobre alfabetização de crianças, é a educação literária no contexto escolar. O objetivo é abordar como duas docentes, colaboradoras da pesquisa e atuantes em uma turma de 2º ano da Rede Municipal de Recife, conduziram as mediações durante a leitura de livros literários, além de evidenciar e compreender as diferenças e semelhanças nessas mediações, revelando o processo de escolarização da literatura. Metodologicamente, trabalham-se com técnicas e ferramentas etnográficas, incluindo a observação participante e entrevistas; a categoria de análise central é o evento. Argumenta-se que as interações com o livro literário, mediadas por professores, precisam ocupar um lugar de destaque nos processos de alfabetização. Os resultados obtidos indicam que, nessa turma, esses ocuparam esse lugar, mas também apontam contrastes entre as formas de mediação do texto literário, que podem resultar em aprendizagens também diferentes para as crianças; além disso, deixam claro o processo inevitável de escolarização da literatura, com as marcas da cultura escolar, próprias do trabalho pedagógico com a alfabetização. Palavras-chave: Leitura. Literatura na escola. Etnografia. AbstractThe focus of this text, part of a broader research on children's literacy, is literary education in the school context. The objective is to address how two teachers, research collaborators and working in a 2nd year class, from the Municipal Network of Recife, conducted mediations while reading literary books, in addition to highlighting and understanding the differences and similarities in these mediations, revealing the literature schooling process. Methodologically, it is worked with ethnographic techniques and tools, including participant observation and interviews; the central analysis category of this study is the event. It is argued that interactions with the literary book, mediated by teachers, need to occupy a prominent place in literacy processes. The results obtained indicate that, in this class, they occupied this place, but also point out contrasts among the forms of the literary text mediation, which can result in different learning for children; in addition, they make clear the inevitable schooling literature process, with the marks of school culture, typical of pedagogical work with literacy. Keywords: Reading. School Literature. Ethnography.

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