scholarly journals O Projeto Político Pedagógico e sua Importância na Prática Pedagógica no Ambiente Escolar / The Pedagogical Political Project and its Importance in the Pedagogical Practice in the School Environment

2021 ◽  
Vol 15 (57) ◽  
pp. 665-674
Author(s):  
Ana Claudia Rodrigues ◽  
Mirelly Rejane Dos Santos Gomes ◽  
Marizélia Barros de Carvalho e Sá
Keyword(s):  
School Environment ◽  
Teaching Practice ◽  
Educational Institution ◽  
Educational Practice ◽  
School Community ◽  
Pedagogical Practice ◽  
National Education ◽  
Field School ◽  
Legal Document ◽  
Political Project

Resumo: O presente artigo busca discorrer sobre a construção do Projeto Político Pedagógico e sua importância na prática pedagógica no ambiente escolar, tendo em vista que o mesmo define o funcionamento da escola regulamentada por leis que orientam a Educação Nacional Brasileira. As metas que a escola pretende atingir devem estar descritas no documento legal, ele é de total relevância para o trabalho docente e de toda comunidade escolar. O Programa de Residência Pedagógica então propôs que os residentes fizessem análise do PPP de cada instituição assim, a prática pedagógica seria explorada com mais precisão, uma vez que a finalidade da Residência Pedagógica é promover experiência de regência em sala de aula.   O objetivo desta pesquisa é compreender qual a importância do documento na prática docente. Dessa forma, investigou-se a elaboração do Projeto Político Pedagógico e sua participação nos fazeres docentes, e a prática educativa da Escola-campo. Tendo em vista que toda instituição de ensino deve ser pautada em um documento legal que possibilite um norte para as ações a serem exercidas no decorrer do ano letivo, conduzida para comunidade escolar, refletindo assim sobre as atribuições do Projeto, apontado para sala de aula. Assim, justifica-se a importância de analisar a prática pedagógica a partir das orientações do Projeto Político Pedagógico, considerando sua eficiência no processo de ensino aprendizagem conforme a proposta educativa a ser realizada, como também as ações pedagógicas precisam estar alinhadas a esse documento. Este artigo foi desenvolvido com base em estudos dos teóricos: Vasconcellos (2014), Veiga (2013), Dias (2011), usando como método o estudo qualitativo de caráter bibliográfico. O Projeto Político Pedagógico da escola campo está bem elaborado e é notório a participação da comunidade escolar e todos que compõe a instituição. O mesmo atende a todos as exigências pertinentes para um bom Projeto.Palavras-Chave: Ações Pedagógicas, Escola, Prática Pedagógica, Projeto Pedagógico.  Abstract: The present article seeks to discourse about the construction of the Pedagogical Political Project and its importance in the pedagogical practice in the school environment, in view of that it defines the functioning of the school regulated by laws that guide the Brazilian National Education. The goals that the school intends to achieve must be described in the legal document, it is of total relevance for the teaching work and for the entire school community. The Pedagogical Residency Program then proposed that residents analyze the PPP of each institution so the pedagogical practice would be explored more precision once the purpose of Residencia Pedagogica is to promote conducting experience in the classroom. The objective of this research is to understand the importance of the document in teaching practice. Thus, it was investigated the elaboration of the Pedagogical Political Project and its participation in the teaching activities, and the educational practice of the field school. In view of in that every educational institution must be guided by a legal document that provides guidance for the actions to be exercised during the school year, conducted for the school community, thus reflecting on the Project's attributions, pointed at the classroom. Thus, justifies the importance of analyzing the pedagogical practice from the guidelines of the Pedagogical Political Project, considering its efficiency in the teaching-learning process according to the educational proposal to be performed, as well as the pedagogical actions need to be aligned with this document. This article was developed based on studies by theorists: Vasconcellos (2014), Veiga (2013), Dias (2011), using as a method, the qualitative study of bibliographic character. The Political Pedagogical Project of the field school is well elaborated and the participation of the school community and everyone who makes up the institution is notorious. It meets all relevant requirements for a good Project. Keywords: Pedagogical Actions, School, Pedagogical Practice, Pedagogical Project.

scholarly journals ПРОФЕССИОНАЛЬНАЯ САМОРЕАЛИЗАЦИЯ В ПРЕДСТАВЛЕНИИ БУДУЩИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА

2020 ◽  
Author(s):  
Ekaterina Komarova
Keyword(s):  
Professional Growth ◽  
Teaching Practice ◽  
Personality Development ◽  
Educational Institution ◽  
Russian Language ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Professional Activities ◽  
Professional Self ◽  
The Russian Language

Введение. Важнейшей задачей современного образования является обеспечение возможностей для личностного и профессионального роста и для осуществления самореализации. Изложены основные подходы к изучению понятия «самореализация». Приводятся результаты анкетирования будущих учителей русского языка. Выявлены представления будущих учителей русского языка в отношении их профессиональной самореализации. Материалы и методы. Исследование было проведено на основе анализа теоретических источников по проблеме самореализации и результатов анкетирования студентов филологического факультета. Авторская анкета состояла из трех вопросов открытого типа и четырех вопросов закрытого типа. Результаты и обсуждение. Проанализированы различные подходы к пониманию названных понятий и обоснована собственная позиция по этому вопросу. По результатам анкетирования установлено, что 15 % студентов третьего курса и 55 % студентов четвертого курса уверены, что профессиональная самореализация подразумевает постоянное совершенствование в выбранной профессии и потребность в совершенствовании. Охарактеризованы потребности, возникающие у будущих учителей русского языка в ходе педагогической практики, которая является ключевым звеном между теоретическим обучением будущих учителей русского языка и их самостоятельной работой в образовательном учреждении. Заключение. Самоактуализация понимается автором как тенденция к самореализации. А самореализация – как процесс развития личности, предполагающий активную содеятельность с другими людьми, приложение собственных усилий. Выявлено, что критической точкой в становлении будущего учителя русского языка является педагогическая практика. До практики основными трудностями у студентов являются неуверенность в себе и нехватка знаний в области методических дисциплин. Это можно скорректировать опытом работы в качестве учителя. После педагогической практики основанными барьерами самореализации для студентов становятся отсутствие свободного времени у учителей русского языка и высокая интенсивность работы. Это заставляет будущих учителей русского языка сомневаться в правильности выбора сферы своей дальнейшей профессиональной деятельности. Поднимается вопрос о психолого-педагогическом сопровождении студентов во время практики.Introduction. The most important task of modern education is to provide opportunities for personal and professional growth and for the implementation of self-realization. The main approaches to the study of the concept of selfrealization are outlined. The results of a survey of future teachers of the Russian language are presented. The ideas of future teachers of the Russian language in relation to their professional self-realization are revealed. Material and methods. The study was conducted on the basis of the analysis of theoretical sources on the problem of self-realization and the results of a survey of students of the philological faculty. The author’s questionnaire consisted of 3 open-ended questions and 4 closed-ended questions. Results and discussion. Various approaches to understanding these concepts are analyzed and their own position on this issue is substantiated. According to the results of the survey, it was found that 15% of 3-year students and 55% of 4-year students are sure that professional self-realization implies continuous improvement in the chosen profession and the need for improvement. The needs arising for future teachers of the Russian language during pedagogical practice, which is a key link between the theoretical training of future teachers of the Russian language and their independent work in an educational institution, are characterized. Conclusion. Self-actualization is understood as a tendency to self-realization. And self-realization is a process of personality development, involving active cooperation with other people, the application of one’s own efforts. It is revealed that the pedagogical practice is a critical point in the formation of the future teacher of the Russian language. Before practice, the main difficulties for students are self-doubt and lack of knowledge in the field of methodological disciplines. After teaching practice, the lack of free time among teachers of the Russian language and the high intensity of work become the basic barriers for self-realization for students. This makes future teachers of the Russian language doubt their further professional activities. The question arises of the psychological and pedagogical support of students during practice.

scholarly journals APPLYING ICT IN NATURAL SCIENCE EDUCATION WITHIN TEACHING PRACTICE: THE PRESENT SITUATION AND DETERMINING FACTORS

2007 ◽  
Vol 4 (3) ◽  
pp. 5-12
Author(s):  
Palmira Pečiuliauskienė
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Natural Science ◽  
Teaching Practice ◽  
Learning Experience ◽  
Educational Practice ◽  
Present Situation ◽  
Natural Sciences ◽  
Pedagogical Practice ◽  
Natural Science Education

Applying ICT in teaching practice is little researched. The studies focusing on the subjective factors of ICT application in educational practice of natural sciences are very rare. The investigation may include motivation for pedagogical work, the need for continuing studies, different experiences of applying ICT etc. The problem of research has been determined by such preconditions as the present situation of applying ICT teaching natural sciences during pedagogical practice and subjective factors determining the latter educational phenomenon. The goal of research is to analyse the use of ICT in natural science education concerning the subjective factors defining this educational phenomenon. The object of research is ICT application in natural science education. The techniques of literature analysis, questioning and mathematical statistics have been applied to conduct research. 300 students carrying on teaching practice in natural sciences have been surveyed. The following subjective factors marking ICT application in educational practice of natural sciences have been established: the sex, learning experience gained in secondary school, the character of entering the university, the outlooks for future studies and motivation for pedagogical job. The number of male rather than female students using ICT in educational practice in natural sciences is gradually increasing. The students having previous experience gained in the last two years of studies in upper secondary school more frequently and efficiently apply ICT in practice. Professional motivation for pedagogical job has no relations with applying computers in educational practice. Key words: educational practice, natural science.

scholarly journals Educação do campo e o trabalho socialmente útil: uma prática pedagógica em estágio supervisionado / Countryside education and socially useful work...

2018 ◽  
Vol 8 (2) ◽  
pp. 158
Author(s):  
Sinara Silva Chagas ◽  
Celina Santos ◽  
Maritza Costa Moraes ◽  
Suzana Cavalheiro de Jesus
Keyword(s):  
Rural Communities ◽  
Elementary Education ◽  
Teaching Practice ◽  
School Community ◽  
Main Theme ◽  
Pedagogical Practice ◽  
Rural And Urban ◽  
The Social ◽  
Cognitive Knowledge ◽  
Relevant Factors

Este artigo apresenta, à luz da Educação do Campo, uma prática pedagógica vivenciada em uma escola urbana, lotada no município de Dom Pedrito/RS, que recebe alunos oriundos do campo. Tem-se por objetivo descrever um experimento pedagógico realizado durante o Estágio Supervisionado Obrigatório nos anos finais do Ensino Fundamental, que teve como suporte o planejamento por Complexo de Estudo (CALDART; FREITAS; SAPELLI, 2015). Trata-se da prática docente em uma perspectiva social, inclusiva e participativa, fazendo uso da ferramenta “Inventário da Realidade Social”. De acordo com os dados coletados e análise dos mesmos, foi possível destacar elementos balizadores para a elaboração do complexo de estudo, que procurou abranger a grande totalidade da comunidade escolar e comunidades rurais atendidas pela referida escola. O experimento pedagógico teve como tema principal o trabalho socialmente útil, o qual deu origem ao projeto “Aluno Integrado” que oportunizou a estudantes rurais e urbanos o convívio participativo e atuante na escola, contribuindo com o processo formativo nos âmbitos pedagógico e social. Assim, esta experiência evidenciou fatores relevantes entre a dicotomia rural e urbana, apresentando a escola como espaço gerador na construção dos múltiplos saberes. Buscou-se, para além do conhecimento cognitivo, a valorização do contexto social em que o aluno está inserido. Como resultado, foi possível à comunidade escolar experienciar um olhar amplo à perspectiva educacional, percebendo o aluno como um todo, dando a devida importância à sua presença nesta escola.Palavras-chave: Complexo de estudo; Educação do campo; Trabalho socialmente útil. ABSTRACT: This article presents, it up the Coutryside Education, a pedagogical practice experienced in a crowded school urban in the municipality of Dom Pedrito / RS, which receives students from the countryside. The objective is to report and present a pedagogical experiment carried out during the Mandatory Supervised Internship in the last years of Elementary Education, which was supported by the Complex Study Plan (CALDART; FREITAS; SAPELLI, 2015). It is the teaching practice in a social, inclusive and participatory perspective, making use Social Reality Inventory tool. According to the data collected and the analysis of these, it was possible to highlight elements for the elaboration of the study complex, which sought to cover the great totality of the school community and rural communities served by refered school. The pedagogical experiment had as its main theme the socially useful work, this gave rise to the project "Integrated Student" that gave rural and urban students the participative and active living in the school, contributing to the pedagogical and social formative process of them. Thus, this pedagogical experience evidenced relevant factors between the rural and urban dichotomy, presenting the school as generating space in the construction of multiple knowledge. It was noticed that this one contemplated not only the cognitive knowledge but also the social context in which the student is inserted, allowed the school community a broad view in the educational perspective valuing the student as a whole, giving due importance to their presence in this school.Keywords: Study complex; Coutryside education; Socially useful work.

scholarly journals OPTIMALISASI UJIAN SEKOLAH PRAKTIK BERBASIS LINGKUNGAN UNTUK MENANAMKAN JIWA KEWIRAUSAHAAN PESERTA DIDIK SMP NEGERI 8 BONTANG

2016 ◽  
Vol 8 (1) ◽  
pp. 72-95
Author(s):  
Hj. Sukarsih
Keyword(s):  
Action Research ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
School Community ◽  
School Policy ◽  
Community Learning ◽  
Project Learning ◽  
Home Industries

This study is aimed at promoting school environment to teaching practice for enterpreneurship.  Home industries are promoted for teaching practice objects.  The study used School Action Research whose objectives are to review and evaluate school policy. Subjects of the study were 69 students of grade IX at SMPN 8 Bontang and 18 teachers three of them are science teachers. The study was conducted in January to February 2014.  The findings of the study referred to UNESCO Pillars in education: learning to know, learning to do, learning to be, and learning to live together in peace and harmony.  Products of the study that is “terasi” was processed by students through discovery and problem based project learning starting from finding information (learning to know), trying to make on suervisory, making by themselves (learning to be), and sale the product with school community (learning to live together).  The finding probes that PAIKEM is applicable and environment is worth for teaching sources.  

scholarly journals OPTIMIZATION OF FACILITIES AND INFRASTRUCTURE MANAGEMENT IN IMPROVING THE QUALITY OF LEARNING

2021 ◽  
Vol 28 (1) ◽  
pp. 30
Author(s):  
Nurafni Siregar ◽  
Aziza S
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Educational Institution ◽  
School Facilities ◽  
School Community ◽  
Professional Services ◽  
Infrastructure Management ◽  
Effective Learning ◽  
Quality Of Learning

<p>Infrastructure is a standard of education considered and provided by every educational institution, because of complete facilities and infrastructure are a support for the learning process in an educational institution. Therefore, every educational institution must have feasible and useful in order to support the learning process. Effective learning is supported by complete facilities and infrastructure. Every school community should maintain and maintain existing facilities and infrastructure and also optimize the management to create durable school facilities and well maintained. The well service of these facilities and infrastructure is benefit to the school community, especially students in their learning. The main purpose of managing school facilities and infrastructure is to provide good and professional services in creating the effective and conducive school environment.</p>

scholarly journals OPTIMALISASI UJIAN SEKOLAH PRAKTIK BERBASIS LINGKUNGAN UNTUK MENANAMKAN JIWA KEWIRAUSAHAAN PESERTA DIDIK SMP NEGERI 8 BONTANG

2016 ◽  
Vol 8 (1) ◽  
pp. 72-95
Author(s):  
Hj. Sukarsih
Keyword(s):  
Action Research ◽  
Science Teachers ◽  
School Environment ◽  
Teaching Practice ◽  
School Community ◽  
School Policy ◽  
Community Learning ◽  
Project Learning ◽  
Home Industries

This study is aimed at promoting school environment to teaching practice for enterpreneurship. Home industries are promoted for teaching practice objects. The study used School Action Research whose objectives are to review and evaluate school policy. Subjects of the study were 69 students of grade IX at SMPN 8 Bontang and 18 teachers three of them are science teachers. The study was conducted in January to February 2014. The findings of the study referred to UNESCO Pillars in education: learning to know, learning to do, learning to be, and learning to live together in peace and harmony. Products of the study that is “terasi-- was processed by students through discovery and problem based project learning starting from finding information (learning to know), trying to make on suervisory, making by themselves (learning to be), and sale the product with school community (learning to live together). The finding probes that PAIKEM is applicable and environment is worth for teaching sources.

Monitoring the Formation of Competences of Students of Economic Special Field As a Result of Work Placement

2019 ◽  
Vol 7 (3) ◽  
pp. 13-17
Author(s):  
Т. Логинова ◽  
T. Loginova ◽  
Н. Титова ◽  
N. Titova ◽  
Т. Смирнова ◽  
...  
Keyword(s):  
Teaching Practice ◽  
Educational Practice ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Practical Training ◽  
Pedagogical Practice ◽  
Sociological Study ◽  
Work Placement ◽  
Research And Teaching ◽  
Independent Work

The article summarizes the experience of organizing, conducting and evaluating the results of educational and teaching practice. Practice is a tool for intermediate verifi cation of students’ readiness for independent work, allows the student to assess his level in achieving certain competencies and set himself the task of working on shortcomings and further progress in the educational process. The authors of the article conducted a sociological study, the purpose of which was to monitor students’ assessment of the degree of competence development as a result of undergoing educational practice at the undergraduate and pedagogical practice in the magistracy. The results of a study conducted among students on the eff ectiveness of educational and pedagogical practices in the acquisition of competences and skills of research and teaching work are presented in the form of comparative tables and diagrams. The article analyzes the problems faced by students during practical training. Such monitoring allowed to reveal the bottlenecks of the organization of the practice, the directions of the methodical support of students, to improve the tasks for the practice.

scholarly journals Development of Intercultural Competence during Pedagogical Practice of Ukrainian Students in Vocational Schools in Slovakia

2018 ◽  
Vol 8 (3) ◽  
pp. 109-117 ◽  
Author(s):  
Kateryna Ryabchikova
Keyword(s):  
Intercultural Competence ◽  
Teaching Practice ◽  
Educational Practice ◽  
Vocational Schools ◽  
Practical Training ◽  
Intercultural Training ◽  
Pedagogical Practice ◽  
Communication Practice ◽  
Intercultural Competencies ◽  
Four Levels

AbstractIntroduction: In the presented paper, the role of practical training in the formation of intercultural competencies is considered in terms of Dublin descriptors on the basis of educational intercultural practice.Methods: For the purposes of the study, a multi-stage model of intercultural practice was developed. The method of comparative analysis showed the correspondence of the model to the main descriptors. The study is based on the results of intercultural practice of Ukrainian students in vocational schools in Slovakia.Results: It has been shown that the four levels of practice in the form of short-term introductory intercultural practice, ethno-cultural educational practice, scientific and pedagogical communication practice abroad, as well as long-term intercultural training correspond to the Dublin competence descriptors in the form of knowledge, skills, communication, autonomy and responsibility.Discussion: The results of the research show the directions in the formation of intercultural competencies of students. Close cultures such as the Ukrainian and the Slovak can be a launching pad for building deeper competencies. The pedagogical practice of Slovak and Ukrainian students develops the intercultural competencies of both the trainees and the students.Limitations: The study was conducted in a limited number of educational institutions in Ukraine and Slovakia. It is expected to increase their number on the principles of reciprocity in order to develop intercultural competencies in the students of the two countries.Conclusions: The model is practically implemented in the process of the teaching practice of Ukrainian students in selected schools in Slovakia. An increase in the level of intercultural competencies was observed both in the Ukrainian students and in the students of Slovak schools.

scholarly journals AN INTRODUCTION OF PEDAGOGICAL THEORY IN MASS SCHOOL PRACTICE

2020 ◽  
pp. 114-127
Author(s):  
Boyko
Keyword(s):  
Professional Competence ◽  
Educational Institution ◽  
Main Element ◽  
Pedagogical Practice ◽  
Joint Work ◽  
National Education ◽  
School Practice ◽  
System Integrity ◽  
Best Teachers ◽  
Selection Of

Introduction is an independent problem, a specific scientific phenomenon that influences professional competence of teacher. The concept of «introduction» is interpreted as a specially organized systematic process aimed at improving pedagogical practice based on innovations (new achievements of pedagogical science, pedagogical technologies, model experience) that includes values, quality of knowledge, skills and abilities of students that contribute to the development of professional competencies of teachers, and, consequently, provide their lifelong education and high competitiveness. Teacher should have practice-oriented criteria to find innovations and introduce them in his activity, i.e. to have a model picture of the object of introduction. Introduction should be mandatory, focused, systematic and manageable process that is objective, motivated and independent of enthusiasm, desires and preferences. The introduction process for operational use should be accompanied by scientist, author of innovations and it should include a set of scientific and methodological developments. This is a joint work of scientists and methodological bodies. The main element of introduction should be a comprehensive study and scientific selection of its object. An important stage in introduction is a focused creation of the best practices in activities of the best teachers in school based on the idea that is being introduced. The success of introduction depends on teaching staff’s competencies and belief in the effectiveness of the object of introduction. Such criteria for assessment and selection of innovations for practical use as up-to-dateness, humanity, child orientation, readiness of innovations for implementation, teachers’s competencies for introduction, continuity with 115 previously achieved experience, compliance with general trends of the development of national education system, integrity, harmonization, effectiveness in modern conditions, real benefits from introduction have been justified. An introduction of innovations in school practice has included four stages: search-determining (selection and introduction in object of implementation); creative-cognitive (conscious introduction in innovations); pragmatic-clarifying (preparation and adaptation of innovations to practice, creation of exemplary experience in practice of the best teachers); final (mass introduction). The focus has been on understanding an importance and place of innovations in the holistic functioning of education, dialectical contradiction between the old and the new, determining an optimal place of innovation in the work of educational institution or teacher. Key words: introduction, theory, science, practice, types of introduction, criteria, introduction process.

LA ORIENTACIÓN FAMILIAR EN LA SOLUCIÓN DE PROBLEMAS Y EL ANÁLISIS DE RIESGO EN LA EDUCACIÓN DE LOS ESCOLARES

2018 ◽  
Vol 3 (5) ◽  
pp. 27
Author(s):  
Rovinson Yovanni Zambrano Zambrano ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Problem Solving ◽  
Risk Analysis ◽  
School Environment ◽  
Comparative Method ◽  
Educational Institution ◽  
Family Counseling ◽  
Theoretical Research ◽  
Deviant Behaviors ◽  
Deductive Method ◽  
Education Of Students

La vinculación entre la familia y la escuela es esencial para la educación de los estudiantes de cualquier institución educativa. Entre sus funciones más importantes se ubica, la prevención de las posibles conductas desviadas en el ámbito escolar. El presente estudio aborda el comportamiento de la función prevención y solución de problemas de la orientación familiar, desde el análisis de riesgo; al caracterizar su estado actual y proponer una estrategia para el perfeccionamiento de la orientación familiar, para ello se utilizaron fundamentalmente métodos teóricos de investigación como el método hipotético deductivo, la abstracción científica, el método comparativo, el enfoque sistémico estructural funcional y en calidad de complemento, el diagnóstico. Ellos permitieron arribar a los resultados que presentamos, el estudio es descriptivo y causal. Específicamente el análisis toma como estudio de caso las familias de los estudiantes de la unidad educativa “Cecilia Velázquez Murillo” de la ciudad de Jipijapa en el Ecuador. PALABRAS CLAVE: Orientación familiar; solución de problemas; riesgo en la familia.  FAMILY COUNSELING IN THE SOLUTION OF PROBLEMS FROM RISK ANALYSIS  ABSTRACT  The link between family and school is essential for the education of students of any educational institution. Among its most important functions is the prevention of possible deviant behaviors in the school environment. The present study addresses the behavior of the prevention and problem solving function of family counseling, from the risk analysis; by characterizing their current state and proposing a strategy for the improvement of family orientation, fundamentally theoretical research methods such as the hypothetical deductive method, scientific abstraction, the comparative method, the functional structural systemic approach and as a complement were used., the diagnosis. They allowed us to arrive at the results we present, the study is descriptive and causal. Specifically, the analysis takes as case study the families of the students of the educational unit "Cecilia Velázquez Murillo" of the city of Jipijapa in Ecuador. KEYWORDS: Orientation; problem solving; risk in the family.

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