scholarly journals O processo de seleção do livro didático de Ciências dos Anos Iniciais do Ensino Fundamental: percepções dos professores da Rede Pública Municipal de Cascavel/PR /The teachers' view on the selection process of the science textbook of the early years of elementary school of the municipal public network of Cascavel/PR

2018 ◽  
pp. 345-368
Author(s):  
Prescila Daga Moreira Sgarioni ◽  
Dulce Maria Strieder
Keyword(s):  
Elementary School ◽  
Selection Process ◽  
Early Years ◽  
Science Textbook ◽  
Public Network

Neste artigo é discutido o processo de seleção dos livros didáticos de Ciências para os anos iniciais do Ensino Fundamental, tendo como campo de investigação e análise a Rede Pública Municipal de Ensino de Cascavel/PR. A perspectiva foi de analisar a participação dos professores e suas percepções a respeito deste processo. Para tanto, a metodologia da pesquisa contou com a abordagem documental, bibliográfica e de campo sendo esta por meio de questionário como instrumento de coleta, entregue aos 80 professores regentes dos 5º anos das 50 escolas urbanas municipais pesquisadas. Em linha gerais, a análise indicou que a participação dos professores no processo de seleção dos livros didáticos, transcorreu de forma tímida e aligeirada, num curto período de tempo, apesar dos gestores locais terem seguido as orientações do Ministério da Educação e almejado o envolvimento dos professores e demais profissionais atuantes no processo de ensino e aprendizagem.PALAVRAS-CHAVE: Livro Didático - Ensino de Ciências - Processo de seleção.

scholarly journals Linguagem matemática nos anos iniciais: a construção do número segundo piaget

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Mariana Lima Duro ◽  
Danielle Cenci
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
Learning Difficulties ◽  
Early Years ◽  
School Construction ◽  
Mathematical Learning ◽  
Genetic Epistemology ◽  
Practical Experiment ◽  
Continuous Quantities

Resumo: A gênese do número em crianças é um estudo que merece destaque quando tratamos da linguagem matemática nos anos iniciais, visto que a não compreensão deste conceito remete a dificuldades de aprendizagem na área da matemática. Sendo assim, entendemos que este estudo pode contribuir para a prevenção e para a intervenção de educadores no intuito de minimizar essas dificuldades. Este estudo busca responder ao seguinte questionamento: “O que garante dizer que uma criança, ao contar verbalmente uma sequência numérica, tenha de fato constituída a noção do número?” Através dos estudos realizados por Piaget, procuramos abordar alguns pontos que devam ser considerados pelos educadores, a fim de responder a este questionamento. Para isso, apresentamos um experimento prático que visa compreender as noções de conservação de quantidades contínuas. Em seguida, detalhamos a análise quanto às possíveis respostas dos sujeitos e aos três diferentes níveis de pensamento descritos por Piaget e Szeminska (1971). Por fim, discutimos sobre as implicações que a não compreensão do número acarreta no ensino e na aprendizagem de matemática nos anos iniciais do ensino fundamental. De fato, o que se observa é que a não compreensão do número por parte das crianças pode vir a interferir em toda sua trajetória de aprendizagem matemática. Palavras-chave: Epistemologia Genética. Matemática. Construção do número. MATHEMATIC LANGUAGE IN THE ELEMENTARY SCHOOL: CONSTRUCTION OF A NUMBER ACCORDING PIAGET Abstract: The genesis of the number in children is a study that intends to be highlighted when we think about the language of mathematics in the Elementary school, seeing as the non-understanding of this concept refers to learning difficulties in mathematics. Thus, we understand that this study can contribute to the the intervention of educators in order to minimize these difficulties. This study seeks to answer the following question: “What guaranties saying that a child when verbally counting a numeric sequence has in fact the notion of the number constituted?” Through the studies conducted by Piaget, we seek to address a few pointers that should be considered by educators, in order to answer to this question. For such, we present a practical experiment which aims to comprehend the notions of conservation of continuous quantities. Afterwards, we detail the analysis as to the possible answers from the subjects and the three different thinking levels described by Piaget and Szeminska (1971). Lastly, we discuss the implications that the non understanding of the number cause on the teaching and the learning of mathematics in the early years of the basic education. Indeed, what is observed is that the non understanding of the numbers by part of the children may interfere in the whole of their mathematical learning. Keywords: Genetic Epistemology. Mathematics. Construction of the number.  

scholarly journals PROBLEMAS PRÁTICOS PROFISSIONAIS:

2020 ◽  
Vol 10 (20) ◽  
pp. 124-147
Author(s):  
Ismael Donizete Cardoso de Moraes
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Continuing Education ◽  
Cultural Theory ◽  
Lesson Plans ◽  
Early Years ◽  
Pedagogical Practices ◽  
Daily Lives ◽  
Geography Teaching ◽  
The Individual

Este estudo teve como propósito discutir alguns resultados da pesquisa intitulada “Problemas práticos profissionais: aportes teórico-metodológicos do ensino de geografia na formação continuada de professores dos anos iniciais do ensino fundamental”. Nesse sentido, o objetivo geral consistiu em compreender se a formação continuada, centrada nos problemas práticos profissionais, contribui para que as professoras superem o ensino empírico dos conteúdos geográficos. Em consonância, os objetivos específicos visaram: discutir os principais conceitos da teoria histórico-cultural e do Ensino de Geografia; mediar a elaboração dos planos de aula; e entender a formação continuada como possibilidade de superação do ensino empírico dos conteúdos geográficos. A pesquisa qualitativa e os procedimentos de análise dos planos de aula, de observação e de narrativas foram utilizados para levantamento dos dados junto às professoras durante o curso de formação continuada, que contou com os conteúdos de paisagem, lugar, urbano e cidade. Como resultado, mesmo diante da complexidade do tema, houve mudanças nas práticas pedagógicas das professoras, entre as quais se destacaram: o avanço na apropriação desses conceitos, na contextualização dos conteúdos, na articulação destes com os conhecimentos cotidianos dos alunos, na organização de textos e imagens e nas tarefas dos alunos do coletivo para o individual. PALAVRAS-CHAVE Teoria histórico-cultural, Problemas práticos profissionais, Ensino de Geografia, Conceitos.   PRACTICAL PROFESSIONAL PROBLEMS: theoretical and methodological contributions of teaching Geography in continuing training of teachers from the early years in the Elementary School ABSTRACT This study aimed to discuss some results of the research entitled" practical professional problems: theoretical and methodological contributions of teaching geography in continuing training of teachers from the early years in the elementary school". Therefore, the general objective was to understand if continued training, focused on practical professional problems, contributes to teachers surmount empirical teaching of geographic contents. In harmony, the specific objectives aimed to: discuss the main concepts of historical-cultural theory and geography teaching; mediate the preparation of lesson plans; and to understand continued training as a possibility of surpassing the empirical teaching of geographic contents. Qualitative research and procedures for analyzing lesson plans, observation and narratives were used to survey data with teachers during the continuing education course, which included the contents of landscape, place, urban and city. As results, even before the complexity of the theme, there were changes in the pedagogical practices of the teachers, among which stood out: the advance in the appropriation of these concepts, in the contextualization of the contents, in the articulation of these with the knowledge students' daily lives, in the organization of texts and images, and in the tasks of the students from the collective to the individual. KEYWORDS Historical-cultural theory, Professional practical problems, Geography teaching, Concepts.

Breaking Ground

2021 ◽  
Vol 187 ◽  
pp. 6-9
Author(s):  
Chris Dupuis
Keyword(s):  
Selection Process ◽  
Early Years ◽  
Tomson Highway ◽  
Gradual Introduction ◽  
Lottery System

This text is an interview by Chris Dupuis with Benj Gallander, Greg Holmgren, Robert Sherwood, Ben Stadelmann, and Carol Pauker, the founders of the SummerWorks Festival. The team first assembled after being unable to secure slots at the Toronto Fringe Festival, with the idea of starting an alternative summer theatre event that would offer space to artists unable to get into the Fringe. They discuss the first conversations around launching the event through its early years, including the challenges of starting from scratch and running the project collectively and the various triumphs and failures they experienced. They outline changes in the selection process, the move from a first come, first served, model to a lottery system similar to the Fringe, and the gradual introduction of curation through the Parallel Lab initiative. Finally, they discuss how the festival shaped them personally and the event’s lasting impacts on the Toronto theatre sector. The text also includes references the late eighties Toronto theatre scene, including Tomson Highway, Hillar Littoja, and Buddies in Bad Times.

scholarly journals Younger Infants in the Elementary School: Discursively Constructing the Under-Fives in Institutional Spaces and Practices

Genealogy ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 37
Author(s):  
Yinka Olusoga
Keyword(s):  
Elementary School ◽  
Young Child ◽  
20Th Century ◽  
State Regulation ◽  
Early Years ◽  
Use Of Data ◽  
Moral Conduct ◽  
Current Trends ◽  
Education And Care ◽  
19Th And 20Th Century

Expansion of state-regulation of education and care for under-fives in England has seen increasing numbers of under-fives attending primary school early years provision in the 21st century’s opening decades. However, this is not entirely novel as under-fives attending elementary school feature in numerous 19th and 20th century reports. This article examines how under-fives have been discursively constructed in three reports between 1861 and 1933. Changing conceptualizations of under-fives are reflected in these documents. Shifting discourses of schooling, child development and curriculum are deployed, adapted or silenced to frame and judge the personal, social and moral conduct of the young child and parent. This normalizing discursive gaze positions the spaces and practices of schooling as necessary interventions inculcating specific governmentally designated desirable aspects of the child. Under-fives are enmeshed in an advancing process of educational colonization that removes them from the home, coming to dominate their time and experiences as young children. Current trends towards earlier school starting ages, longer daily hours, and the forensic use of data to chart progress towards expected goals is extension of this pattern. Attending to the genealogy of the discursive rationalization of this process helps us to critique how similar contemporary policy arguments are made.

Neurobiologic Considerations in Early Surgery for Epilepsy

1994 ◽  
Vol 9 (2_suppl) ◽  
pp. 2S42-2S49 ◽  
Author(s):  
Michael Duchowny ◽  
Bonnie Levin ◽  
Prasanna Jayakar ◽  
Trevor J. Resnick
Keyword(s):  
Selection Process ◽  
Early Years ◽  
Early Surgery ◽  
Onset Seizure ◽  
Dynamic Changes ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Developmental Arrest ◽  
Long Term Prognosis

Children with well-localized medically resistant seizures are often referred for surgical therapy. In young children, at least three maturational issues playa significant role in the selection process and long-term outcome. First, the early years are a time of exceptionally rapid brain development leading to dynamic changes in the electroencephalogram and the clinical expression of seizures. Many early-onset seizure presentations are also associated with catastrophic outcomes, developmental arrest, or regression. Second, the immature limbic system may be vulnerable to stresses operating in early life, although the consequences may not become apparent for many years. Third, in comparison to the adult, the child's nervous system typically exhibits superior functional recovery after lesioning, but the process of sparing and recovery is often incomplete. An understanding of how these neurobiologic factors influence developmental outcome will ultimately lead to greater selectivity of candidates for early surgery and to improved long-term prognosis. (J Child Neurol 1994;9(Suppl):2S42-2S49).

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