Public instruction in the Pombaline period: within representations

2021 ◽  
Vol 26 ◽  
Author(s):  
Nayara Stefanie Mandarino Silva ◽  
Elaine Maria Santos
Keyword(s):  
Public School ◽  
Indigenous People ◽  
Education Reforms ◽  
Critical Perspective ◽  
Public Instruction

ABSTRACT Studies about pombalism are permeated by paradoxes and very often present ideological caricatures. In this sense, it is necessary to revisit the historiography that addresses this period (1750-1777), looking at it from a critical perspective. Therefore, this paper, which deals specifically with public instruction, aims to analyze the representations of Pombaline education reforms found in books and journals. Eight groups of representation emerged from the data reviewed: Pombal as a unifier, liberator of indigenous people, public school creator, revolutionary, efficient, modernizer, promoter of decadence in education, and powerful/centralizer.

scholarly journals A Modelagem Matemática na educação como recurso na formação crítica dos alunos no Ensino Fundamental

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202017
Author(s):  
André Luiz Rocha ◽  
Marcia Maria Fusaro Pinto
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Public School ◽  
Mathematical Knowledge ◽  
Mathematical Education ◽  
Project Development ◽  
Critical Education ◽  
Critical Perspective ◽  
Critical Mathematics ◽  
Critical Mathematics Education

Esse artigo traz resultados de pesquisa sobre possibilidades e limites de intervenção utilizando modelagem matemática em uma vertente crítica. O foco são as reflexões matemáticas que emergem em ambiente de modelagem constituído como um cenário para investigação, considerando as contribuições para uma formação crítica dos participantes. Referenciais em Skovsmose (2000, 2001, 2008) e a metodologia em Skovsmose e Borba (2004) sustentam seu desenvolvimento. Participantes são o primeiro autor do artigo e seis alunos voluntários de uma escola pública. Resultados evidenciam que as atividades de modelagem realizadas surgem como desencadeadoras de reflexões sobre a Matemática e seu uso, ampliando visão inicial que identifica aquele conhecimento com o que é ensinado na escola e o reduz às quatro operações em seu uso cotidiano, enquanto contribuem para a formação crítica dos estudantes.Palavras-chave: Modelagem Matemática. Educação Matemática Crítica. Cenários para Investigação.Mathematical Modeling in education as a resource in the students’ critical education at schoolThis article presents results from research on possibilities and limits of an intervention at school using mathematical modeling from a critical perspective as a resource for teaching. The focus is on mathematical reflections emerging in a modeling scenario constituted as landscape for investigation, accounting for contributions to critical education of participants. Skovsmose (2000, 2001, 2008) and the methodology in Skovsmose and Borba (2004) are references for the project development. Participants are the first author and six students from a public school. Results show that the modeling activities emerge as triggers for reflections on mathematics and its use, expanding students’ initial views identifying mathematical knowledge with the Mathematics taught at school and reducing it to the four operations in its daily use, while contributing to critical mathematical education of the students.Keywords: Mathematical Modeling. Critical Mathematics Education. Landscapes of Investigation.Modelación Matemática en la educación como recurso en la formación crítica de estudiantes en la escolaEste artículo ofrece resultados de investigación sobre las posibilidades y límites de intervención utilizando modelación matemática en perspectiva crítica. El enfoque son reflexiones matemáticas que surgen entorno de modelación constituido como Paisajes de Investigación, considerando las contribuciones a formación crítica de los participantes. Las referencias de Skovsmose (2000, 2001, 2008) y la metodología en Skovsmose y Borba (2004) apoyan su desarrollo. Los participantes son el primer autor y seis estudiantes voluntarios de una escuela pública. Los resultados muestran que las actividades de modelación realizadas emergen como disparador para las reflexiones sobre Matemáticas y su uso, ampliando la visión inicial que identifica ese conocimiento con su enseñanza en la escuela lo reduciendo a las cuatro operaciones en su uso diario, al tiempo que contribuye a la capacitación crítica y política estudiantil.Palabra clave: Modelacíon Matematica. Educación Matemática Crítica. Paisajes de Investigación.

scholarly journals Critical Perspectives on Perceptions and Practices of Diversity in Education

2018 ◽  
Vol 2 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Tony Burner ◽  
Tuva Skjelbred Nodeland ◽  
Åsmund Aamaas
Keyword(s):  
Indigenous People ◽  
Teacher Educators ◽  
Critical Perspective ◽  
School Teachers ◽  
Teachers Perceptions ◽  
National Minorities ◽  
Policy Level ◽  
Diversity In Education ◽  
Different Levels

The term diversity has been a topic of discussion in educational research and has received increased attention in recent years. Often, the focus has been on the use of the term at policy level. In this article, teacher educators’ and school teachers’ perceptions of diversity in education and self-perceived practices of work with diversity are explored. Five teacher educators and 87 school teachers participated in the study. Interviews and questionnaires were used to collect data. The findings indicate that teacher educators and school teachers discuss and reflect on diversity at different levels of operationalization, that they rarely associate socioeconomic and structural issues with the topic of diversity, and that they hardly mention national minorities and the Norwegian indigenous people as part of their understanding and work with diversity. This study suggests stable and long-term arenas for discussion and reflection for both teacher educators and school teachers. Further, the need for a more critical perspective on diversity in education, and an emphasis on learning from historical experiences with education and minorities is needed.

Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

1975 ◽  
Vol 6 (3) ◽  
pp. 119-124 ◽  
Author(s):  
Robert T. Wertz ◽  
Michael D. Mead
Keyword(s):  
Public School ◽  
Cleft Palate ◽  
Classroom Teacher ◽  
First Grade ◽  
Speech Disorders ◽  
Third Grade ◽  
Second Grade ◽  
Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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