Reorganização Curricular da Escola Estadual Heronides Araújo: Articulação Entre o Ensino Médio e a Educação Profissionalizante

2018 ◽  
Vol 19 (2) ◽  
pp. 160
Author(s):  
Laura Isabel Marques Vasconcelos de Almeida ◽  
Camila Rodrigues Viana Ferreira ◽  
Marta Maria Gama
Keyword(s):  
High School ◽  
Vocational Education ◽  
Vocational Training ◽  
Methodological Approach ◽  
Field Research ◽  
High School Education ◽  
Pedagogical Practices ◽  
State School ◽  
Technological Education ◽  
Training Policy

Este artigo tem como objetivo analisar a articulação das práticas pedagógicas decorrentes da Matriz Curricular Nacional para o Ensino Médio da Escola Estadual Heronides Araújo e sua articulação com o Centro de Educação Profissional e Tecnológica – CEPROTEC. O embasamento dessa articulação é a Lei de Diretrizes e Bases da Educação (LDB) nº. 9394/96 e as Diretrizes Curriculares Nacionais do Ensino Médio, desenvolvido por meio da pesquisa de campo, com abordagem metodológica qualitativa. O estudo aponta que apesar da possibilidade de integração entre a formação básica do estudante e a formação profissionalizante, a política de educação profissional ainda processa-se mediante programas focais e contingentes numa travessia marcada por intensos conflitos e no terreno da contradição.Palavras-chave: Educação Profissionalizante. Ensino Médio. Práticas Pedagógicas. Escola Estadual Heronides Araújo.AbstractThis article aims to analyze the articulation of pedagogical practices arising out of the National Curricular Matrix for High school of Heronides Araújo State School and its articulation with the Center of Vocational and Technological Education - CEPROTEC. The basis of this articulation  is the Education Guidelines and Bases Law  (LDB) number 9394/96 and the National Curricular Guidelines of the High School education, developed by means of field research, with a qualitative methodological approach. The study points out that despite the possibility of integration between the student’s basic formation and the vocational training policy, vocational education is still processed through focal and uncertain programs in a journey marked by intense conflict and on the ground of contradiction.Keywords: Vocational Education. High School. Pedagogical Practices. Heronides Araújo State School.

scholarly journals LIMITES E POSSIBILIDADES DA INTEGRAÇÃO CURRICULAR NO INSTITUTO FEDERAL CATARINENSE: REFLEXÕES A PARTIR DA FORMAÇÃO CONTINUADA DE PROFESSORES

2020 ◽  
Vol 17 (1) ◽  
pp. 145-157
Author(s):  
Filomena Lucia Gossler Rodrigues da Silva ◽  
Andressa Graziele Brandt ◽  
Tamiris Possamai
Keyword(s):  
High School ◽  
Continuing Education ◽  
Methodological Approach ◽  
Pedagogical Practices ◽  
Qualitative Character ◽  
Technological Education ◽  
Curricular Integration ◽  
Concrete Material ◽  
Integral Education ◽  
Material Conditions

In this work, we systematize some of the reflections carried out based on continuing education with teachers of Basic Technical and Technological Education at the Instituto Federal Catarinense(IFC) -Campus Camboriú, Brazil, about the limits and possibilities of curricular integration in Integrated High School courses. The methodological approach, of qualitative character, was based on literature review, document analysis and participant research along with the teachers from the IFC. Among the results, we identified that teachers understand that the concept of curricular integration requires both restructuring the pedagogical projects of the courses and, consequently, the curricula, as well as rethinking the pedagogical practices so that they contemplate the interdisciplinarity that the reality requires. Among the limits and possibilities for the viability of the integrated curriculum, there are aspects of administrative and pedagogical order that reveal wide knowledge of the institution by the teachers and,also, recognition of the existence of concrete material conditions for the materialization of the integral education of the students present in the concept of Integrated High School, including continuing education.

scholarly journals Do social inequalities in smoking differ by immigration status in young adults?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J Kalubi ◽  
Z Tchouaga ◽  
A Ghenadenik ◽  
J O'Loughlin ◽  
K L Frohlich
Keyword(s):  
High School ◽  
Young Adults ◽  
Vocational Training ◽  
Social Inequalities ◽  
Preventive Intervention ◽  
School Education ◽  
High School Education ◽  
Social Gradient ◽  
Current Smoking ◽  
The Difference

Abstract Background Tobacco use accounts for half the difference in life expectancy across groups of low and high socioeconomic status. The objective was to assess whether social inequalities in smoking in Canada-born young adults are also apparent among same-age immigrants, a group often viewed as disadvantaged and vulnerable to multiple health issues. Methods Data were drawn from the Interdisciplinary Study of Inequalities in Smoking, a longitudinal investigation of social inequalities in smoking in Montreal, Canada. The sample included 2,077 young adults age 18-25 (56.6% female; 18.9% immigrants). Immigrants had been in Canada 11.6 (SD 6.4) years on average. The association between level of education and current smoking was examined separately in immigrants and non-immigrants in multivariate logistic regression analyses controlling for covariates. Results Twenty percent of immigrants were current smokers compared to 24% of non-immigrants. In immigrants, relative to those who were university-educated, the adjusted odds ratio (OR) (95% confidence interval) for current smoking was 1.2 (0.6, 2.3) among those with pre-university or vocational training, and 1.5 (0.7, 2.9) among those with high school education only. In non-immigrants, the adjusted ORs were 1.9 (1.4, 2.5) among those with pre-university or vocational training and 4.0 (2.9, 5.5) among those with high school education. Conclusions Despite a mean of over 10 years in Canada, young adults who immigrated to Canada did not manifest the strong social gradient in smoking apparent in non-immigrants. Identification of factors that protect immigrants from manifesting marked social inequalities in smoking could inform the development of smoking preventive intervention sensitive to social inequalities in smoking. Key messages A social gradient in smoking apparent in Canada-born young adults was not observed in same-age immigrants. Factors that protect immigrants against social inequalities in smoking should be identified.

scholarly journals Formando gestores em três tempos: analisando alternativas para educação técnica e tecnológica em Administração

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Shana Sabbado Flores ◽  
Tânia Da Rosa Aiub
Keyword(s):  
High School ◽  
Professional Practice ◽  
Management Education ◽  
Methodological Approach ◽  
Theory And Practice ◽  
Howard Gardner ◽  
Technological Education ◽  
Management Processes ◽  
Technical Material ◽  
Current Curriculum

Resumo: A formação do profissional de administração requer o desenvolvimento de conhecimentos, habilidades e, principalmente, atitudes com relação a processos e pessoas. É fato que muitos dos conceitos trabalhados em sala de aula acabam se perdendo, não se efetivando em prática profissional. Assim, o verdadeiro aprendizado, pautado em mudança de comportamento pode acabar por não se concretizar devidamente. A partir da análise das atuais propostas curriculares para a formação do administrador e do perfil do egresso esperado para a profissão, considerando sua evolução nesse pouco mais de um século de história, o presente trabalho sistematiza uma proposta metodológica para o ensino de administração, baseada em: (1) adoção de temas transversais para serem trabalhados durante toda a disciplina; (2) leitura cotidiana de material da área, de modo a apropriar conceitos; e (3) microestágios ou projetos de final de curso, com intuito de sistematizar teoria e prática. As atividades estão em consonância com a “educação pela pesquisa”, de Pedro Demo e da formação de uma “mente disciplinada”, de Howard Gardner, e foram aplicadas em turmas de ensino médio integrado ao Técnico em Administração, ensino técnico subsequente em Administração e tecnólogo em Processos Gerenciais. De uma maneira geral, as atividades propostas na metodologia proporcionaram, além do contato com realidade empresarial, uma melhor compreensão da dimensão da profissão, uma vez que tiveram a oportunidade de observar como seu trabalho pode impactar diretamente no cotidiano das organizações, bem como prospectar oportunidades de atuação. Palavras-chave: Ensino de administração. Ensino técnico e tecnológico. Educação pela pesquisa. DEVELOPING MANAGERS IN THREE CYCLES: ANALYZING ALTERNATIVE FOR TECHNICAL AND TECHNOLOGICAL EDUCATION IN MANAGEMENT Abstract: Management professional formation requires the development of knowledge, skills, and, especially, attitudes towards processes and people. It is a fact that many of the concepts worked in the classroom get lost, not effecting in professional practice. Thus, the real learning, based on behavior change, ends up not being realized. From the analysis of the current curriculum proposals for the administrator formation and the expected profile of graduates into the profession, considering its evolution in just over a century of history, this paper systematizes a methodological approach to management education, based on: (1) adoption of cross-cutting themes to be developed throughout the course, (2) daily reading of technical material, to appropriate concepts, and (3) micro-projects or internships final course, in order to systematize theory and practice. The activities are in line with the "education through research," of Pedro Demo and the formation of a "disciplined mind" from Howard Gardner, and they were applied to groups of high school integrated with technical in management, subsequent technical in management and technologist in management processes. In general, the activities proposed in the methodology provided, in addition to the contact with business reality, a better understanding of the professional dimension, in the extend of they had the opportunity to observe how their work can impact directly the organizations daily, as well as exploring opportunities of action. Keywords: management education, technical and technological education, education by research. 

scholarly journals Do Social Inequalities in Smoking Differ by Immigration Status in Young Adults Living in an Urban Setting? Findings From the Interdisciplinary Study of Inequalities in Smoking

2020 ◽  
Vol 13 ◽  
pp. 1179173X2097272
Author(s):  
Jodi Kalubi ◽  
Zobelle Tchouaga ◽  
Adrian Ghenadenik ◽  
Jennifer O’Loughlin ◽  
Katherine L Frohlich
Keyword(s):  
High School ◽  
Young Adults ◽  
Vocational Training ◽  
Social Inequalities ◽  
High School Education ◽  
University Education ◽  
Urban Setting ◽  
Regression Analyses ◽  
Current Smoking ◽  
Interdisciplinary Study

Objectives: We assessed whether social inequalities in smoking observed among young adults born in Canada were also apparent in same-age immigrants. Methods: Data were drawn from an investigation of social inequalities in smoking conducted in an urban setting (Montreal, Canada). The sample included 2077 young adults age 18 to 25 (56.6% female; 18.9% immigrants who had lived in Canada 11.6 (SD 6.4) years on average). The association between education and current smoking was examined in multivariable logistic regression analyses conducted separately in young adults born in Canada and in immigrants. Results: About 19.5% of immigrants were current smokers compared to 23.8% of young adults born in Canada. In immigrants, relative to those with university education, the adjusted odds ratios (OR) (95% confidence interval) for current smoking were 1.2 (0.6, 2.3) among those with pre-university/vocational training and 1.5 (0.7, 2.9) among those with high school education. In non-immigrants, the adjusted ORs were 1.9 (1.4, 2.5) among those with pre-university/vocational training and 4.0 (2.9, 5.5) among those with high school. Conclusion: Young adults who had immigrated to Canada did not manifest the strong social gradient in smoking apparent in young adults born in Canada. Increased understanding of the underpinnings of this difference could inform development of interventions that aim to reduce social inequalities in smoking.

scholarly journals Prison andragogy or learning opportunities in Hungarian prisons

2020 ◽  
pp. 147-161
Author(s):  
Attila Károly-Molnár ◽  
Mária Kraiciné-Szokoly
Keyword(s):  
High School ◽  
Personal Development ◽  
Vocational Training ◽  
Learning Opportunities ◽  
School Education ◽  
Prison Education ◽  
High School Education ◽  
Theoretical Research ◽  
Prison Life ◽  
Functional Learning

Successful reintegration is the goal of prison education in Hungarian penitentiaries. Prisons support prisoners with primary school education, high school education, and vocational training. These forms of learning within prison are implemented to prepare prisoners for their release, so they can integrate into the labor market afterwards (Penal Act CCXL, 2013). In the context of successful reintegration, we assume that prisoners are capable of being trained. Based on this supposition, three studies were conducted on learning and education in prison at Eötvös Loránd University Doctoral School. First, theoretical research was conducted about prison: the learning possibilities of prison, examining what it provides, what it allows, what it prevents. Second, a survey was conducted on some prisoners' perceptions of their learning opportunities. Third, an interview was carried out that has examined the perceptions of prison learning with some educators teaching in the penitentiary. Our studies on prison learning have confirmed some of our hypotheses reflected in the following statements. In Hungary, the training of prisoners is an essential part of prison life, furthermore, education can be implemented through pieces of training that can be essential tools for personal development in prison. Although most prisoners look for learning opportunities, the way they approach learning is seemingly different. Teachers who work in prison say there is a huge possibility in educating prisoners, but they would require more tools and a more functional learning environment in order to do their best.

scholarly journals ‘Ik heb spontaan gereageerd en gedaan wat ik dacht dat goed was.’ : Pedagogische ervaringen van leraren in het middelbaar beroepsonderwijs

Pedagogiek ◽  
2019 ◽  
Vol 39 (3) ◽  
pp. 311-329
Author(s):  
Wouter Pols
Keyword(s):  
Applied Sciences ◽  
Vocational Education ◽  
Vocational Training ◽  
Field Research ◽  
Phenomenological Research ◽  
Phenomenological Analysis ◽  
Vocational Teachers ◽  
Research Staff ◽  
University Of Applied Sciences ◽  
Research In Education

Abstract ’I acted spontaneously and did what I thought was right.’ Pedagogical experiences of teachers in vocational educationWhat is it like to teach at a vocational school? What are the pedagogical challenges for teachers who are responsible for vocational training for young people? Since September 2015, the Research Center Urban Talent of the Rotterdam University of Applied Sciences has conducted field research at six different schools of vocational education. As a member of the center’s research staff, I conducted a series of conversations with a team of vocational teachers at each school between September 2015 and July 2018.This paper offers an account of this field research. The research focused on the pedagogical experiences of vocational teachers and aimed to get the teachers to articulate their experiences and to investigate their meanings. The approach was phenomenological. The teachers were encouraged to share and reflect on their experiences. The paper continues with a phenomenological analysis of several topics that were discussed in the conversation with the teachers. It ends with a plea for phenomenological research in education.

scholarly journals ESTÁGIO DE DOCÊNCIA EM QUÍMICA: PROPOSIÇÃO DE SITUAÇÕES-PROBLEMA ENVOLVENDO QUÍMICA INORGÂNICA

2019 ◽  
Vol 12 (4) ◽  
pp. 362
Author(s):  
Carlos Ventura Fonseca ◽  
Cleiton Leandro Zimmermann Pereira
Keyword(s):  
High School ◽  
High School Students ◽  
Methodological Approach ◽  
First Grade ◽  
Formative Period ◽  
Pedagogical Practices ◽  
School Students ◽  
Methodological Choices ◽  
Documentary Sources ◽  
Effective Development

This paper describes and problematizes the pedagogical practices developed by a trainee in initial formation with three first grade high school classes in a public school in Porto Alegre, Rio Grande do Sul, Brazil, in the second semester of 2017. This is a qualitative exploratory study based on documentary sources (the report produced at the end of this formative period). In this article, the focus is on classroom activities that have as a reference the methodological approach called problem-based learning, as well as the assessment and self-assessment activities that were proposed by the teacher and performed by high school students. The teacher information centrally addressed some conceptual content related to Inorganic Chemistry with the adoption of the theme "pollution" as a way to try to connect the discussions held with the students' daily life. The systematized results which were discussed in this article indicate that important elements of learning about the teaching work were constituted favoring the effective development of the intern that was investigated. The latter was able to take a safe position on his work which includes, especially, evaluation processes that unveiled factors concerning student learning and the methodological choices adopted in the process.

scholarly journals Investigação do uso da metodologia ABP na Rede Federal brasileira no contexto do ensino técnico integrado ao ensino médio

ForScience ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. e00925
Author(s):  
Rafael Vinicius Tayette da Nobrega ◽  
Cristina Alves Maertens ◽  
Cláudio Alves Pereira
Keyword(s):  
High School ◽  
Technical Education ◽  
Problem Based Learning ◽  
Pedagogical Practices ◽  
Limiting Factor ◽  
Pedagogical Practice ◽  
Technological Education ◽  
Self Assessment ◽  
Technical High School ◽  
High Workload

Neste trabalho investigou-se a utilização da metodologia ativa denominada Aprendizagem Baseada em Problemas (ABP) nos cursos técnicos integrados ao Ensino Médio da Rede Federal de Educação Profissional, Científica e Tecnológica (Rede Federal) brasileira. Para isso, primeiramente, realizou-se um estudo bibliométrico para identificar trabalhos relacionados ao tema, publicados nos últimos cinco anos, cujas referências subsidiaram conceitualmente a confecção do questionário sobre a metodologia ABP. Neste contexto, questões organizacionais, de infraestrutura, de formação e aceitação da metodologia ABP foram implementadas com o objetivo de mensurar o quanto essa metodologia está difundida entre as práticas pedagógicas dos docentes que atuam na Rede Federal. Posteriormente, o questionário eletrônico foi enviado às unidades desta rede para que fosse divulgado aos seus docentes. A amostra da pesquisa foi constituída por quinhentos e trinta docentes pertencentes a trinta e sete Institutos Federais, de todas as regiões do Brasil, e do Colégio Pedro II. Os resultados indicaram que, conceitualmente, a metodologia ABP é bem aceita, entretanto, ainda existe uma dificuldade em inseri-la na prática pedagógica cotidiana, embora haja o incentivo dos campi para aplicação de metodologias ativas e possibilidades de capacitação na área. Como fator limitante, observou-se que a organização curricular dos cursos técnicos integrados da Rede Federal dificulta a utilização de metodologias ativas. Por fim, observou-se que as questões cotidianas de elevada carga horária de trabalho e salas com grande quantidade de alunos impactam na redução do tempo disponível para a preparação das aulas, impedindo a evolução, mudança e autoavaliação das práticas docentes. Palavras-chave: Aprendizagem Baseada em Problemas. Ensino Técnico Integrado. Rede Federal de Educação Profissional, Científica e Tecnológica.   Investigating the use of the PBL methodology in the brazilian Federal Network in the context of technical education integrated to the high school Abstract In this work, we investigated the use of the active methodology called Problem-Based Learning (PBL) in Technical Courses Integrated to High School of the Brazilian Federal Network of Professional, Scientific, and Technological Education (Federal Network). For this, at first, a bibliometric study was carried out to identify works related to the theme in the last five years, whose references conceptually subsidized the questionnaire about the PBL methodology. In this context, organization, infrastructure, training, and acceptance of the ABP methodology were implemented aiming to measure how much this methodology is disseminated among the pedagogical practices of teachers working in the Federal Network. Subsequently, the electronic questionnaire was sent to teachers who work in the Federal Technical High School. The research sample consisted of five hundred and thirty teachers belonging to thirty-seven Federal Institutes, all over Brazil, and Colégio Pedro II. The results indicated that, conceptually, the PBL methodology is well accepted; however, there is still a difficulty in inserting it in the daily pedagogical practice, although there is an incentive from federal educational institutes for applying active methodologies and training possibilities in the area. As a limiting factor, it was observed that the curricular organization of the integrated technical courses of the Federal Network makes it challenging to use active methodologies. Finally, the daily issues of high workload and classrooms with many students impact the reduction of time available to prepare classes, preventing the evolution, change, and self-assessment of teaching practices. Keywords: Problem-Based Learning. Integrated Technical Education. Federal Network of Professional, Scientific and Technological Education.

The education treatment effect on the non-farm income of Chinese western rural labors

2015 ◽  
Vol 7 (1) ◽  
pp. 122-142 ◽  
Author(s):  
Jiang Luan ◽  
Jian-cheng Chen ◽  
Zhong-wei He ◽  
Qiang Li ◽  
Huanguang Qiu
Keyword(s):  
High School ◽  
Propensity Score ◽  
Vocational Education ◽  
Rural Area ◽  
Treatment Effect ◽  
School Education ◽  
High School Education ◽  
Farm Income ◽  
Content Type ◽  
Secondary Vocational Education

Purpose – Education plays an important role in improving Chinese rural laborers’ non-farm incomes. However, in Chinese western rural area, the level of return to education is very low due to the underdeveloped economy and the condition of the education system. For improving the schooling returns level, Chinese central government is paying great attention to the condition of education in the rural western area. To date, no research has examined what educational style is more favorable for improving western rural laborers’ non-farm incomes. To answer this question, the purpose of this paper is to compare the treatment effect of high school education and secondary vocational education on their non-farm incomes. That will provide significant evidence for the government to carry out educational policy. Design/methodology/approach – Base on the Mincer model, several methods is used to estimate the average return to a year education on western rural labors’ non-farm income, including OLS, IV and Heckman tow-steps method, to accounting for the ability endogenous and self-selection bias. And the propensity score matching method is used in estimate the treatment effects of high school education and secondary vocational education. Findings – The results from Mincer model showed that the schooling returns in Chinese western rural area were estimated to range from 2.7 to 3.9 percent, that were lower than the average levels in Chinese whole rural area that are estimated in the other recent studies. By using propensity score matching to roll out the heterogeneous bias, show that the treatment effect from high school education was higher than that from secondary vocational education, indicating that the secondary vocational education is better. Originality/value – Studies concerning the causal relationship between schooling (high school education and secondary vocational education) and non-farm earnings in the western region of China remain very limited, even empty. This paper will make an update contribution to the literature in the area of education earnings in China.

scholarly journals Pedagogical Practices in Vocational Education

2019 ◽  
Vol 13 (1) ◽  
pp. 34-41
Author(s):  
Wouter Pols
Keyword(s):  
Applied Sciences ◽  
Young People ◽  
Vocational Education ◽  
Field Research ◽  
Pedagogical Practices ◽  
Vocational School ◽  
Research Center ◽  
Vocational Teachers ◽  
Research Staff ◽  
University Of Applied Sciences

What is it like to teach at a vocational school? What are the pedagogical challenges for teachers who are responsible for teaching young people going into the trades? Since September 2015, the Research Center Urban Talent of the Rotterdam University of Applied Sciences has conducted field research at six different schools of vocational education. As a member of the center’s research staff, I conducted a series of conversations with a team of vocational teachers at each school between September 2015 and May 2018. This paper offers an account of one of these conversations. It focuses on the pedagogical experiences of vocational teachers, and it aims to get the teachers to articulate their experiences and to investigate their meanings. My approach was phenomenological. The teachers were encouraged to share and reflect on their experiences.

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