scholarly journals O Panorama Moral e Social no Fazer Docente em Campo Grande-MS e suas Escolhas Éticas: Dilemas e Implicações

2021 ◽  
Vol 22 (2) ◽  
pp. 217-224
Author(s):  
Antonio Sales ◽  
Clodoaldo Almeida dos Santos ◽  
Erlinda Martins Batista ◽  
Luis Mauro Neder Meneghelli
Keyword(s):  
Public Schools ◽  
Teaching Practice ◽  
School Context ◽  
Pedagogical Practices ◽  
Systematic Observation ◽  
Subjective Character ◽  
Ethical Problems ◽  
The Public ◽  
Ethical Conflicts ◽  
Education Network

Resumo Este trabalho discute os problemas éticos cuja contextualização abrange as vivências de seus autores, em suas práticas pedagógicas, mais especificamente, os contextos escolares de escolas públicas, nos quais se colocam diariamente os professores, diante do número crescente de profissionais da educação que se ausentam do trabalho amparados em atestados médicos ou laudos psiquiátricos, em razão de adoecimento no trabalho docente, em seu contexto escolar. O objetivo geral foi analisar os problemas éticos enfrentados por professores da rede de educação básica pública, bem como suas consequências para professores e para a educação como um todo. Como hipótese de tal projeto se supõe que o professor não está preparado para gerenciar os conflitos éticos decorrentes da sua prática docente. A metodologia utilizada foi da pesquisa qualitativa em educação sobre a observação sistemática da participação dos professores em palestras utilizadas como oficinas para a Rede Municipal de Ensino de Campo Grande, MS em maio de 2019, nas quais foram aplicados questionários sobre os problemas éticos com os que eles têm se defrontado. Os resultados foram coletados a partir das respostas aos questionários. As análises das respostas obtidas nessa abordagem permitiram alcançar percepções, impressões e intuições fundamentais para a conclusão de caráter subjetivo. Palavras-chave: Dificuldades Docentes. Problemas Escolares. Prática Pedagógica. Eticidade. AbstractThis work discusses on the ethical problems whose contextualization encompasses the experiences of their authors, in their pedagogical practices, more specifically, the public schools contexts, in which teachers are placed daily, in view of the growing number of education professionals who are absent from education. work supported by medical certificates or psychiatric reports, due to illness in the teaching work, in their school context. The general objective was to analyze the ethical problems faced by teachers in the public basic education network, as well as their consequences for teachers and for education as a whole. As a hypothesis of such a project, it is assumed that the teacher is not prepared to manage the ethical conflicts arising from his or her teaching practice. The methodology used was qualitative research in education on the systematic observation of the teachers’ participation in lectures used as workshops for the Municipal Education Network of Campo Grande, MS in May 2019, in which questionnaires about ethical problems were applied with them which they have been facing. Results were collected from the responses to the questionnaires. The analysis of the responses obtained in this approach allowed to reach fundamental perceptions, impressions and intuitions for the conclusion of a subjective character. Keywords: Teacher’s Difficulties. School Problems. Pedagogical Practice. Ethics.

scholarly journals Using Drama and Drama Techniques to Teach English Conversations to English as A Foreign Language Learners

2018 ◽  
Vol 7 (6) ◽  
pp. 63
Author(s):  
Saman Masoumi-Moghaddam
Keyword(s):  
Public Schools ◽  
Language Learners ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Foreign Language Learners ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

Using Drama and Drama Techniques to Teach English Conversations to EFL Learners

2018 ◽  
Vol 8 (2) ◽  
pp. 92-101
Author(s):  
Saman M. Moghadam ◽  
Reza Ghafarsamar
Keyword(s):  
Public Schools ◽  
English Language ◽  
Participant Observation ◽  
Pedagogical Practices ◽  
Control Group ◽  
Classroom Context ◽  
The Public ◽  
Language Classes ◽  
Collecting Techniques ◽  
English Competence

The present study aimed to examine the ways in which drama and drama techniques and practices, as implemented in the English language classes and combined with pedagogical practices to teach and learn English conversation, can create the appropriate conditions that promote learning environments conducive for learning English conversations. The participants of this study were thirty undergraduate male and female students who had studied English at the secondary and high school levels at the public schools in Ardebil. They were classified into two groups including Control and Experimental groups. The two groups were administered a Test-Retest evaluation to measure the targeted language skills that was to be taught to them. In order to collect the necessary data, two modern plays were taught and rehearsed in classroom context and then a retest were administered after the practice of these two modern dramatic discourse in the classroom. The different data-collecting techniques were used for the current research were participant observation (direct and indirect), and interviews. After analysing the data the results showed that there was no significant improvement in English competence of the Control group but the Experimental group revealed a tremendous achievement in their abilities in English conversations through the use of dramatic discourse.

scholarly journals Relações entre experiências pessoais e uma educação física sensível à diversidade cultural

2017 ◽  
Vol 1 (1) ◽  
pp. 3
Author(s):  
Alexandre Vasconcelos Mazzoni ◽  
Marcos Garcia Neira
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Cultural Diversity ◽  
Teaching Practice ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
The Public ◽  
Life Trajectory ◽  
The Many ◽  
Education Culture

ResumoRealizou-se uma pesquisa com o objetivo de conhecer quais elementos possam ter contribuído para a constituição de uma docência da Educação Física atenta à diversidade cultural. Como procedimento metodológico, optou-se pela pesquisa pedagógica qualitativa. O material resultante da realização de entrevistas semiestruturadas foi confrontado com a teorização cultural. Partindo da análise das concepções de professores da rede pública, que colocam em ação o currículo cultural da Educação Física, inferiram-se as possíveis relações entre a experiência pessoal, o olhar para a contemporaneidade e a atuação pedagógica. Podemos inferir que os elementos que contribuíram para a constituição de uma docência da Educação Física atenta à diversidade cultural podem ter sido gerados por uma trajetória de vida marcada pelo enfrentamento de situações socialmente adversas.Palavras-chave: Educação Física. Cultura. Currículo. Diversidade Cultural. Relationships between personal experiences and physical education sensitive to cultural diversityAbstractResearch was performed aiming to know which are the elements that must have contributed to build a Physical Education teaching practice that is concerned with the cultural diversity. As to the methodology, the pedagogical qualitative research. The material obtained from the semi-structured interviews was compared to the cultural theories. From the analysis of the conceptions of the teachers of the Public Schools, who put into action the cultural syllabus of the Physical Education teaching, were derived the possible relationships among the personal experience, the regard to the contemporaneity and the pedagogical practice. From the many analysis we could derive which are the elements that contributed to creating a teaching practice in Physical Education, which are concerned with the cultural diversity, and may have been generated by a life trajectory marked by socially difficult situations.Keywords: Physical Education. Culture. Curriculum. Cultural Diversity. Relaciones entre experiencias personales y educación física sensibles a la diversidad culturalResumenLa investigación se realizó con el objetivo de conocer cuáles son los elementos que deben haber contribuido para construir una práctica docente de Educación Física que se preocupa por la diversidad cultural. En cuanto a la metodología, se adoptó la investigación cualitativa pedagógica. El material obtenido de las entrevistas semiestructuradas se comparó con las teorías culturales. A partir del análisis de las concepciones de los docentes de las escuelas públicas que pusieron en práctica el currículo cultural de la Educación Física, se derivaron las posibles relaciones entre la experiencia personal, el respeto a la contemporaneidad y la práctica pedagógica. De los muchos análisis que pudimos deducir cuáles son los elementos que contribuyeron a la creación de una práctica docente en Educación Física, que se preocupan por la diversidad cultural y que pueden haber sido generadas por una trayectoria vital marcada por situaciones socialmente difíciles.Palabras clave: Educación Física. Cultura. Currículum. Diversidad Cultural.

scholarly journals INSERÇÃO DAS TIC’S NO PROCESSO DE ENSINO APRENDIZAGEM NA PERSPECTIVA DO TRABALHO DOCENTE

2020 ◽  
Vol 13 (2) ◽  
pp. 133
Author(s):  
Jerffeson Miguel de Oliveira ◽  
Keila Dayane Pereira Moura
Keyword(s):  
Public Schools ◽  
Field Research ◽  
Education Policies ◽  
Teaching Process ◽  
The Real ◽  
Practical Applications ◽  
The Public ◽  
Municipal Schools ◽  
Education Network

This article presents a brief investigation on the real conditions about the needs and possibilities in the insertion of ICT's in the learning teaching process developed in schools of the public education network in the municipality of Piripiri, state of Piauí. This study is supported by the following objectives: to identify the difficulties and possibilities in the use of digital technologies as a didactic resource in elementary school classrooms I, in public schools in the municipality of Piripiri. Investigate the availability of technological resources for teaching professionals, reflect the importance of ICT's for the learning teaching process and analyze the main difficulties faced by teachers regarding the use of ICT's in the classroom. The methodology used is qualitatively oriented, the study carried out with data collection through field research, developed from the application of a questionnaire for teachers of municipal schools of Piripiri. From the analysis of the data collected during the research, it was noticed that the insertion of technologies in the learning teaching process comprises a long term path, requiring continuing education policies, which opportunism the teacher to acquire new skills and competencies, the creation of a set of actions aimed at strengthening the teacher relationship (a) / student (a). The conclusive aspect is that such policies and actions can make it possible to better know the public and the real conditions of practical applications for the use of ICT's in the classroom, considering the difficulties and possibilities expressed by teachers and the precarious conditions of equipment and laboratories present in schools. It showed how difficult the lack of equipment limits teaching work, however, transformative practice coexists with such difficulties when the teacher assumes the profile of researcher and an autonomous posture for the use of such resources.

scholarly journals “Lá vem a aula que eu não aprendo nada”: insucesso na aprendizagem de língua inglesa como segunda língua

2020 ◽  
Vol 6 (2) ◽  
pp. 298-306
Author(s):  
Ueverson Mendes Oliveira
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
School Context ◽  
English Language Teaching ◽  
English Learning ◽  
Learning And Teaching ◽  
The Public

This article deals with the reasons that may influence the English language teaching and learning failure in the public school context. This research aimed to understand the factors that can influence the malfunction in the interaction between teacher and student in the classroom. Theoretical contributions to the teaching of English as a foreign language were used to understand the ways that the teaching has been understood. The data presented were obtained through a search in the available academic material concerning English language teaching in public schools. Three factors were found and highlighted as meaningful and which are directly hooked to the English learning and teaching failure.

scholarly journals PEDAGOGICAL PRACTICES OF GOOD NURSING, MEDICINE AND DENTISTRY PROFESSORS FROM THE STUDENTS' PERCEPTION

2015 ◽  
Vol 24 (3) ◽  
pp. 629-636 ◽  
Author(s):  
Jouhanna do Carmo Menegaz ◽  
Vânia Marli Shubert Backes ◽  
José Luiz Medina ◽  
Marta Lenise Prado ◽  
Bruna Pedroso Canever
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Teaching Staff ◽  
Student Reasoning ◽  
Pedagogical Content ◽  
The Public ◽  
Wide Range

ABSTRACTThe aim of this qualitative study was to analyze, in the light of Shuman's concept of pedagogical content knowledge, the pedagogical practices of good nursing, medicine and dentistry professors from the perception of students of a public university in southern Brazil. The study comprised 16 students who were approached through interviews focused by vignettes and qualitative indicators. Pedagogical content knowledge is observed when good professors share the learning objectives while associating theory and practice, fostering student reasoning using a wide range of strategies responsive to contents and the public; carefully prepare and organize their lessons; and allow to be evaluated. Pedagogical content knowledge is presented as a differential in teaching practice; however, students perceive these practices in few professors, leading to the need for recommending rooms and strategies for training health teaching staff.

scholarly journals NECESSIDADES FORMATIVAS E FORMAÇÃO DE COMPETÊNCIAS: desafios na profissionalização docente para a melhoria da educação básica

Revista Labor ◽  
2018 ◽  
Vol 2 (18) ◽  
pp. 193
Author(s):  
Ilzeni Silva Dias ◽  
Helianane O. Rocha ◽  
Raimunda Ramos Marinho
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Training Needs ◽  
Pedagogical Practices ◽  
Technological Innovations ◽  
The Public ◽  
Material Goods ◽  
Competencies Development ◽  
Historical Moment ◽  
Geographical Space

O presente artigo traz reflexões iniciais resultantes da pesquisa Necessidades Formativas e Formação de Competências nos Cursos de Primeira Licenciatura do PARFOR/UFMA: desafios para o desenvolvimento de práticas pedagógicas inovadoras nas escolas públicas do Maranhão. Neste estudo, tomou-se como eixo de análise as inovações científicas e tecnológicas, sobretudo pelo papel significativo que a ciência e a tecnologia tiveram no aumento da produção de bens materiais, além das grandes contribuições ao longo dos séculos para o desenvolvimento das forças produtivas. Com efeito, este estudo tem como objetivo analisar as necessidades formativas e formação de competências nos cursos de primeira licenciatura do PARFOR/UFMA, buscando contribuir para o desenvolvimento de práticas pedagógicas inovadoras nas escolas públicas, assim como para a qualidade da educação básica no estado do Maranhão. Conclui-se que são as mudanças na produção de bens materiais, em cada momento histórico e em cada espaço geográfico, que definem e impõem as novas necessidades formativas, exigindo, em consequência, novos perfis profissionais.ABSTRACTThis article presents initial reflections as a result of the research on Training Needs and Skills Development in the PARFOR / UFMA First Degree (Licenciate) Courses: challenges for the development of innovative pedagogical practices in the public schools of Maranhão. In this study, scientific and technological innovations were taken as the axis of analysis based on the understanding that science and technology have not only played a significant role in increasing the production of material goods, but also made great contributions to the development of the productive forces over the centuries. The aim of this study is to analyze the training needs and competencies development in 1st degree (licenciate) courses of the PARFOR Program at UFMA, seeking to add to the development of innovative pedagogical practices in public schools, as well as to the improvement of basic education in the State of Maranhão. It is concluded that it is the changes produced in the production of material goods in each historical moment and in each geographical space that define and impose new training needs, requiring new professional profiles according to the requirements of each period and place.

scholarly journals Lung function and functional capacity in school age children

2017 ◽  
Vol 30 (1) ◽  
pp. 77-84
Author(s):  
Fabiana S da Silva Dias de Andrade ◽  
Renato da Costa Teixeira ◽  
Diego Alberto Araújo ◽  
Thayrine Rocha Barbosa ◽  
Fabianne de Jesus Dias de Sousa ◽  
...  
Keyword(s):  
Public Schools ◽  
School Context ◽  
School Age Children ◽  
Maximum Speed ◽  
Entire Sample ◽  
Public And Private ◽  
The Public ◽  
Six Minute Walk Test ◽  
Private Network ◽  
Minute Walk

Abstract Introduction: Six-minute walk test (TC6’) and peak expiratory flow (PEF) can be influenced by variables like gender, age and body mass index (BMI). In the school context, these tests can identify losses caused by sedentary habits and/or manifestation of overweight/obesity. Nevertheless, although widely studied in the adult context, they have not been properly clarified in the child public. Objective: To assess the PEF and TC6’ between students in the public and private network and to correlate them with factors like age, gender and BMI. Methods: 39 male and female children between eight and ten years of age were selected for the study. The TC6’ was held at a sports court. The child was instructed to walk at maximum speed for six minutes and the PEF test took place in accordance to the recommendations by Pereira et al (1). Results: No significant correlation was found between the BMI and the PEF and TC6’ scores. No significant correlation was found between sex and PEF, with measures within normal parameters for the entire sample. The EPF measures did not influence the distance walked in the TC6’. A significant correlation was found between sex and distance walked in the TC6’ only among male children attending public schools. Conclusion: Both sex and BMI did not influence the PEF measures which, in turn, does not seem to have influenced the distance the sample walked in the TC6’. Also concerning the TC6’, only the children from public school reached the normal scores proposed in the literature.

scholarly journals The Experimental Classes: Different Secondary Education in Brazil in 1950s and 1960s

2020 ◽  
Vol 7 (1) ◽  
pp. 133-146
Author(s):  
Norberto Dallabrida
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Catholic Schools ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
The Public ◽  
Historical Investigation ◽  
Pedagogical Models ◽  
Educational Conditions

The aim of this paper is to understand the normative prescription and experimental secondary school implantations in Brazil in the late 1950s, and the developments in the decade that followed. Thus, attempts to shed light on the political and educational conditions that enabled the Ministry of Education and Culture to bring in legislation that allowed the implementation of the so-called experimental secondary-school classes. This paper also focuses on the pedagogical practices in these experimental classes, taking into account that most of them were appropriated from French pedagogical models – the classes nouvelles in public schools and personalized and communitarian pedagogy in Catholic schools. It uses the circulation and appropriation concepts, understood from the perspective of the historian Roger Chartier, who considers that cultural goods circulate and are used in different ways, so that the reception is held with creativity through resistance, resignification and arrangements. This historiographical perspective is adopted in the educational field to acquire the pedagogical circulation and appropriation model operations. This documental corpus of this historical investigation is made up of written documents from French educational institutions – the Centre International d`Études Pédagogiques, located in Sèvres, and the Centre d`Études Pédagogiques de Paris – and the archives of university institutions and Brazilian school collections. This paper analyses the Ministry of Education’s legislation on the experimental classes (1958) and the uses of French pedagogical models in the public system and Catholic schools.

How Do New Critical Pedagogies Develop? Educational Innovation, Social Change, and Landless Workers in Brazil

2015 ◽  
Vol 117 (11) ◽  
pp. 1-36 ◽  
Author(s):  
Rebecca Tarlau
Keyword(s):  
Social Movements ◽  
Public Schools ◽  
Educational Innovation ◽  
Field Research ◽  
Popular Education ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
The Public ◽  
Educational Theories ◽  
Educational Initiatives

Background Over the past 30 years, the Brazilian Landless Workers’ Movement (MST), one of the largest social movements in Latin America, has developed a series of pedagogical practices for public schools that support the movement's struggle for agrarian reform in the Brazilian countryside. The MST's educational initiatives can be viewed in terms of their place in the debate about how grassroots movements develop alternatives to dominant educational practices. Purpose This article examines the diverse pedagogies and educational theories that MST activists have drawn on, while also assessing the political implications of this participation in the public schools. Setting Research took place in Brazil, in several dozen public schools located in MST communities. Population Research participants included MST activists, students attending schools in MST communities, teachers working in these schools, administrators, and public officials. More than 150 people were interviewed. Research Design This research is an ethnographic, qualitative case study, examining the MST's educational initiatives in four different regions of Brazil. Field research took place over 15 months, between October 2010 and December 2011. Research methods included semi-structured interviews, classroom observation, participation observation, analysis of primary documents, and focus groups with teachers and students. Findings Although the MST initially invested only in informal, popular education, by the late 1980s activists began to realize that transforming public schools was necessary for the realization of the movement's social and political goals. By drawing on their previous experiences with popular education, as well as the theories of several outside intellectuals, activists developed educational utopias that allowed them to solidify their educational proposals in practice. Conclusions This article provides insights into the process of grassroots educational innovation, illustrating that communities draw on a diverse set of educational theories that resonate with local practices and beliefs to develop alternative proposals for their schools. The article also suggests that certain questions arise about the purpose of public education when social movements with particular visions of societal transformation demand participation in the public school sphere. The article argues that this social movement participation is appropriate if activists can mobilize parents, students, teachers, and other community members to implement this vision through a collective process of participatory governance.

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