Práticas de Linguagem na Amazônia Paraense

Resumo Esta pesquisa apresenta a visão de estudantes, professores e coordenação sobre as práticas de linguagens de estudantes da Amazônia Paraense em cursos técnicos integrados ao Ensino Médio, a partir da Pedagogia da alternância. Os estudantes têm aulas em um período acadêmico e em outro período retornam às suas residências interioranas para unir os conhecimentos recebidos na escola, às práticas laborais de onde vivem. Esta investigação versa sobre jovens e adultos de cinco municípios paraenses: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel e São Domingos do Capim, que trabalham na cadeia produtiva da agricultura familiar, em especial, na produção de açaí, farinha, pesca, pecuária para corte e produção de leite. São estudantes do Curso de Agropecuária do PROEJA – Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos. Pretende-se demonstrar neste estudo, a construção dos letramentos durante este ensino. Selecionou-se autores que investigam pedagogia da alternância, educação do campo e letramentos para respaldar a parte teórica da pesquisa. Optou-se pela metodologia quali-quantitativa, na modalidade de estudo de caso e com a aplicação de questionários semiestruturados e análise documental. Os resultados obtidos revelaram que os professores trabalham os letramentos, entretanto, as práticas pedagógicas nem sempre acontecem de forma dialógica ao contexto sociocultural e laboral dos estudantes. Ao final da pesquisa, foi evidenciado que as práticas de letramentos devem ser pensadas para o desenvolvimento social, político e econômico dos estudantes em um ambiente que interligue os conhecimentos prévios dos estudantes a essas práticas. Palavras-chave: Linguagens. Pedagogia da Alternância. PROEJA. AbstractThis research present the students, teachers and coordination view on the language practices of students from the Paraense Amazon in technical courses integrated to High School, from the Pedagogy of alternation: students have classes in one academic period and in another period they return to their rural residences to combine the knowledge received at school, with the work practices where they live. This research is about young people and adults from five cities in Pará: Abaetetuba, Castanhal, Magalhães Barata, Santa Isabel and São Domingos do Capim, who work in the family agriculture production chain, especially in the production of açaí, flour, fishing, livestock for cutting and milk production. They are students of the Agricultural Course of PROEJA - National Program for the Integration of Professional Education with Basic Education in the Modality of Education of Youth and Adults. It is intended to demonstrate in this study, the construction of literacies during this teaching. Authors were selected who investigate alternation pedagogy, rural education and literacies to support the theoretical part of the research. We opted for the qualitative and quantitative methodology, in the case study modality and with the application of semi-structured questionnaires and documentary analysis. The results obtained revealed that the teachers work the literacies, however, the pedagogical practices do not always happen in a dialogical way to the students' socio-cultural and work context. At the end of the research, it was evidenced that literacy practices should be designed for the social, political and economic development of students in an environment that links students' prior knowledge to these practices. Keywords: Languages, Alternation Pedagogy, PROEJA.

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Representações sociais do aquecimento global: contribuições para aulas de Química na educação básica

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v6.n2.a2399 ◽

2017 ◽

Vol 6 (2) ◽

Author(s):

Carlos Ventura Fonseca

Keyword(s):

Global Warming ◽

Professional Education ◽

School Environment ◽

Basic Education ◽

Social Representations ◽

Human Action ◽

Chemistry Teaching ◽

The Social ◽

Multiple Case

Resumo: Este artigo propõe descrever uma investigação qualitativa, caracterizada como estudo de casos múltiplos, que envolveu duas turmas do ensino médio integrado à educação profissional. A pesquisa pretendeu investigar quais seriam as representações sociais do aquecimento global apresentadas pelos sujeitos e como estas poderiam colaborar com o planejamento e a qualificação do ensino de Química, no contexto mencionado, tendo em vista seu caráter controverso. Os dados foram coletados por meio de questionário e interpretados por meio da análise de conteúdo. Os resultados mostraram que as turmas parecem ancorar suas considerações sobre o aquecimento global na ideia de um fenômeno que ocasiona destruição e é causado pela poluição produzida pela ação humana. No tocante ao caráter cientificamente discutível do fenômeno, é predominantemente ausente a articulação de um componente crítico capaz de ancorar-se em discussões contrárias às concepções apresentadas. Conclui-se que essa investigação, no domínio da Educação em Química, converge com o rol de resultados de outras pesquisas que entrelaçam a sala de aula e as representações sociais, ou seja, expõem o conteúdo das teorias coletivas sobre a realidade, mostrando os desvios que este pode apresentar em relação às imagens reais do conhecimento científico. O trabalho alinha-se, ainda, com a perspectiva de pensar o ambiente escolar como lócus de continuidade/descontinuidade entre a cultura elaborada e a cultura cotidiana, enfatizando a relevância de investigações dessa natureza.Palavras-chave: Ensino de Química. Representações Sociais. Aquecimento Global. SOCIAL REPRESENTATIONS OF GLOBAL WARMING: CONTRIBUTIONS TO CHEMISTRY CLASSES IN BASIC EDUCATION Abstract: This article proposes to describe a qualitative investigation characterized as a multiple case study involving two classes of high school integrated to professional education. The research sought to investigate the social representations of global warming presented by the subjects and how they could collaborate with the planning and qualification of the teaching of Chemistry in the aforementioned context considering its controversial character. Data were collected through a questionnaire and interpreted through content analysis. The results showed that the classes seem to anchor their considerations about global warming in the idea of a phenomenon that causes destruction and is caused by the pollution produced by human action. Regarding the scientifically debatable nature of the phenomenon, it is predominantly absent the articulation of a critical component capable of anchoring itself in discussions contrary to the conceptions presented. It is concluded that this research in the field of Education in Chemistry converges with the roll of results of other research that intertwine the classroom and social representations, that is, expose the content of collective theories about reality, showing the deviations which it can present in relation to the real images of scientific knowledge. The work is also aligned with the perspective of thinking the school environment as a locus of continuity / discontinuity between the elaborated culture and the daily culture, emphasizing the relevance of investigations with this nature.Keywords: Chemistry teaching. Social Representations. Global warming.

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English-Mediated Presentations in Pharmacy: Exploring Literacy Practices among Saudi Female Undergraduates

10.31235/osf.io/sw7ae ◽

2020 ◽

Author(s):

Noura A. Alghamdi

Keyword(s):

Language Learners ◽

Language Use ◽

Literacy Practices ◽

Tertiary Education ◽

Pedagogical Practices ◽

Complex Nature ◽

Written Discourse ◽

The Social ◽

Social Account ◽

Oral Presentations

Despite the complex nature of language learners’ needs, researchers on language use in tertiary education tend to look at these needs through textual analyses associated with written discourse more than any other aspect of language use. Because learners’ needs, however, extend to include recognizing the challenges and situated nature of language use among learners (Hyland, 2006), this article adopts a social account of literacy (Barton, 1994; Barton and Hamilton, 1998; Street, 1984; Pahl & Rowsell, 2012) to explore the literacy practices surrounding how year-five female undergraduates engage with English-mediated oral presentations in pharmacy at a Saudi Arabian university. The article offers a situated understanding of these undergraduates’ views of English as a considerable challenge in this literacy event to provide a more in-depth understanding of how undergraduates address this challenge. The article concludes by offering some suggestions as to how knowledge of the social practices surrounding learners’ engagement with reading and writing can help to inform EAP pedagogical practices.

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EDUCAÇÃO DE JOVENS E ADULTOS NO CAMPUS PELOTAS DO IFSUL: entre o proposto e o realizado

Revista Educação e Emancipação ◽

10.18764/2358-4319.v9n3p133-155 ◽

2017 ◽

Vol 9 (3) ◽

pp. 133

Author(s):

Juliana Roldão Bittencourt ◽

Márcia Helena Guimarães Sauaia Rostas ◽

Maria Cecília Pereira Isaacsson

Keyword(s):

Data Analysis ◽

Adult Education ◽

Education Program ◽

Professional Education ◽

School Environment ◽

Basic Education ◽

Qualitative Approach ◽

Pedagogical Practices ◽

Program Integration

RESUMOO presente artigo objetiva analisar o cumprimento da proposta de Educação de Jovens e Adultos dentro do Programa Nacional de Integração da Educação Profissional com a Educação Básica, no Campus Pelotas do Instituto Federal sul-rio-grandense, bem como a avaliação das práticas, adotadas na instituição, durante a formação do estudante. A pesquisa é de cunho qualitativo exploratório, com nuances quantitativas, em relação à análise dos dados obtidos. Foram realizadas entrevistas com duas turmas de Proeja do curso técnico em Execução, Conservação e Restauro de Edificações, nas quais foram analisadas questões como o sentimento e a expectativa desses alunos em relação ao curso e ao ambiente escolar, e se essas expectativas foram atendidas ao longo do período.Palavras-chave: Proeja. Práticas pedagógicas. Educação profissional.YOUTH AND ADULT EDUCATION ON IFSUL CAMPUS IN PELOTAS: between the proposed and the accomplishedABSTRACTThis article aims to analyze the fulfillment of the proposed Youth and Adult Education within the National Professional Education Program Integration with Basic Education, on the Campus in Pelotas of Instituto Federal sul-rio-grandense, as well as and the evaluation of the practices adopted by the institution, throughout the formation of the student. The research follows a qualitative approach, with quantitative touch in relation to data analysis. There were made interviews with two groups of Proeja from technical course in Execution, Conservation and Restoration of Buildings, in which there were analyzed feelings and expectations of these students towards the course and the school environment, and if those expectations were met over the period of time. Keywords: Proeja. Pedagogical practices. Professional education.EDUCACIÓN DE JÓVENES Y ADULTOS EN EL CAMPUS PELOTAS DEL IFSUL: entre lo propuesto y lo realizadoRESUMENEl presente artículo tiene por objetivo analizar el cumplimiento de propuestas de Educación de Jóvenes y Adultos dentro del Programa Nacional de Integración Profesional con la Educación Básica, en el Campus Pelotas del Instituto Federal sur-rio-grandense, bien como la evaluación de las prácticas, adoptadas en la institución, durante la formación de los estudiantes. La investigación es de modelo cualitativo exploratorio, con matices cuantitativas, en relación al análisis de los datos obtenidos. Fueron realizadas entrevistas con dos clases de Proeja del curso técnico en Ejecución, Conservación y Restauro de Edificaciones, en las cuales fueron analizadas cuestiones como el sentimiento y expectativa de estos alumnos en relación al curso y el ambiente escolar, y si estas expectativas fueron atendidas a lo largo del período.Palabras claves: Proeja. Practicas pedagógicas. Educación Profesional.

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The use of a diamond ranking and peer interviews to capture pupils’ perspectives

Improving Schools ◽

10.1177/1365480218774604 ◽

2018 ◽

Vol 21 (3) ◽

pp. 240-254 ◽

Cited By ~ 3

Author(s):

Reetta Niemi ◽

Kristiina Kumpulainen ◽

Lasse Lipponen

Keyword(s):

Teaching And Learning ◽

Core Curriculum ◽

Basic Education ◽

Research Work ◽

Second Graders ◽

Pedagogical Practices ◽

Second Grade ◽

School Communities ◽

Social Nature ◽

The Social

In the new national core curriculum for Finnish preschool and basic education, rationales for supporting pupil participation are framed by the goal of developing school communities by listening to pupils’ perspectives, the social nature of teaching and learning and pupils’ participatory role in planning, implementing and evaluating their own learning. Also in educational literature, listening to pupils’ perspectives is seen as the first step of participation. Framed by these rationales, this article is based on a 6-week-long participatory learning project in one second-grade classroom in Finland. The research group of 8-year-olds included 11 girls and 10 boys. In this study, we used diamond ranking and peer interviews as mediating tools in listening to the pupils’ perspectives. In the article, we describe how a diamond ranking and a peer interview worked as a tool in capturing pupils’ perspectives. Two questions guided the research work: (1) How did diamond ranking and the peer interview work together as a method to improve teacher’s understanding from the pupils’ perspectives? and (2) How did diamond ranking and the peer interview work together as a method to promote pupils’ participation? In this study, the second graders were able to implement diamond ranking. This activity was used as a tool to stimulate pupils’ perspectives that were then captured in peer interviews. The methods provided important information about the pupils and helped the teacher to understand their perspectives. Diamond ranking and peer interviews also revealed information that was not related to pedagogical practices but indicated the sense of relatedness among pupils. In this study, the process of peer interviews was a child-led practice, while the process of diamond ranking activity was teacher-oriented. The method would have served pupils’ participation better if pupils had been more involved in the data collection.

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MULTILITERACIES AND LANGUAGE IDEOLOGIES IN CONTEMPORARY FANFIC LITERACY PRACTICES

Trabalhos em Linguística Aplicada ◽

10.1590/010318135943415912020 ◽

2020 ◽

Vol 59 (1) ◽

pp. 353-385

Author(s):

Patrícia de Souza Martins

Keyword(s):

Language Ideologies ◽

Basic Education ◽

Literacy Practices ◽

Literacy Events ◽

Affinity Spaces ◽

Young Readers ◽

The Social ◽

Social Use ◽

Literary Canons ◽

New London

ABSTRACT Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary literacy practices, understood, therefore, as the social use of language, were studied from an ethnographic perspective (HEATH; STREET, 2008). Data was generated from the field observation on two fanfic self-publishing platforms and from literacy events occurring in rounds of conversation, within the scope of the Junior Scientific Initiation Project. (PICJr-049), promoted by a traditional federal institution of basic education in Rio de Janeiro. The social models of literacy used by participants in literacy events (HEATH, 1982; STREET, 2012) signals that designs are (re)shaped according to the interactional context of these participants. This article also proposes a reflection on the language ideologies underlying the discourse of the students participating in the PICJr-049. This analysis is oriented by Volóchinov’s concept of ideology ([1929]2017) and the notion of language ideology, as discussed in the studies by Woolard (1998) and Kroskrity (2004). In the analysis, it was observed that the students reinforce language ideologies anchored in the legitimation of the educated norm of the Portuguese language and in the privilege of literary canons in school literacy practices.

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Unregulated Migration and Nigeria-EU Relations

Central European Journal of International and Security Studies ◽

10.51870/cejiss.a130302 ◽

2019 ◽

Vol 13 (3) ◽

pp. 64-87

Author(s):

Kingsley Emeka Ezemenaka

Keyword(s):

Data Gathering ◽

The Political ◽

Quantitative Methodology ◽

Human Right ◽

Freedom Of Movement ◽

Documentary Analysis ◽

The Social ◽

Border Controls ◽

Collaborative Efforts ◽

The Eu

This article presents the social and political causes of Nigeria-EU migration issues concerning unregulated migration that has been affecting the EU. This was done through qualitative and quantitative methodology, which includes interviews, data gathering and documentary analysis. From the findings and discussion, the article submits that the main problems frustrating the effort of the EU interventions on migration is the political situation of Nigeria. If the political sphere in Nigeria is not addressed in a proper way by eradicating numerous vices that undermine the economy and security through corruption, granting and assisting funds by the EU will be a superficial solution. It also presents the unconventional neo-vectors of migration and concludes that, since migration is a part of the human right through freedom of movement, which is also enshrined in human security, migration issues therefore cannot be exterminated through the building of migration centres. However, they can be reduced, if there are effective collaborative efforts by the Nigeria-EU relations in conjunction with other African states through strong border controls and enabling development as a precursor to addressing migration problems.

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A burocratização da ressocialização: uma análise das concepções de educadores atuantes no sistema de privação de liberdade

Revista Principia - Divulgação Científica e Tecnológica do IFPB ◽

10.18265/1517-03062015v1n48p11-19 ◽

2020 ◽

Vol 1 (48) ◽

pp. 11

Author(s):

Edson Ferreira Souza ◽

Ane Bianca Stricagnoli de Aguiar ◽

Carla Fabiana Silva ◽

Renato Wagner Daniel de Souza Menezes ◽

Amanda Sannara Daniel de Souza Menezes ◽

...

Keyword(s):

Qualitative Research ◽

Professional Education ◽

School Education ◽

Pedagogical Practices ◽

Rehabilitation Process ◽

Social Reintegration ◽

The Social

This study presents a qualitative research of a case study conducted with 5 socioeducators from Funase, Abreu e Lima - PE. These professionals were chosen because they work directly with the reeducation of students,most of the time being a model for them. In addition to that, they were chosen because we believe that education is an important tool in the formation of the student by the childcare system, that is, it is within the school units of deprivation of liberty that the internal students can feel human and have better possibilities of social reintegration. This study aimed to identify the pedagogical practices of youth educators considered effective in the rehabilitation process, it also aimed to get to know the concept of rehabilitation, pedagogical practices and the educators’ view of the rehabilitation process. We conclude that despite the difficulties mentioned, it seems that school education is the key that can open the gates of the social reintegration process to adolescent deprived of their freedom, and professional education is considered by socioeducators the most relevant practice.

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Ensino da avaliação nos cursos de Educação Física da América Latina

Estudos em Avaliação Educacional ◽

10.18222/eae.v29i72.5326 ◽

2018 ◽

Vol 29 (72) ◽

pp. 802

Author(s):

Sayonara Cunha de Paula ◽

Amarílio Ferreira Neto ◽

Ronildo Stieg ◽

Wagner Dos Santos

Keyword(s):

Latin America ◽

Teacher Training ◽

Physical Education ◽

Professional Education ◽

Teaching And Learning ◽

Basic Education ◽

Methodological Approach ◽

Theory And Practice ◽

Documentary Analysis ◽

America Latina

Este artigo analisa como a avaliação do ensino e da aprendizagem é prescrita nos currículos dos cursos de formação de professores em Educação Física em sete países da América Latina. Caracteriza-se como pesquisa qualitativa, do tipo exploratória, que assume a análise crítico-documental como abordagem teórico-metodológica e o Interface de R pour les Analyses Multidimensionnelles de Textes e de Questionnaires (IRaMuTeQ) como ferramenta de auxílio para análise. Utiliza, como fontes, 14 planos de disciplinas de avaliação. A análise dos dados indica que as disciplinas se propõem a discutir e ensinar a avaliação do processo de ensino e da aprendizagem, suas implicações para o contexto da educação básica, projeção de possibilidades de práticas avaliativas e estabelece a relação teoria e prática. Esse movimento evidencia-se com a presença de algumas palavras, como “instrumento”, “técnica”, “prática”, articulando-se também com a “teoria e a concepção de avaliação” que lhe oferece suporte, relacionando-se com a “Educação Física” no contexto da educação profissional.Avaliação da Educação, Educação Física, Formação de Professores, Currículo. Enseñanza de la evaluación en los cursos de Educación Física de América LatinaEste artículo analiza cómo la evaluación de la enseñanza y del aprendizaje se prescribe en los currículos de los cursos de formación de profesores en Educación Física en siete países de América Latina. Se caracteriza como investigación cualitativa, del tipo exploratoria, que asume el análisis crítico-documental como abordaje teórico-metodológico y lo Interface de R pour les Analyses Multidimensionnelles de Textes e de Questionnaires (IRaMuTeQ) como herramienta auxiliar para el análisis. Utiliza, como fuentes, 14 planos de disciplinas de evaluación. El análisis de los datos indica que las asignaturas se proponen a discutir y enseñar la evaluación del proceso de enseñanza y aprendizaje, sus implicaciones para el contexto de la educación básica, proyección de posibilidades de prácticas evaluativas y establece la relación entre teoría y práctica. Este movimiento se pone de manifiesto con la presencia de algunas palabras, como “instrumento”, “técnica”, “práctica”, articulándose también con la “teoría y la concepción de evaluación” que le ofrece soporte, relacionándose con la “Educación Física” en el marco de la educación profesional.Evaluación de la Educación, Educación Física, Formación de Profesores, Currículo. Teaching evaluation in Physical Education courses in Latin AmericaThis article looks at how the evaluation of teaching and learning is prescribed in the curricula of teacher training courses in Physical Education in seven countries of Latin America. It is a qualitative, exploratory study, which uses critical documentary analysis as a theoretical-methodological approach and the Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires (IRaMuTeQ) as a tool to support analysis. Fourteen subject evaluation plans are used as sources. The analysis of the data indicates that the subjects are intended for discussion and teaching of evaluation of the teaching and learning processes, their implications in the context of basic education, the projection of possibilities of evaluation practices and for establishing the relationship between theory and practice. This trend becomes clear through the use of some words, such as “tool”, “technique”, “practice”, associated with the “theory and design of evaluation” that supports it, relating to “physical education” in the context of professional education.Evaluation of Education, Physical Education, Teacher Training, Curriculum.

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Where Do We Go After Surviving the Virus? Cross-Country Documentary Analysis of the Social Consequences Faced by COVID-19 Survivors

International Quarterly of Community Health Education ◽

10.1177/0272684x211022176 ◽

2021 ◽

pp. 0272684X2110221

Author(s):

Alfred F. S. Owusu ◽

Alhassan Abdullah ◽

Godfred H. Pinto ◽

Hajara Bentum ◽

Janet Tein Ni Moo ◽

...

Keyword(s):

Health Care Professionals ◽

Health Workers ◽

Interprofessional Collaboration ◽

Social Consequences ◽

Medical Practitioners ◽

News Reports ◽

Documentary Analysis ◽

The Social ◽

Recovery Narratives ◽

Personal Accounts

In this study, we attempted to move beyond the skewed discussions on stigma to unravel other social consequences that are experienced by persons who have recovered from COVID-19. We conducted a documentary review of published news reports from 14 highly ranked news portals in Ghana and Malaysia (published between 1st January 2020 and 30th August 2020) that contained personal accounts from the recovered patients about their lived experiences with the virus and social consequences encountered after recovery. Narratives from the recovered patients were extracted and analyzed following the narrative thematic analysis procedure. Common themes identified from the narratives included: 1) Stigma impacting mental health, 2) Assault and abuse 3) Experiences of treatment. The findings show the need for interprofessional collaboration between social and health care professionals such as social workers, community health workers, medical practitioners and psychologists to prevent and address issues of abuse and other social consequences experienced by COVID-19 survivors.

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Citation: Cabezas-González, M.; Casillas-Martín, S.; García-Valcárcel Muñoz-Repiso, A. Basic Education Students’ Digital Competence in the Area of Communication: The Influence of Online Communication and the Use of Social Networks. Sustainability 2021, 13, 4442. https://doi.org/10.3390/su13084442

Sustainability ◽

10.3390/su13084442 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4442

Author(s):

Marcos Cabezas-González ◽

Sonia Casillas-Martín ◽

Ana García-Valcárcel Muñoz-Repiso

Keyword(s):

Social Networks ◽

Basic Education ◽

Online Communication ◽

Quantitative Methodology ◽

Global Public Health ◽

Digital Competence ◽

Education Students ◽

Cross Sectional ◽

Health Crisis ◽

Use Of Social Media

The global public health crisis unleashed by the COVID-19 pandemic has made it clear that digital competence in education is no longer an option, but a necessity. Online communication with friends using social networks is an activity in which young people very frequently and at increasingly early ages engage. This article presents the results of a study analyses digital-competence levels in the area of communication of Spanish basic-education students (aged 12–16) and establishes whether online communication with friends and the use of social media impact it. A quantitative methodology with a descriptive and cross-sectional design was used. The sample comprised 807 students, and data collection was based on a problem-solving test. Findings show that students who use online communication with their friends very often and that those who use social networks a lot have lower levels of digital competence. Education centres should reflect on this in order to implement curricular programs that may strengthen this type of competence.

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