scholarly journals Alfabetização e Educação Literária: Contrastando Duas Formas de Mediação de Livros Literários na Escola

2021 ◽  
Vol 22 (4) ◽  
pp. 574-581
Author(s):  
Ana Caroline Almeida ◽  
Magda Dezotti ◽  
Maria do Socorro Alencar Nunes Macedo
Keyword(s):  
School Culture ◽  
Participant Observation ◽  
School Context ◽  
Literary Text ◽  
Literary Education ◽  
Schooling Process ◽  
Children's Literacy ◽  
Cultura Escolar ◽  
Analysis Category

Resumo O foco deste texto, recorte de uma pesquisa mais ampla sobre alfabetização de crianças, é a educação literária no contexto escolar. O objetivo é abordar como duas docentes, colaboradoras da pesquisa e atuantes em uma turma de 2º ano da Rede Municipal de Recife, conduziram as mediações durante a leitura de livros literários, além de evidenciar e compreender as diferenças e semelhanças nessas mediações, revelando o processo de escolarização da literatura. Metodologicamente, trabalham-se com técnicas e ferramentas etnográficas, incluindo a observação participante e entrevistas; a categoria de análise central é o evento. Argumenta-se que as interações com o livro literário, mediadas por professores, precisam ocupar um lugar de destaque nos processos de alfabetização. Os resultados obtidos indicam que, nessa turma, esses ocuparam esse lugar, mas também apontam contrastes entre as formas de mediação do texto literário, que podem resultar em aprendizagens também diferentes para as crianças; além disso, deixam claro o processo inevitável de escolarização da literatura, com as marcas da cultura escolar, próprias do trabalho pedagógico com a alfabetização. Palavras-chave: Leitura. Literatura na escola. Etnografia. AbstractThe focus of this text, part of a broader research on children's literacy, is literary education in the school context. The objective is to address how two teachers, research collaborators and working in a 2nd year class, from the Municipal Network of Recife, conducted mediations while reading literary books, in addition to highlighting and understanding the differences and similarities in these mediations, revealing the literature schooling process. Methodologically, it is worked with ethnographic techniques and tools, including participant observation and interviews; the central analysis category of this study is the event. It is argued that interactions with the literary book, mediated by teachers, need to occupy a prominent place in literacy processes. The results obtained indicate that, in this class, they occupied this place, but also point out contrasts among the forms of the literary text mediation, which can result in different learning for children; in addition, they make clear the inevitable schooling literature process, with the marks of school culture, typical of pedagogical work with literacy. Keywords: Reading. School Literature. Ethnography.

scholarly journals CULTURA JUVENIL Y CULTURA ESCOLAR. APROXIMACIÓN A UNA RELACIÓN COMPLEJA: TENSIONES Y DESAFÍOS

2015 ◽  
pp. 15
Author(s):  
Alejandra Santana López
Keyword(s):  
School Culture ◽  
Young People ◽  
Literature Review ◽  
Youth Culture ◽  
School Context ◽  
Educational Interventions ◽  
Complex Relationship ◽  
Cultura Escolar ◽  
The Relationship

RESUMEN:El presente artículo está enfocado en analizar la relación entre cultura juvenil y cultura escolar desde el contexto escolar, para esto se desarrolla una revisión bibliográfica preliminar, que permite comprender las lógicas de ambas culturas. Para terminar identificando tensiones y desafíos que esta relación plantea especialmente para quienes se desempeñan profesionalmente en contextos escolares.Se finaliza con un conjunto de conclusiones, en que se pretende sugerir algunas estrategias de acción con los jóvenes – escolares.Palabras clave: cultura juvenil, cultura escolar, escuela, intervenciones socioeducativas.YOUTH CULTURE AND SCHOOL CULTURE. ANAPPROACH TO A COMPLEX RELATIONSHIP: TENSIONSAND CHALLENGESABSTRACT:This article focuses on analyzing the relationship between youth culture and school culture from the school context, for it develops a preliminary literature review, which allows us to understand the logic of both cultures. Finally identifying tensions and challenges this relationship poses especially for those working professionally in school settings.It concludes with a set of conclusions, which are intended to suggest some strategies for action with young people - school.Keywords: youth culture, school culture, school, social and educational interventions.

scholarly journals Deutsche Schule urbana - Collegio Allemão de Pelotas na rota da Verein Für das Deutschtum im Ausland (V.D.A.), 1921-1925, 1933 / Urban Deutsche Schule – German College of Pelotas on the Verein Für das Deutschtum im Ausland (V.D.A.) Route, 1921-1925, 1933

2019 ◽  
Vol 2 (6) ◽  
pp. 80
Author(s):  
Maria Angela Peter da Fonseca ◽  
Elomar Antonio Callegaro Tambara
Keyword(s):  
School Culture ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The South ◽  
Educational Project ◽  
Cultura Escolar ◽  
Didactic Material ◽  
German College

Neste artigo enfoca-se o papel dos visitantes que chegavam à Deutsche Schule urbana, Collegio Allemão de Pelotas, no sul do Rio Grande do Sul, provenientes da Verein für das Deutschtum im Ausland (V.D.A.), (Sociedade de Apoio ao Deutschtum no Exterior), em 1921, 1923, 1924, 1925 e 1933, situada em Hamburgo e Berlim, na Alemanha. O objetivo desses visitantes era inspecionar o projeto educacional alemão e a manutenção do Deutschtum, que mesclava elementos do nacionalismo alemão, vigente, à cultura escolar deste educandário em tempos de Nacionalização do Ensino no Brasil. Consequência dessas visitas era o envio de livros, material didático e professores alemães, bem como a troca de correspondência entre os alunos do educandário de Pelotas e alunos alemães. Trata-se de pesquisa qualitativa, bibliográfica e documental cujas fontes principais são os Relatórios Escolares da Deutsche Schule de Pelotas dos anos 1921, 1923, 1924, 1925 e 1933.* * *This paper focuses on the role of visitors arriving at the urban Deutsche Schule, German College of Pelotas, in the south of Rio Grande do Sul from the Verein für das Deutschtum im Ausland (VDA), a Society for Supporting Deutschtum Abroad, in 1921, 1923, 1924, 1925 and 1933, located in Hamburg and Berlin, Germany. The purpose of these visitors was to inspect the German educational project and the maintenance of the Deutschtum, which merged elements of German nationalism, in force, into the school culture of this educandário in times of Nationalization of Teaching in Brazil. The consequence of these visits was the sending of books, didactic material and German teachers, as well as the exchange of correspondence between the students of the educator of Pelotas and German students. It is a qualitative, bibliographical and documentary research whose main sources are the School Reports of the Deutsche Schule of Pelotas of years 1921, 1923, 1924, 1925 and 1933.

scholarly journals A IMPLANTAÇÃO DE PROGRAMAS E AÇÕES INCLUSIVAS EM UM MUNICÍPIO DO OESTE PAULISTA: PDDE ACESSIBILIDADE

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 57-69
Author(s):  
Ana Mayra Samuel da Silva ◽  
Elisa Tomoe Moriya Schlünzen ◽  
Danielle Aparecida do Nascimento dos Santos ◽  
Ana Virginia Isiano Lima
Keyword(s):  
Inclusive Education ◽  
Participant Observation ◽  
School Context ◽  
National Policy ◽  
School Management ◽  
Qualitative Approach ◽  
Management Team ◽  
Ministry Of Education ◽  
The West

In order for all to be included according to their needs and specificities, the objectives proposed by school education must be directed to the recognition and problematization of differences. The objective of this study was to analyze the implementation of programs and actions proposed in the scope of the National Policy of Special Education from the perspective of Inclusive Education (BRASIL, 2008), in a school located in a small municipality in the west of São Paulo. The methodology consisted of formative intervention on public educational policies, programs and actions in an inclusive perspective, and participant observation to follow the actions developed by the school management team, based on a qualitative approach. The programs and actions of the Ministry of Education are effective, since they aim to contribute and help with the guarantee, not only of access, but also of the permanence with the quality of students in the school context.

scholarly journals Princípios de composição: descripções, narrações, cartas etc. por Guilherme do Prado (1895)

2018 ◽  
Vol 17 (1) ◽  
pp. 85
Author(s):  
Geraldo Inácio Filho
Keyword(s):  
School Culture ◽  
Late 19Th Century ◽  
Culture History ◽  
Teachers And Students ◽  
Textbook Writing ◽  
History Of ◽  
Siglo Xix ◽  
Cultura Escolar ◽  
Teaching Of Writing ◽  
Siglo Xx

Os manuais escolares são utilizados no Brasil, para uso de professores e alunos desde fins do século XIX e, no decorrer do século XX firmaram-se como objetos ou utensílios da cultura escolar. Este artigo analisa um manual escolar produzido no Brasil em 1895 – Princípios de Composição por Guilherme do Prado. A investigação centra-se nas prescrições para o ensino da redação/composição na escola e procura ressaltar como o autor assimilou conhecimentos que contribuíram para fazer da composição/redação um saber escolarizado.Palavras-chave: Manual escolar. Redação. Cultura escolar; História da Educação. AbstractSchool manuals to be used by teachers and students were established in Brazil in the late 19th century and were consolidated throughout the 20th century as objects or instruments of school culture. This article examines a school manual produced in Brazil at 1895 – Princípios de Composição, by Ghuilherme do Prado. This research focuses on the requirements for the teaching of writing at school and seeks to highlight how authors used knowledge that contributed to make writing a school knowledge.Keywords: School textbook. Writing. School culture. History of Education.ResumenLos manuales escolares han sido utilizados en Brasil para uso de profesores y alunos desde finales del siglo XIX y se consolidaron a lo largo del siglo XX como objetos ou instrumentos de la cultura escolar. Este articulo analiza un manual escolar produzido en Brasil nel año 1895 por Guilherme do Prado. La investigación se centra en las prescripciones para la enseñanza de la escritura y procura ressaltar como el autor ha integrado conocimientos que contribuyeron a hacer de la escritura un saber escolarizado.Palabras-clave: Manual escolar. Escritura. Cultura escolar. Historia de la Educación.

scholarly journals Mecanismo de gestão na instituição escolar

2016 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Rosely de Fátima Morais Barbosa ◽  
Rogério Dos Reis Brito
Keyword(s):  
School Culture ◽  
Historical Context ◽  
School Organization ◽  
Organizational Management ◽  
Wide Scope ◽  
Democratic Management ◽  
The People ◽  
Great Responsibility ◽  
Cultura Escolar ◽  
Management Thinking

A gestão organizacional de uma instituição escolar é o eixo de articulação responsável pelo desencadeamento de toda a estrutura organizacional da escola. A maneira com que ela se caracteriza identifica. Essa pesquisa teve como objetivo apresentar uma visão mais integrada sobre cultura, estrutura e organização escolar. Com isso, perceberam-se as grandes atribuições e mudanças que agregam à gestão pensando a partir desse perfil e do seu contexto social. Os referenciais teóricos tiveram uma grande abrangência no tocante da gestão como um todo, as concepções que emergiram e continuam emergindo dentro do contexto histórico, o confronto entre os diferentes perfis e as pessoas envolvidas na escola e com a cultura escolar, sendo que o alvo dessa gestão, é flexibilidade, exercício da autonomia, inovações, o compartilhar, a participação e adesão ao trabalho coletivo, considerando essa variáveis dentre outros como molas que sustentam  e garantem o exercício da gestão democrática. Com isso chega-se a conclusão de que a gestão participativa tem uma grande responsabilidade em ser um diferencial na educação, por ser caracterizar uma escola em contínua transformação, onde as mudanças são processuais, decorrente de várias competências que caracterizam a gestão. Não podendo esquecer que paralelo a essa gestão, se faz também presente as diversas tendências e estudos relacionados à gestão, caracterizados pela cultura escolar e pela diversidade de conhecimento, valores, crença e experiências.Palavra-chave: Cultura. Mudanças. Organização. Processo. Gestão.ABSTRACTThe organizational management of an academic institution is the articulation axis responsible for the development of every school organizational structure. The way that it is characterized identifies the school. This research has the objective to introduce a more integrated vision about culture, structure and school organization. Thus, it is perceptible the great attributions and changes that add to the management thinking about it from that profile and its social context. The theoretical framework had a wide scope in terms of the management as a whole, the conceptions that emerged and continue to emerge within the historical context, the confrontation between the different profiles and the people involved in school and with the school culture, since the target of this management, is flexibility, exercise of independence, innovations, the sharing, the participation and the adhesion to the aggregate work, considering these variables among others as springs that sustain and assure the exercise of the democratic management. Therefore, it comes to conclusion that a management with communication has a great responsibility of being a differential in education, for its characterization as a school with continuing transformation, where the changes are procedural, due to various   competences that describe the management. Without forgetting that along with this management, there is also the presence of several tendencies and studies related to the management, characterized by the school culture and the diversity of knowledge, values, beliefs and experiencesKeywords: Culture. Changes. Organization. Procedure. Management. 

scholarly journals Primeras jornadas sobre patrimonio histórico educativo “Pensar y sentir la escuela”

2013 ◽  
pp. 142-150
Author(s):  
Mtra. Martha De Jesús Portilla León
Keyword(s):  
School Culture ◽  
History Of Education ◽  
Present Review ◽  
Heritage Education ◽  
History Of ◽  
Historical Heritage ◽  
Cultura Escolar ◽  
The University ◽  
The City

La reseña que presento aborda los contenidos expuestos acerca de la cultura escolar y el patrimonio histórico educativo durante las Primeras Jornadas sobre Patrimonio Histórico Educativo realizadas en la ciudad de Zamora, España. Este evento fue convocado por la Universidad de Salamanca, campus Viriato, bajo la coordinación del Centro Museo Pedagógico (CEMUPE) y reunió a algunos de los más destacados especialistas en el campo de la Historia de la Educación en España. Las ponencias que se presentaron sirven de referente teórico para los trabajos en torno a los cuadernos escolares, la cultura material e inmaterial de la escuela y los museos pedagógicos.AbstractThe present review discusses the contents on school culture and historical heritage education exposed during the First Conference on Historical Heritage Education held  in the city of Zamora, Spain. This event was organized by the University of Salamanc, Viriato campus, under the coordination of the Pedagogical Museum Center (CEMUPE) and brought together some of the leading specialists in the field of History of Education in Spain. The papers presented provide a theoretical reference for the work around school exercise books, the tangible and intangible culture of the school and pedagogical museums.Recibido: 14 de noviembre de 2012Aceptado: 28 de noviembre de 2012

Introduction

2005 ◽  
Author(s):  
J. N. Adams ◽  
Michael Lapidge ◽  
Tobias Reinhardt
Keyword(s):  
Literary Criticism ◽  
Native Speaker ◽  
Literary Text ◽  
Major Theme ◽  
Literary Language ◽  
Literary Education

‘Language’ is given a comprehensive sense in this book. Many of the chapters are not ‘linguistic’ in any formal sense, but are about the skill (or otherwise) of writers in expressing themselves. They are thus about style, the study of which can be seen as a branch of literary criticism. There are various objections that can be made to the notion (implicit in Bernhard’s statement) that the inclusion of ‘poeticisms’ in prose was an imperial development and represented a debasement of the literary language. The diversity of extant prose is a major theme of this book. Examples of early long sentences are also presented. Bad writing may show up clearly in a translation. This writing may be determined in a non-literary text written by someone who had not had a literary education and might not even have been a native speaker of Latin. Archaism emerges as a generic label rather than a unified category. The chapter then discusses the translation from Greek. Aspects of high-style Latin prose, namely neologism, archaism, Greek loanword, and poeticism, are described.

scholarly journals A Critical Review of Immigrant Children’s Literacies and Identities from a Deleuzian Perspective

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Yan Zhang
Keyword(s):  
School Culture ◽  
Educational Research ◽  
Critical Review ◽  
Immigrant Children ◽  
Multiple Literacies ◽  
Local Contexts ◽  
Children's Literacy ◽  
Global And Local ◽  
Literacy Research

This article examines how Deleuze and Guattari’s rhizome concept can be applied to educational research about immigrant children’s literacies and identities. It explores the intersection of literacy and identity encountered in sociocultural and poststructural (particularly a Deleuzian perspective) paradigms, reviews studies on immigrant children’s literacy and identity from these two perspectives, and discusses challenges posed by each. The rhizome concept advances a new way of research about immigrant children, who are often marginalized by the dominant school culture. This new way of research emphasizes literacy as a process of becoming, highlighting immigrant children’s multilinguality, creativity, and intersections of multiple literacies across school, home and community and across global and local contexts and the fluidity of their identities. The paper finally calls for an awareness of the complications, connections and multiplicities that literacy research confronts concerning immigrant children and puts forward some pedagogical implications.

Percursos Históricos da Escola Primária em Mato Grosso

2018 ◽  
Vol 19 (4) ◽  
pp. 422
Author(s):  
Laura Isabel Marques Vasconcelos De Almeida ◽  
Neuza Bertoni Pinto
Keyword(s):  
School Culture ◽  
Primary School ◽  
Cultural History ◽  
Primary Education ◽  
Primary Schools ◽  
Educational Process ◽  
Mato Grosso ◽  
Documentary Sources ◽  
The Government ◽  
Cultura Escolar

Este artigo tem como objetivo destacar os elementos da cultura escolar predominantes na Escola Primária mato-grossense, inventariados a partir da legislação e normas no período de expansão escolar em Mato Grosso. O estudo desenvolvido pelo viés histórico se ancora na abordagem da história-cultural e tem como fontes documentais, a legislação e o regulamento que definiram as diretrizes educacionais para a organização do Ensino Primário, levando em consideração os aspectos históricos, políticos e pedagógicos da época. O estudo aponta que apesar dos esforços, as Diretrizes Educacionais do Estado de Mato Grosso (1965) evidenciam a preocupação do Governo e a necessidade de melhoria no processo educativo das Escolas Primárias de Mato Grosso. No entanto, esta melhoria dependeria não apenas de boa vontade política, mas de uma proposta político-pedagógica direcionada ao Ensino Primário e a melhoria das condições de trabalho do professor na educação mato-grossense. Palavras-chave: Escola Primária. Cultura Escolar. Diretrizes Educacionais. AbstractThis article aims to highlight the elements of school culture prevalent in the primary school of Mato Grosso, inventoried from the legislation and norms during the school expansion period in Mato Grosso. The study developed by the historical bias is anchored in the approach of cultural history and has as documentary sources, legislation and regulation that defined the educational guidelines for the organization of primary education, taking into account the historical, political and pedagogical aspects of the time. The study points out that despite the efforts, the Educational Guidelines of the State of Mato Grosso (1965) show the government concern and the need for improvement in the educational process of primary schools in Mato Grosso. However, this improvement would depend not only on political goodwill but on a political-pedagogical proposal aimed at primary education and at improving the teachers’ working conditions in Mato Grosso State's education. Keywords: Primary School. School Culture. Educational Guidelines. 

scholarly journals Práticas docentes e discentes em cadernos de Ciências: desenvolvimento metodológico para percepção dos diferentes registros do cotidiano escolar

2019 ◽  
Vol 89 (221) ◽  
Author(s):  
Luana Siqueira ◽  
Tania -Jorge
Keyword(s):  
Science Education ◽  
School Culture ◽  
Science Teaching ◽  
Oral Language ◽  
Teaching And Learning ◽  
Methodological Development ◽  
School Life ◽  
Learning Practices ◽  
Cultura Escolar

Investigamos os diferentes registros presentes em um caderno de Ciências sobre introdução ao estudo da Química e da Física, visando desvendar aspectos da cultura escolar. Detectamos nele as práticas mais comuns da escrita e seus usos: anotações, cópias e transcrições, sugestivas de prática de memorização de conteúdos de Ciências. A transcrição da oralidade também foi evidenciada. Desenhos e bilhetes apareceram como uma forma de personalizar o caderno, para além do lugar comum onde se copiam lições e se registram conceitos retirados dos livros ou explicados pelo professor. Sistematizamos, então, uma metodologia de análise de cadernos de Ciências que poderá ser aplicada à análise de um volume maior de cadernos e revelar aspectos relevantes das práticas docentes e discentes no ensino de Ciências e do cotidiano escolar. Palavras-chave: linguagem, ensino de ciências, cultura escolar, caderno escolar. Teaching and learning practices in sciences: methodological development for the perception of the various registers of daily school life We investigated the various registers, which appear on an introduction of a Chemistry and Physics notebook, to verify if they may disclose aspects of the school culture. We observed the most common procedures of writing and their uses: notations, copies and transcriptions, suggesting practices that favor scientific memorization contents. The transcription of oral language was also evident. Illustrations and notes appeared as a way to personalize the notebook, transforming it in something further than a place to copy lessons and to register concepts obtained from the textbook or the teacher explanations. We synthesized a methodology for notebook analysis that can be applied to a high number of notebooks and reveal relevant aspects of teachers and students’practices in Science education and school culture. Keywords: language, Science teaching, school culture, school notebooks Luana de Souza Siqueira

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