scholarly journals Desafios do Tempo Imediato: a Educação Brasileira em Tempos de Pandemia

2021 ◽  
Vol 22 (4) ◽  
pp. 600-607
Author(s):  
Thiago Coelho Silveira ◽  
Márcia Pereira de Oliveira ◽  
Vicencia Rozilda Gomes Pinheiro
Keyword(s):  
Time History ◽  
Theoretical Framework ◽  
Federal Legislation ◽  
Educational Practices ◽  
National Council ◽  
School Life ◽  
History Teaching ◽  
Government Action

ResumoEste trabalho analisa a legislação federal emitida durante a pandemia da Covid-19 para fornecer subsídios acerca das implicações deste momento nas práticas educativas e na vida escolar. Para tanto, foram consultados o Diário Oficial da União e o acervo do Conselho Nacional de Educação, de forma virtual, permitindo localizar portarias, pareceres e demais normativas que regulamentaram as ações durante este momento. Assim, a pesquisa possui abordagem documental, qualitativa e bibliográfica, analisando a documentação à luz do referencial teórico da história do tempo imediato e das concepções de ensino presencial, remoto e não presencial. O estudo aponta alguns entendimentos sobre a ação governamental no período, a qual ocorreu de forma lenta e aquém do esperado diante da gravidade da pandemia. Palavras-chave: História. Ensino. Legislação Federal de Ensino. AbstractThis paper analyzes the federal legislation issued during the Covid-19 pandemic to provide information about the implications of this moment for educational practices and school life. Therefore, the Brazilian Federal Gazette and the collection of the National Council of Education were consulted, virtually, allowing to find ordinances, opinions and other regulations that regulated the actions during this moment. Thus, the research has a documentary, qualitative and bibliographic approach, analyzing the documentation in the light of the theoretical framework of the immediate time history and the concepts of in-person, remote and not-in-person teaching. The study points out some understandings about government action in the period, which took place slowly and below expectations due to the seriousness of the pandemic. Keywords: History. Teaching. Federal Teaching Legislation.

Pathomechanics Underlying Femoroacetabular Impingement Syndrome: Theoretical Framework to Inform Clinical Practice

2020 ◽  
Vol 100 (5) ◽  
pp. 788-797 ◽  
Author(s):  
Jordan Cannon ◽  
Alexander E Weber ◽  
Seol Park ◽  
Erik N Mayer ◽  
Christopher M Powers
Keyword(s):  
Risk Factors ◽  
Clinical Practice ◽  
Femoroacetabular Impingement ◽  
Time History ◽  
Theoretical Framework ◽  
Impingement Syndrome ◽  
Future Research ◽  
Appropriate Treatment ◽  
Femoroacetabular Impingement Syndrome

Abstract Over the last decade, there has been a marked increase in attention to, and interest in, femoroacetabular impingement syndrome (FAIS). Despite continued efforts by researchers and clinicians, the development, progression, and appropriate treatment of FAIS remains unclear. While research across various disciplines has provided informative work in various areas related to FAIS, the underlying pathomechanics, time history, and interaction between known risk factors and symptoms remain poorly understood. The purpose of this perspective is to propose a theoretical framework that describes a potential pathway for the development and progression of FAIS. This paper aims to integrate relevant knowledge and understanding from the growing literature related to FAIS to provide a perspective that can inform future research and intervention efforts.

scholarly journals A Descriptive Survey of the Educational Preparation and Practices of Antenatal Educators in Ireland

2014 ◽  
Vol 23 (1) ◽  
pp. 33-40 ◽  
Author(s):  
Cathy O’Sullivan ◽  
Rhona O’Connell ◽  
Declan Devane
Keyword(s):  
Public Health ◽  
Large Class ◽  
Theoretical Framework ◽  
Educational Practices ◽  
Educational Approach ◽  
Educational Preparation ◽  
Antenatal Education ◽  
Large Class Size ◽  
Descriptive Survey ◽  
Antenatal Classes

Antenatal education is recommended to prospective parents, yet little is known about the educational preparation of the facilitators of this education, or of the educational practices they use. The aim of this study was to investigate the educational preparation and practices of antenatal educators in Ireland. Data were collected using a questionnaire structured on the three components (abilities, opportunities, and means) of Stamler’s theoretical framework of enablement. Eighty-four of the 120 antenatal educators responded (70%), and this included midwives, public health nurses, physiotherapists, and private antenatal educators. Findings describe a picture of varied educational preparation for the antenatal educator with a range of educational practices being used. Within public antenatal classes, large class size was a barrier to providing a participatory educational approach.

Labels, Literacy, and Enabling Learning: Glenn's Story

1992 ◽  
Vol 62 (4) ◽  
pp. 475-494 ◽  
Author(s):  
Colleen Fairbanks
Keyword(s):  
Learning Disabilities ◽  
Learning Process ◽  
School System ◽  
Learning Disabled ◽  
Educational Practices ◽  
School Life ◽  
Dynamic Learning ◽  
Disabled Students ◽  
School History ◽  
Conventional Manner

Too often, the school system regards students who do not learn quickly enough or in a conventional manner as "deficient," and labels them in ways that keep them from joining in a dynamic learning process. In this powerful account of what a creative and trusting relationship between teacher and student can accomplish, Colleen Fairbanks tells of a young man's determination to overcome his "learning disabilities"label and of the consequences the labeling process had on his school life. In so doing,her own story emerges as a teacher who encourages him to explore his feelings about his learning as he struggles to confront his school history. Most important, Glenn's story illustrates an overwhelming need to reevaluate our educational practices for learning disabled students.

scholarly journals Wiele przeszłości jednego narodu. Nauczanie historii jako element budowy tożsamości w indyjskich podręcznikach rządowych i nacjonalistycznych

2019 ◽  
Vol 72 (3) ◽  
pp. 67-89
Author(s):  
Krzysztof Iwanek
Keyword(s):  
Domestic Politics ◽  
Political Identity ◽  
Public Institution ◽  
National Council ◽  
National Unity ◽  
History Teaching ◽  
Religious Traditions ◽  
Indian History ◽  
The Common ◽  
The Government

This article compares history teaching in two types of Hindi-language textbooks used in India. One group of sources includes textbooks issued by the National Council of Educational Research and Training, a central public institution. The other one contains those published by Vidya Bharati Akhil Bharatiya Shiksha Sansthan, a network of private schools run by Hindu nationalists. The objective of this study is to analyse what political, identity-building purposes these two conflicted narratives on history reveal. Unsurprisingly, the author’s conclusion is that the Hindu nationalist textbooks are biased in a number of ways. They portray India as continuously assaulted by foreign forces across the ages and united by the Hindu religious traditions. The government textbooks also stress Indian national unity at times but do not build it on the bedrock of Hindu religious traditions. While part of their contents is tilted politically to the left, they are still more balanced than the publications of Hindu nationalists. They recognise diversity much more, challenge some of the common myths and biases, admit India’s various historical challenges and include perspectives of various social groups to a certain degree. The article’s concluding remarks also muse on whether and in what ways such debates on Indian history affect the country’s present domestic politics and foreign policy.

scholarly journals ESTRATEGIAS METACOGNITIVAS EN LA EDUCACIÓN CIENTÍFICA: CONTRIBUCIONES A SU INSERCIÓN EN EL CONTEXTO ESCOLAR

PARADIGMA ◽  
2020 ◽  
pp. 53-82
Author(s):  
Cleci Teresinha Werner da Rosa ◽  
Marivane de Oliveira Biazus Biazus
Keyword(s):  
School Context ◽  
Theoretical Framework ◽  
Metacognitive Strategies ◽  
Pedagogical Practices ◽  
Educational Practices ◽  
Educational Context ◽  
Scientific Education ◽  
The Face ◽  
Present Text ◽  
Educación Científica

Resumen: El presente artículo parte de la necesidad de implementar prácticas educativas asociadas a las estrategias metacognitivas como forma de cualificar el aprendizaje de los estudiantes. El objetivo es discutir la comprensión de la metacognición como posibilidad para su asociación con el campo de la educación científica. Más específicamente, el texto, de naturaleza teórica, busca rescatar el concepto de metacognición frente a diferentes interpretaciones; reflexionar sobre la distinción entre los dominios cognitivos y metacognitivos; y discuta las estrategias metacognitivas y la importancia del profesor en este proceso. Además, el texto se ocupa de acenar para la necesidad de incluir una ampliación en los elementos metacognitivos. Particularmente en los trabajos de Monero y sus colaboradores. Finalmente, se señala el título de consideraciones finales, que el marco teórico emergido del estudio puede auxiliar los profesores y investigadores en la estructuración de prácticas pedagógicas destinadas a favorecer la activación del pensamiento metacognitivo y con esto permitir la cualificación del aprendizaje en el campo de la educación científica. Palabra-clave: metacognición; maestro estratégico. ESTRATÉGIAS METACOGNITIVAS NA EDUCAÇÃO CIENTÍFICA: CONTRIBUIÇÕES PARA SUA INSERÇÃO NO CONTEXTO ESCOLAR Resumo: O presente texto parte da necessidade de implementar práticas educativas associadas às estratégias metacognitivas como forma de qualificar a aprendizagem dos estudantes. O objetivo está em discutir o entendimento de metacognição vinculada ao contexto educacional, apresentando as estratégias metacognitivas como possibilidade para sua associação ao campo da educação científica. De forma mais específica o texto, de natureza teórica, busca resgatar o conceito de metacognição frente a diferentes entendimentos; refletir sobre a distinção entre os domínios cognitivos e metacognitivos; e, discorrer sobre as estratégias metacognitivas e a importância do professor neste processo. Além disso, o texto se ocupa de acenar para a necessidade de incluir uma ampliação nos elementos metacognitivos tradicionalmente contemplados nos referenciais que discutem as estratégias metacognitivas, particularmente nos trabalhos de Monereo e colaboradores. Por fim, é apontado a título de considerações finais, que o arcabouço teórico emergido do estudo pode auxiliar os professores e pesquisadores na estruturação de práticas pedagógicas voltadas a favorecer a ativação do pensamento metacognitivo e com isso oportunizar a qualificação da aprendizagem no campo da educação científica. Palavras-chave: metacognição; professor estratégico; METACOGNITIVE STRATEGIES IN SCIENTIFIC EDUCATION: CONTRIBUTIONS TO THEIR INSERTION IN THE SCHOOL CONTEXT Abstract: The present text of the need for implement educational practices associated with metacognitive strategies as a way to qualify students' learning. The objective is to discuss the understanding of metacognition linked to the educational context, presenting metacognitive strategies as a possibility for its association with the field of scientific education. More specifically the text, of a theoretical nature, it seeks to rescue the concept of metacognition in the face of different understandings; reflect on the distinction between cognitive and metacognitive domains; and discuss the metacognitive strategies and the importance of the teacher in this process. In addition, the text emphasizes the need to include an extension of the metacognitive elements traditionally contemplated in the references that discuss metacognitive strategies, particularly in the works of Monereo and collaborators. Finally, it is pointed out a final considerations, that the theoretical framework emerged from the study can help teachers and researchers in the structuring of pedagogical practices aimed at favoring the activation of metacognitive thinking and thereby enabling the qualification of learning in the field of scientific education. Keywords: metacognition; strategic teacher.

scholarly journals “Na Grande Pátria, Nossa Tão Amada, o Culto que lhe Devemos”: o Ensino de História no Grupo Escolar Barão de Mipibu – RN (1909-1920)

2018 ◽  
Vol 17 (2) ◽  
pp. 515
Author(s):  
Paula Lorena C. Albano da Cruz ◽  
Maria Inês S. Stamatto
Keyword(s):  
History Of Education ◽  
Theoretical Framework ◽  
Social Imaginary ◽  
History Textbook ◽  
History Teaching ◽  
School Group ◽  
School Subjects ◽  
History Of ◽  
In The Beginning ◽  
Over Time

O presente trabalho tem por objeto de pesquisa o ensino de História no Grupo Escolar Barão de Mipibu -  RN de 1909 a 1920. O seu objetivo é discutir como essa disciplina tornou-se elemento colaborador na formação do imaginário social republicano. As fontes analisadas na pesquisa foram Diários de Classe e o livro didático de História da instituição. O estudo se encontra inserido na História da Educação. Como aporte teórico foi utilizado as contribuições de Carvalho (1990) sobre a formação do imaginário social na República brasileira e Chervel (1990) acerca da História das disciplinas escolares.  O trabalho possibilitou a compreensão da organização da disciplina História no Brasil ao longo dos tempos e de forma particular como via de contribuição da formação do cidadão brasileiro no início da República.Palavras-chave: Ensino de História. Grupo Escolar. Imaginário. AbstractThis study has as research object the history teaching at the school group of Barão de Mipibu - RN from 1909 to 1920. It aims to discuss about how that discipline has become a collaborator element in the formation of the republican social imaginary. The analyzed sources in the research were the classes diaries and the history textbook of the instituition. The study is inserted in the History of Education. As a theoretical framework was used Carvalho's (1990) contributions about the formation of social imaginary in the Brazilian Republic and Chervel  (1990) about the history of school subjects. The work enabled the understanding of the organization of the discipline history in Brazil over time and especially as a way of contribution of the brazilian citizen formation in the beginning of the Republic.Keywords: History teaching. School group. Imaginary. Resumen El presente trabajo tiene por objetivo de pesquisa la enseñanza de Historia en el Grupo Escolar Barão de Mipibu -  RN de 1909 a 1920. Su objetivo es discutir como esa disciplina se ha tornado elemento colaborador en la formación del imaginario social republicano. Las fuentes analizadas en la pesquisa fueron los Diarios de Clase y el libro didáctico de Historia de la institución, bien como la legislación educacional local. El estudio se encuentra inserido en la Historia de la Educación. Como aporte teórico se utilizó las contribuciones de Carvalho (1990) sobre la formación del imaginario social na República brasileña y Chervel (1990) acerca de la Historia de las disciplinas escolares.  El trabajo ha viabilizado la comprensión de la organización de la disciplina Historia en Brasil a lo largo de los tiempos y de forma particular como camino a la contribución para la formación del ciudadano brasileño en el inicio da República.Palavras Clave: Enseñanza de Historia; Grupo Escolar; Imaginario

scholarly journals Educational and Digital Divides in Inclusive Education

Seminar.net ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 17
Author(s):  
Proscovia Suubi Nantongo ◽  
Per Hetland
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Theoretical Framework ◽  
Educational Practices ◽  
Learning Session ◽  
Special Needs Education ◽  
Digital Divides ◽  
The Status ◽  
Video Material

How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

scholarly journals Análise Econômica do Direito, Incidente de Resolução de Demandas Repetitivas e Juizados Especiais

2021 ◽  
Vol 13 (13) ◽  
pp. 319-339
Author(s):  
Cíntia Fernanda de Abreu Melo ◽  
Leandro Lyra Braga Dognini
Keyword(s):  
Statistical Analysis ◽  
Law And Economics ◽  
Theoretical Framework ◽  
Civil Procedure ◽  
Substantial Improvement ◽  
Civil Litigation ◽  
Access To Justice ◽  
National Council ◽  
Promising Solution

The Code of Civil Procedure (CPC, in portuguese, Código de Processo Civil) of 2015 gave greater prominence to precedents as a mechanism for rationalizing jurisdictional activity. In a context of expansion of civil litigation, the aim of this article is to assess, adopting the Law and Economics (AED, in portuguese, Análise Econômica do Direito) theoretical framework, the role of judicial precedents in the search for a more complete, stable and isonomic system. In this sense, the repetitive demands resolution incident (IRDR, in portuguese, Incidente de Resolução de Demandas Repetitivas) stands out as an institute that aims to propose a solution to mass demands based on the same question of law. The hypothesis that arises is that the effectiveness of the jurisdictional provision of the special courts is subject to substantial improvement with the application of the IRDR, passing through the analysis regarding the constitutionality of such an incident, and, if constitutional, what would be the proper procedure, since the CPC essentially turns to the incident in the courts. The methodology is based on the theoretical references of AED, conforming to precedents, IRDR and special courts, in line with the statistical analysis provided by National Council of Justice (CNJ, in portuguese, Conselho Nacional de Justiça). The results achieved demonstrate that special courts respond for significant number of new processes that enter the Judiciary, following the primacy of access to justice, with the model developed by Mendes and Romano Neto being a promising solution to the application of the IRDR in such jurisdictional sphere.

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