scholarly journals Centro de Referência Virtual: o Uso de REA na Formação Continuada de Professores

EAD em FOCO ◽  
2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Cristina Pfeiffer ◽  
Elizabeth Soares Ramalho Bastos
Keyword(s):  
Continuing Education ◽  
Rio De Janeiro ◽  
Basic Education ◽  
Electronic Version ◽  
State School ◽  
School Teachers ◽  
Virtual Reference ◽  
Reference Center ◽  
Elementary And Secondary Education ◽  
And Mathematics

A Fundação Centro de Ciências e Educação Superior a Distância (CECIERJ) e a Secretaria de Estado de Educação (SEEDUC/RJ) do Rio de Janeiro oferecem, desde 2011, formação continuada para professores do ensino fundamental e médio, com 15 mil professores já capacitados até junho de 2014. Por meio de cursos de aperfeiçoamento atrelados a uma especialização nas disciplinas Matemática, Língua Portuguesa, História, Biologia e Ciências, os professores da rede estadual são capacitados para usarem em sala de aula o currículo mínimo e dinâmicas do reforço escolar em Língua Portuguesa e Matemática. Visando disponibilizar o material do professor, as dinâmicas do reforço escolar e os planos de trabalho elaborados pelos cursistas, foi criado o repositório Centro de Referência Virtual (CRV), integrado ao Portal TECA (http://teca.cecierj.edu.br/). Experiências de sucesso desses professores, metodologias inovadoras, além de outros temas relacionados à educação básica são divulgados na nova versão eletrônica da revista Educação Pública (http://educacaopublica.cederj.edu.br), também integrada ao CRV.Palavras-chave: Currículo mínimo; Educação básica; REA. Virtual Reference Center: the Use of OER in Continuing Education of TeachersAbstractThe Fundação Centro de Ciências e Educação Superior a Distância: CECIERJ  and the Secretaria de Estado de Educação - SEEDUC/RJ of Rio de Janeiro offer, since 2011, continuing education of teachers of elementary and secondary education, with 15 thousand teachers trained until June 2014. Through improvement courses linked to a specialization in subjects as Mathematics, Portuguese, History, Biology, and Science, state school teachers are trained to use the minimum curriculum and school reinforcement dynamics in portuguese and mathematics in the classroom. In order to make the professors material, the dynamics of school reinforcement, and course participants workplans available, the repository Centro de Referência Virtual: CRV was crated and integrated with the Portal TECA (http://teca.cecierj.edu.br). Successful experiences of these teachers and innovative methodologies, as wellother topics related to basic education, are disclosed in the new electronic version of the magazine Educação Pública (http://educacaopublica.cederj.edu.br) and integrated with the CRV.Keywords: Basic education; Minimum curriculum; OER.

scholarly journals Participative management in a public school of the periphery in Distrito Federal: A good way?

2013 ◽  
Vol 8 (1) ◽  
Author(s):  
Magali Fátima Evangelista Machado ◽  
Olzeni Leite Costa Ribeiro ◽  
Marcelino Tameirão-Machado
Keyword(s):  
Federal Government ◽  
Quality Indicator ◽  
Basic Education ◽  
School Dropout ◽  
Participative Management ◽  
School Teachers ◽  
Education Assessment ◽  
School Based ◽  
Distrito Federal ◽  
And Mathematics

The present article has as an aim to assess the data of a school based education on the periphery area in Distrito Federal and that has been obtaining, according to the results of the National System of Basic Education Assessment (SAEB) and Prova Brasil, successive increase in the rank of the Index of Development of Basic Education (IDEB) in the years 2005, 2007 and 2009 and that works the participative management by means of discussions among the head of the school, teachers, students and their parents. The IDEB refers to the quality indicator, created by the federal government that integrates the aims of the Development Plan of Education (PDE). The IDEB is calculated based on the performance of students in institutional evaluations of Portuguese and Mathematics, data of failure, school dropout and rates of the students passing in examinations. As a main objective, the article has a proposal to present these results and discuss the proposed actions by the head of the school and the parents’ participation, teachers, staff and students.

scholarly journals Formação Continuada para Professores de Física e de Matemática: Possibilidade de Integração de Recursos Tecnológicos na Prática Pedagógica

2018 ◽  
Vol 11 (2) ◽  
pp. 111
Author(s):  
Marli Teresinha Quartieri ◽  
Maria Madalena Dullius ◽  
Italo Gabriel Neide ◽  
Teresinha Aparecida Faccio Padilha ◽  
Raiza Betania Halmenschlager
Keyword(s):  
Continuing Education ◽  
Mathematics Teachers ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Pedagogical Practice ◽  
Physics Classes ◽  
And Mathematics ◽  
Planned Activities ◽  
Mathematics And Physics

O uso de recursos tecnológicos ainda merece estudos e pesquisas, em especial para que seja efetivamente integrado na prática pedagógica dos docentes da Educação Básica. Este artigo pretende socializar resultados de um curso de formação continuada ofertado a professores de Física e de Matemática que teve o intuito de integrar recursos tecnológicos nas aulas destas disciplinas. Durante os encontros foram problematizadas e exploradas atividades, com o uso de tablets e computador, envolvendo conteúdos da Física e da Matemática, bem como planejadas atividades pelos participantes. A pesquisa de cunho qualitativo apresenta características de estudo de caso. Os instrumentos de coleta de dados foram questionários, filmagens das discussões de todos os encontros e relatórios de atividades desenvolvidas pelos participantes em suas aulas. Os resultados apontam que o compartilhamento de experiências, os momentos de planejamento em conjunto e as atividades exploradas proporcionaram confiança e segurança para a integração dos recursos tecnológicos nas aulas, pois os participantes desenvolveram atividades, em sua prática pedagógica, usando estas ferramentas. Os professores foram unânimes em comentar a produtividade do uso de recursos tecnológicos nas aulas de Matemática e Física. Destaca-se que o curso também proporcionou momentos de conhecimentos em relação aos conteúdos explorados.Palavras-chave: Formação Continuada. Recursos Tecnológicos. Ensino de Física e Matemática.AbstractThe use of technological resources still deserves studies and research, especially in order to be effectively integrated into the pedagogical practice of Basic Education teachers. This article aims to socialize results of a continuing education course offered to Physics and Mathematics teachers, which was designed to integrate technological resources in Physics and Mathematics classes. Throughout the meetings, several activities were explored and problematized through the use of tablets and computers, involving subjects from Physics and Mathematics. In addition, the participants also planned activities. This qualitative research can be characterized as a case study. The data collection instruments were questionnaires, filming from the discussions of all meetings, and reports on the activities developed by the participants on their classes. The results show that the sharing of experiences, the moments of joint planning and the explored activities provided trust and security for the integration of technological resources on classes, because the participants developed activities in their pedagogical practices using such tools. Teachers were unanimous in commenting about the productivity of the use of technological resources in Mathematics and Physics classes. It is noted that the course also provided moments of knowledge related to the subjects explored.Keywords: Continuing Education. Technological Resources. Physics and Mathematics Education.

Students graduate of the degree course in Natural Sciences and Mathematics and the exercise of teaching profession: findings and implications for basic education

2020 ◽  
Vol 13 (2) ◽  
pp. 51
Author(s):  
A. C. R. Trevisan ◽  
E. P. Trevisan
Keyword(s):  
High School ◽  
Decision Making ◽  
Basic Education ◽  
Natural Sciences ◽  
Teaching Profession ◽  
Decision Making Process ◽  
Teaching Career ◽  
Professional Performance ◽  
Current Scenario ◽  
And Mathematics

In the article we seek to address questions regarding the interest of graduates of a degree course in Natural Sciences and Mathematics in relation to the teaching career in basic education. The course enables its graduates to work in the subjects Science and Mathematics in the final years of elementary school and Mathematics, Physics and Chemistry in high school. Our intention is to identify and reflect on the perceptions of these graduates about teaching, highlighting with this inherent aspects to the exercise of this profession in basic education. From the application of questionnaires to graduates of this course, we produced data regarding their performance in basic education, which enabled us to reflect on the national scenario in relation to the exercise of this profession. We could observe that the majority of the students participating in the research are not working in basic education and that the current scenario of devaluation of the teaching career exerts a significant influence in the decision making process of choosing or not the teacher profession for professional performance after graduation.

scholarly journals A Telepathology Based Virtual Reference and Certification Centre for DNA Image Cytometry

2000 ◽  
Vol 21 (3-4) ◽  
pp. 149-159 ◽  
Author(s):  
G. Haroske ◽  
Francoise Giroud ◽  
K. D. Kunze ◽  
W. Meyer
Keyword(s):  
Image Analysis ◽  
Clinical Application ◽  
Biological Markers ◽  
Quantitative Methods ◽  
Image Cytometry ◽  
Virtual Reference ◽  
Reference Center ◽  
To Come ◽  
Fast Evolution ◽  
Dna Image Cytometry

An increasing need for flexible consultation between pathologists, including the application of fast evolving supplementary technologies, has been identified during the last years. Although pathology is already one of the most advanced application of telemedicine there is more to come from the fast evolution towards computerized microscope image analysis: A reproducible quantification of measurable descriptors of the lesions in cells and tissues (so‐called biological markers) is an indispensable adjunct to routine diagnostic application. Among such quantitative methods DNA image cytometry is increasingly applied by pathologists for assistance in diagnostics.As for other pathological issues, too, a reference center for the clinical application of DNA image cytometry might be therefore of utmost value for pathologists using that method.Based on advanced telematic technologies, a Virtual Reference and Certification Center (VRCC) could be installed for certifying the cytometry hardware and software, the analytical procedures, and the basic interpretation of the results. It will be designed to be operated as a non‐attended service, based on quantification servers accessible via Internet round the clock. The VRCC will supply appropriate standardization and normalization materials and run a GroupWare platform for consensus making by experts.

scholarly journals Fiandeiras do cotidiano: um alinhavo de saberes pessoais e profissionais nas tramas da educação

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Ormezinda Ribeiro
Keyword(s):  
Continuing Education ◽  
Preliminary Analysis ◽  
Professional Knowledge ◽  
Pedagogical Practices ◽  
Personal Knowledge ◽  
Classroom Discussions ◽  
School Teachers ◽  
Primary School Teachers ◽  
Starting Point ◽  
Permanent Formation

Este artigo analisa as memórias discursivas de um grupo de professores, matriculados em um curso de formação continuada, ministrado pelo Centro de Formação Permanente de Professores em Uberaba, MG. Buscou-se a concepção que os professores têm atualmente do que é ser criança e ser professor. Por meio de diferentes formas de linguagem os professores alfabetizadores, participantes desta pesquisa, expressaram-se oferecendo elementos para a compreensão das experiências que subjazem as suas práticas pedagógicas. Numa análise preliminar, privilegiou-se a importância da reflexão que o professor faz consigo mesmo, considerando seus saberes pessoais como ponto de partida para a compreensão de seus saberes profissionais, uma vez que esse tema foi considerado por nós de alta relevância nas discussões em classe, tendo em vista a ênfase dada a ele pelos professores-cursistas. Palavras-chave: memória discursiva; saberes pessoais; saberes profissionais. This article analyzes the discursive memories of a group of professors, registered in a continuing education course, ministered by the Professors Permanent Formation Center at Uberaba, MG. The focus was the professors` conception about what is to be child and to be professor nowadays. By many different forms of language, the primary school teachers who participated of this research had expressed themselves offering elements for the experiences understanding that are behind of their pedagogical practices/skills. In a preliminary analysis, the importance of the professor reflection was privileged, considering his personal knowledge as the starting point for the understanding of his professional knowledge, once that this subject was considered of high relevance in the classroom discussions, in view of the emphasis gave by the professors-students to it. Key words: discursive memory; personal knowledge; professional knowledge

scholarly journals EDU-GARDEN TRAINING FOR SUPPORTING ISLAMIC BASIC EDUCATION IN MEDAN

2019 ◽  
Vol 3 (2) ◽  
pp. 155-158
Author(s):  
Hajar Suwantoro ◽  
Nurman Achmad
Keyword(s):  
Rural Areas ◽  
Basic Education ◽  
Household Waste ◽  
Practical Training ◽  
School Teachers ◽  
Urban Green ◽  
National Education ◽  
Sustainable Environment ◽  
Teachers And Students ◽  
Land Recycling

Community service activities are focused on the problem of enriching the understanding and practice of making governance a simple garden, edu-garden, which can be done by the students of primary school in Medan city rural areas, with the conditions of the lack of urban green areas as well as the mandate of the national education, 2013 to make education sustainable environment-based vocational called as Adiwiyata school. Partnering with school teachers MIS Al Hidayah Medan Johor and Medan Selayang, be forming edu-garden as an alternative to the procurement of the garden utilizing household waste. Minimal conditions to the availability of land recycling infrastructure can be used for urban green movement through practical training programs edu-garden forming by utilizing waste for gardening activities. The result is the creation of edu-garden forming by teachers and students as teaching materials module based educational environment. The results of the simulation training and edu-garden forming this a viable alternative layout creation of urban green neighborhoods in order to achieve environmental health and public welfare.

scholarly journals School Teacher’s Perceptions about Equity Challenges and Features in Secondary School Education

2018 ◽  
pp. 63-81
Author(s):  
Tahira Roohi ◽  
Pervez Aslam Shami
Keyword(s):  
Secondary School ◽  
Inclusive Education ◽  
Secondary School Teachers ◽  
Two Dimensions ◽  
School Education ◽  
Survey Method ◽  
School Teachers ◽  
Khyber Pakhtunkhwa ◽  
Elementary And Secondary Education ◽  
Secondary School Education

This study was conducted to investigate the vision and surveillance of secondary school teachers regarding features and challenges that hinder equity in secondary school education. The study aims to explore effects of two dimensions of equity i.e. fair and inclusive at secondary school education in Khyber Pakhtunkhwa. The descriptive survey method was utilized in this study. The researcher – made instruments consisted of open-ended questions were administered to the 100 secondary school teachers of four districts i.e. Hangu, Karak, Peshawar and Haripur of Khyber Pakhtunkhwa. The study illustrate that the teachers preview the stipulation of fair and inclusive education system and design, resources, and curriculum are very crucial aspects that hinder the equity in secondary school education. To some extent, the features regarding secondary school teacher’s lesson planning, and students’ reward and punishment are encumbering the equity in education. Most of the teachers consider that Khyber Pakhtunkhwa Elementary and Secondary Education Department (KPESE) have a chief role in the provision of an equitable secondary school education. On the basis of finding the conclusion was drawn and possible recommendations were suggested.

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