scholarly journals Uma educação popular e identitária se distancia do campo

2020 ◽  
Vol 10 (2) ◽  
pp. 157
Author(s):  
Eloy Alves Filho ◽  
Osvaldo Freitas de Jesus
Keyword(s):  
Rural Education ◽  
Basic Education ◽  
Popular Education ◽  
Minas Gerais ◽  
Educational Process ◽  
Rural Space ◽  
Human Formation ◽  
Minas Gerais State ◽  
Current Characteristics ◽  
The University

Este artigo é resultado de uma pesquisa, desenvolvida junto ao Programa Mestrado Profissional em Educação: Formação Docente para a Educação Básica da Universidade de Uberaba, Campus de Uberlândia, Minas Gerais. Objetivou-se compreender como a educação do campo, por meio de sua proposta pedagógica, relaciona-se com os princípios da educação popular, visando a uma formação humana que valorize e respeite os saberes e cultura do campo. O procedimento metodológico adotado foi a pesquisa bibliográfica, documental, observacional e entrevista com profissionais da educação, em cinco escolas rurais, fundamentando-se nos princípios da educação popular apregoados por Freire (2016, 2011), Brandão (2012), Arroyo (2012, 2004), Caldart (1997), que nos auxiliaram para uma reflexão crítica sobre a educação do campo no município de Uberlândia. Os resultados encontrados, analisados por meio da análise de conteúdo e dos dados coletados, levaram-nos a crer que, tanto teoricamente como na prática, a educação do campo e a educação popular se complementam, bem como permitem a formulação de práticas educativas inovadoras, que reconheçam e valorizem os saberes de todos os sujeitos envolvidos no processo educativo. Percebeu-se que a participação da comunidade escolar na elaboração de um Projeto Político Pedagógico mais democrático e inclusivo não tem ocorrido no município. Encontrou-se também, ao contrário do que prevê todo o marco regulatório, desde a União, Estado e Município, a aplicação da mesma grade curricular tanto nas escolas urbanas como nas localizadas no meio rural. As principais justificativas foram relacionadas às características atuais do espaço rural que se assemelham ao meio urbano.Palavras-chave: Educação do campo; Educação popular; Formação humana. ABSTRACT: This article is the result of a research, developed in the Professional Master Degree in Education: Teacher Training for Basic Education of the University of Uberaba, Campus of Uberlândia, Minas Gerais State. The objective was to understand how the education of the rural area, through its pedagogical proposal, is related to the principles of popular education, aiming at a human formation which values and respects the knowledge and culture of the peasants. The methodological procedure adopted was the bibliographical, documentary, observational and interview research, based on the principles of popular education preached by Freire (2016, 2011), Brandão (2012), Arroyo (2012, 2004), Caldart (1997), who helped us for a critical reflection on rural education in the city of Uberlândia. The results were analyzed through content analysis and the collected data led us to believe that, both theoretically and in practice, rural education and popular education complement each other, as well as allowing the formulation of innovative educational practices that recognize and value the knowledge of all the subjects involved in the educational process. It was noticed the participation of the school community in the elaboration of a more democratic, inclusive Pedagogical Political Project has not occurred in the municipality. Contrary to what the entire Union, State and Municipality had foreseen, it was verified that all of them used the same curriculum in both urban and rural schools. The main justifications were related to the current characteristics of the rural space that resemble the urban environment.Keywords: Rural education; Popular education; Human formation.

scholarly journals Technology Transfer From The University of Minas Gerais to a Private Company: Process and Results

2016 ◽  
Vol 4 (2) ◽  
pp. 208-219
Author(s):  
Maria Do Rosário Alves De Oliveira ◽  
Domingos A. Girolleti ◽  
Emerson Antonio Maccari ◽  
José Eduardo Storopoli
Keyword(s):  
Technology Transfer ◽  
Technological Development ◽  
Innovation Process ◽  
Minas Gerais ◽  
Structured Interviews ◽  
Private Company ◽  
Footwear Industry ◽  
Minas Gerais State ◽  
The University

Economic growth and technological development are closely related. In this article, the   process of technology transfer developed by the UFMG (a new sole cushioning system for a footwear industry in Nova Serrana city, in Minas Gerais State) is analyzed, using a case study. The data were collected from UFMG document research and through semi-structured interviews with the principal stakeholders. The process of technology transfer from the university to Crômic was a great learning process for both institutions. It led to a better relationship between the UFMG and the productive sector, opening up opportunities for new agreements and products. The study identified some aspects that need to be improved, such as simplification of procedures, bureaucracy reduction and regulation of the Brazilian Innovation Law within the departments of the university. The case study shows how much better cooperation between university and industry can contribute to the innovation process and improve competitiveness and the development of our country in these times of economic crisis.

scholarly journals Singularidades da educação popular do Paranoá-Itapoã (DF): uma construção entre Universidade de Brasília e Movimento Popular Organizado

2021 ◽  
Vol 14 (3) ◽  
pp. 303
Author(s):  
Maria Clarisse Vieira ◽  
Julieta Borges Lemes Sobral ◽  
Renato Hilário dos Reis
Keyword(s):  
Academic Research ◽  
Popular Education ◽  
Federal District ◽  
Educational Process ◽  
Public School Teachers ◽  
Daily Lives ◽  
Palabras Clave ◽  
Distrito Federal ◽  
The University ◽  
Collective Construction

Este artigo trata das singularidades da Educação Popular constituídas desde 1985 entre a Universidade de Brasília e o movimento popular das cidades do Paranoá e Itapoã no Distrito Federal, Brasil. Para compreender essas especificidades, são realizadas análises bibliográficas de pesquisas acadêmicas que tratam do efeito desse processo educativo na vida de educandos, educadores populares, professores da rede pública e estudantes universitários. O resultado dessa análise indica como características desse projeto de Educação Popular: a constituição de sujeitos a partir do entrelaçamento do ser de amor-poder-saber; o aprendizado pelos educandos de que os problemas de seu cotidiano são oportunidades de superação e não de desistência; o aprendizado pelos educadores da importância da construção coletiva; e, por fim, o processo formativo dos estudantes da UnB que destaca a indissociabilidade da relação teoria-prática.Palavras-chave: Educação popular; Educação de Jovens e Adultos; Formação de Educadores.Singularities of popular education of the cities of Paranoá-Itapoá (DF): construction between University of Brasilia and Organized Popular MovementABSTRACTThis article deals with the singularities of Popular Education established since 1985 between the University of Brasília and the popular movement of the cities of Paranoá and Itapoã in the Federal District, Brazil. In order to understand these specificities, bibliographic analyzes of academic research are carried out that address the effect of this educational process on the lives of students, popular educators, public school teachers and university students. The result of this analysis indicates as characteristics of this Popular Education project: the constitution of subjects from the intertwining of the being of love-power-knowledge; the learning by students that the problems of their daily lives are opportunities to overcome and not give up; the learning by educators of the importance of collective construction; and, finally, the training process of UnB students, which highlights the inseparability of the theory-practice relationship.Keywords: Popular Education; Youth and Adult Education; Teacher Training.Singularidades de la educación popular en las ciudades de Paranoá-Itapoá (DF): construcción entre la Universidad de Brasilia y el Movimiento Popular OrganizadoRESUMENEste artículo trata sobre las singularidades de la Educación Popular establecida desde 1985 entre la Universidad de Brasilia y el movimiento popular en las ciudades de Paranoá e Itapoã en el Distrito Federal, Brasil. Para comprender estas especificidades se realizan análisis bibliográficos de investigación académica que abordan el efecto de este proceso educativo en la vida de estudiantes, educadores populares, docentes de escuelas públicas y estudiantes universitarios. El resultado de este análisis señala como características de este proyecto de Educación Popular: la constitución de sujetos a partir del entrelazamiento del ser amor-poder-conocimiento; los estudiantes aprenden que sus problemas diarios son oportunidades para superar y no darse por vencidos; el aprendizaje por parte de los educadores de la importancia de la construcción colectiva; y, finalmente, el proceso de formación de los estudiantes de la UnB, que destaca la inseparabilidad de la relación teoría-práctica.  Palabras clave: Educación popular; Educación de Jóvenes y Adultos; Formación Docente.

scholarly journals Formação de Professores: um Olhar para a Realidade e Possibilidades

2016 ◽  
Vol 17 (5) ◽  
pp. 432
Author(s):  
Mari Clair Moro Nascimento ◽  
Adriana de Araujo ◽  
Carla Mancebo Esteves Munhoz
Keyword(s):  
Teaching Practice ◽  
Basic Education ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Assessment Process ◽  
Pedagogical Practice ◽  
The Gaze ◽  
Knowledge Extension ◽  
The One ◽  
The University

Este estudo, realizado a partir de pesquisa bibliográfica, tem como objetivo apresentar problemáticas a serem superadas na formação de professores, que atuarão na Educação Básica. Entre as problemáticas apontadas por estudiosos do tema, ressalta-se: a importância de superar as limitações acerca da dicotomia teoria e prática; poucas horas de vivências no estágio; não conhecerem as condições histórico-sociais do processo educacional;) não vivenciarem a interdisciplinaridade e; maneira como tem sido concretizado o processo avaliativo. O olhar se volta para a formação docente por se acreditar que não basta ao professor formador verbalizar a respeito de como precisa ser a atuação docente, mas proporcionar aos futuros professores a vivência de tais práticas, tendo em vista que essas possam ser utilizadas para a ampliação dos conhecimentos dos estudantes da Educação Básica, quando estiverem em suas funções. O texto apresenta também como se encontra a formação do professor formador, aquele que atua na universidade, por ser este o profissional que forma o professor que atua na Educação Básica. Para isso, ressalta-se a importância dos professores formadores proporcionarem práticas pedagógicas, que estejam amparadas na pedagogia participativa, aquela favorecedora à ampliação dos conhecimentos existentes. Palavras-chave: Formação de Professores. Formação Inicial e Continuada. Prática Pedagógica. AbstractThis study carried out from bibliographical research aims at presenting problems to be overcome in teacher´s training who will be working in basic education. Among the problems pointed out by the researchers, the following ones are emphasized: the importance of overcoming the limitations on the theory and practicing dichotomy, few hours’ experience ininternship, not knowing the historical and social conditions of the educational process, not experiencing interdisciplinary and the way the assessment process has been implemented. The gaze turns to the initial teacher´s training, for we believe that is not enough for the trainer teacher to verbalize on how it should be the teaching practice, but provide future teachers the experience of such practices, considering that these could be used for the future knowledge expansion of basic education students when they are in their roles.. The text also provides what the teachers’ trainer background is like, the one who works at the university. For this we emphasize the importance of teacher trainers providing pedagogical practices that are supported by participatory pedagogy, encouraging the existing knowledge extension. Keywords: Teacher’s Training. Initial and Continuing Teacher’s Training. Pedagogical Practice..

scholarly journals LongForm or Microcontent? An analysis of supports for digital content courseware

2021 ◽  
Vol 21 (65) ◽  
Author(s):  
Nicole Santana Gomes ◽  
Ronei Ximenes Martins ◽  
Daniela Azevedo
Keyword(s):  
Minas Gerais ◽  
Educational Material ◽  
Educational Process ◽  
Virtual Space ◽  
Educational Activity ◽  
Digital Content ◽  
Face To Face ◽  
Student Activity ◽  
Multimedia Resources ◽  
Minas Gerais State

Este artículo compara el formato de Microcontenido (MC), de unidades de información, pequeñas y fragmentadas, con el formato LongForm (LF) con contenido profundo y extenso, como soporte para materiales didácticos para cursos presenciales o no. El objetivo es encontrar alternativas que no simplifiquen el contenido o generen daños al proceso educativo. Se aplicó una actividad en ambos formatos a 67 estudiantes de una Universidad de Minas Gerais, que reveló las preferencias de los participantes: el MC demostró ser bueno para la construcción de materiales didácticos de menor tamaño y baja densidad de contenido. El formato LF es apropiado para contenido complejo. Éste se presenta como una alternativa viable para cursos en línea ya que está constituido por un único espacio virtual donde se pueden introducir textos más grandes y diversos recursos multimedia para facilitar la comprensión y enriquecer el contenido. Por otro lado, el formato MC está indicado para situaciones que ofrecen materiales didácticos en línea para hacer revisiones, presentación inicial y temas poco densos en extensión y en profundidad conceptual. The article compares the Microcontent format (MC), with their small and fragmented information units, and LongForm format (LF) with in-depth and extensive content; when use as digital content for distance or face-to-face education. The research seeks alternatives that do not simplify the contents, nor they harm the educational process. An educational activity, elaborated in both formats, was applied to 67 students from a university of Minas Gerais state, in Brazil. Observation of student activity revealed their preferences: MC has been shown to be good for building learning with smaller materials in both size and content density, but LF has been appropriate when dealing with complex, dense, multimedia-requiring contents to facilitate understanding. It was confirmed that the LF presents itself as a viable alternative for online studying because it is constituted by a single virtual space where larger texts and varied multimedia resources can be inserted to enrich the educational material and to offer the full content for students. On the other hand, the use of the MC is indicated to offer online learning materials intended for revision, the initial presentation and for materials use in minor subjects, both in extension and conceptual deepening.

Digital Technology Implementation Practice during Conversion from Fundamental University Educational System into Online Format

2021 ◽  
Vol 27 (9) ◽  
pp. 494-504
Author(s):  
A. V. Vishnekov ◽  
◽  
E. A. Erokhina ◽  
E. M. Ivanova ◽  
◽  
...  
Keyword(s):  
Technology Implementation ◽  
Basic Education ◽  
Group Discussion ◽  
Educational Process ◽  
Online Classes ◽  
Advantages And Disadvantages ◽  
Digital Services ◽  
Online Format ◽  
Methods Of Learning ◽  
The University

The paper discusses the effectiveness of digital technologies in the educational process. The authors consider the use of digital services in the university educational process in the context of the need to full transfer basic education into online format. A comparative analysis of public and corporate digital services is carried out. Their advantages and disadvantages are considered the application effectiveness in the educational process. The article examines the following digital services: Zoom, Jitsi, MS Teams, Google Documents, Google Classroom, LMS HSE, Smart LMS. The authors propose the methods of organizing the educational process, involving the integration of these services. The results of the students' survey revealed the following features that affect the interaction of teachers and students: the Internet speed and availability, preferences in the ways of course materials obtaining, the desired forms of interaction between students and the teacher. The paper describes the effective methods of conducting online classes in various conditions: group discussion of the pre-voiced and cloud-uploaded presentations in chat, conducting classes in the form of a video-chat, using pre-prepared dynamic graphic illustrations, using gamification elements, laboratory work remote running on a virtual equipment, splitting the lecture into thematic sections and frequent changes in the students' activity. The authors offer various online forms and methods of learning outcomes intermediate control for the disciplines of the university curriculum. This study offers solutions to the problems of organizing online classes, including in conditions of limited Internet traffic.

scholarly journals Pibid Diversidade: experiência fortalecedora na Licenciatura em Educação do Campo da UnB – Planaltina – DF

2018 ◽  
Vol 4 (7) ◽  
pp. 113
Author(s):  
Rosineide Magalhães de SOUSA
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
Social Practice ◽  
Basic Education ◽  
Federal District ◽  
Education Politics ◽  
Politica Publica ◽  
Midwest Region ◽  
The University ◽  
Collective Construction

Este artigo traz a experiência do Pibid Diversidade, da CAPES, na Licenciatura em Educação do Campo (LEdoC), da Universidade de Brasília, Campus Planaltina – DF, no período de 2014 ao início de 2018, como política pública de fortalecimento à formação inicial docente. Para este trabalho, são utilizados conhecimentos da área de Educação do Campo e dos Letramentos como prática social, com olhar de uma leitura etnográfica. Tem como contexto principal as escolas de Educação Básica do Campo (da região Centro-Oeste), com ênfase na construção da organização escolar e do trabalho pedagógico para os anos finais do Ensino Fundamental e para o Ensino Médio. Com o objetivo de formar educadores para atuarem na Educação Básica em escolas do campo, simultaneamente, contribuiu para a construção coletiva de um projeto de formação de educadores que sirva como referência a políticas de Educação do Campo. O projeto do Pibid Diversidade, para esse curso, tem, ainda, o objetivo primordial de promover os letramentos múltiplos (leitura e escrita dos diferentes conhecimentos e linguagens, associando diferentes áreas do conhecimento em um trabalho multidisciplinar) dos licenciandos e das escolas do campo.  O Pibid Diversidade ampliou as possibilidades da formação de qualidade dos futuros docentes, promovendo a inserção deles na escola desde o início da licenciatura, possibilitando uma experiência de práxis pedagógica. Educação do Campo. Pibid Diversidade. Formação inicial de professores. Letramentos Múltiplos. Pibid Diversidade: a reinforced experience in the Rural Education Graduation of the UnB – Planaltina – Federal District ABSTRACTThis article brings the experience of the Pibid Diversidade (Institutional Program of Scholarship for the Introduction to Teaching: Diversity), of CAPES, degree in the rural education (LEdoC) of the University of Brasília, Planaltina Campus – Federal District, in the period from 2014 to the beginning of 2018, as a public politic of reinforcement of the initial teachers education. To this work, we use the knowledge in the Rural Education field and the literacy as a social practice, looking through an ethnographic reading. Brought as a main context, schools of basic education of the countryside (in the Midwest region), with emphasis in the construction of the scholar organization and the pedagogic work to the final years of the elementary school and to the high school. The objective of educating teachers to act in the basic education in rural schools, simultaneously, contributed to the collective construction of a project of teachers education that fits as a reference to rural education politics. The project of Pibid Diversidade, to this course, has had the primordial objective of promoting the multiples literacies (reading and writing of different knowledge and languages, connecting different fields of knowledge in a multidisciplinary work) of the graduating students and the rural schools. The Pibid Diversidade widened the possibilities of education with quality to the future teachers, furthering their insertion in the school since the start of the graduation, making possible an experience of a pedagogic praxis. Rural Education. Pibid Diversidade. Initial Teachers Education. Multiple Literacies.

MANAGEMENT OF THE SUCCESS OF STUDENT’S LEARNING BASED ON THE MARKOV MODEL

2018 ◽  
pp. 4-11
Author(s):  
M. V. Noskov ◽  
M. V. Somova ◽  
I. M. Fedotova
Keyword(s):  
Information System ◽  
Markov Process ◽  
Continuous Time ◽  
Information Technologies ◽  
Educational Process ◽  
Automated Information System ◽  
The Subject ◽  
The University ◽  
Independent Work ◽  
Near Future

The article proposes a model for forecasting the success of student’s learning. The model is a Markov process with continuous time, such as the process of “death and reproduction”. As the parameters of the process, the intensities of the processes of obtaining and assimilating information are offered, and the intensity of the process of assimilating information takes into account the attitude of the student to the subject being studied. As a result of applying the model, it is possible for each student to determine the probability of a given formation of ownership of the material being studied in the near future. Thus, in the presence of an automated information system of the university, the implementation of the model is an element of the decision support system by all participants in the educational process. The examples given in the article are the results of an experiment conducted at the Institute of Space and Information Technologies of Siberian Federal University under conditions of blended learning, that is, under conditions when classroom work is accompanied by independent work with electronic resources.

Interdepartmental BIM-elective of the university as a basis for the implementation of the new technologies in the educational process

2019 ◽  
Author(s):  
Alena Vsevolodovna Gavrilova ◽  
Liubov Leonidovna Kniazeva ◽  
Vadim Viacheslavovich Koykov ◽  
Oleg Pavlovich Fyodorov
Keyword(s):  
New Technologies ◽  
Educational Process ◽  
The University

THE DEVELOPMENT OF THE MATHEMATICAL MODEL OF PREDICTING THE INDICATORS OF ACCREDITATION OF TECHNICAL UNIVERSITIES IN THE RUSSIAN FEDERATION

2017 ◽  
pp. 27-38
Author(s):  
Olga Mikhaylovna Tikhonova ◽  
Alexander Fedorovich Rezchikov ◽  
Vladimir Andreevich Ivashchenko ◽  
Vadim Alekseevich Kushnikov
Keyword(s):  
Mathematical Model ◽  
System Dynamics ◽  
Regression Model ◽  
Oriented Graph ◽  
Real Data ◽  
Educational Process ◽  
Proposed Model ◽  
Linear Differential ◽  
The University ◽  
The Mathematical Model

The paper presents the system of predicting the indicators of accreditation of technical universities based on J. Forrester mechanism of system dynamics. According to analysis of cause-and-effect relationships between selected variables of the system (indicators of accreditation of the university) there was built the oriented graph. The complex of mathematical models developed to control the quality of training engineers in Russian higher educational institutions is based on this graph. The article presents an algorithm for constructing a model using one of the simulated variables as an example. The model is a system of non-linear differential equations, the modelling characteristics of the educational process being determined according to the solution of this system. The proposed algorithm for calculating these indicators is based on the system dynamics model and the regression model. The mathematical model is constructed on the basis of the model of system dynamics, which is further tested for compliance with real data using the regression model. The regression model is built on the available statistical data accumulated during the period of the university's work. The proposed approach is aimed at solving complex problems of managing the educational process in universities. The structure of the proposed model repeats the structure of cause-effect relationships in the system, and also provides the person responsible for managing quality control with the ability to quickly and adequately assess the performance of the system.

Training managers of professional educational programs for work in the digital environment of the university

2020 ◽  
Vol 8 (2) ◽  
pp. 4 ◽  
Author(s):  
E. K. Samerhanova ◽  
M. A. Balakin
Keyword(s):  
Educational Program ◽  
Educational Programs ◽  
Educational Process ◽  
Digital Environment ◽  
Digital Competence ◽  
Education Management ◽  
Program Managers ◽  
Digital Environments ◽  
Digital Competencies ◽  
The University

Introduction. The article deals with the training of professional educational program managers for work in the digital environment of a university. The digital environment of the university is considered from the perspective of managing professional educational programs and is a complex open system that integrates system components for managing content, process, resources, contingent, finance and quality of programs that ensure the integrity and continuity of the educational process at all levels and in all respects. The implementation of a digital model for managing educational programs at a university on the basis of a single digital ring of services for an electronic platform for managing educational programs at a university dictates the need for digital competencies of managers of major professional educational programs (OPOP).By digital competence of the leaders of professional educational programs we mean the ability and willingness to perform labor functions in the design, implementation and replication of an educational program using digital technologies that ensure the effectiveness of activitiesThe way to identify professional deficiencies in the field of digital competencies of the leaders of professional educational programs was the personalized design of educational internship trajectories with tutorial support for the internship. The internship trajectory of the heads of OPOP has a modular structure and is aimed at eliminating professional deficits in the field of information, methodological, communication, technological and organizational component of digital competencies. The internship site (virtual laboratory) is a virtual educational space that provides training for educational program managers and online events: hackaths, quests, webinars, etc.Materials and methods. When writing an article, the following methods were used - theoretical and methodological analysis and synthesis of available special domestic and foreign scientific and methodological literature, conceptual analysis of scientific articles and publications on the topic; study and generalization of both domestic and foreign developments and implementation of projects to create digital environments in education management; application of generalization, comparison, forecasting methods, online surveys.Results. The structure of the digital environment for managing professional educational programs at the university is presented. Functionally described is the ring of digital services for the management of OPOP. The analysis of different approaches to assessing the digital competencies of educators is presented. The concept of digital competencies has been clarified in relation to the head of a professional educational program. The content of the components of digital competency is described: informational, methodological, communication, technological, organizational.Discussions and Conclusions. The developed modular program for eliminating professional deficits of heads of professional educational programs in the field of digital competencies, based on the personalized design of educational internship trajectories with tutorial support for internships, will allow you to effectively administer and manage BEP in the digital environment of the university.

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