scholarly journals MENSAGEM PEDAGÓGICA EM TEXTOS DE MATERIAIS CURRICULARES EDUCATIVOS: uma análise a partir da dimensão organizacional

2021 ◽  
pp. 226
Author(s):  
Reinaldo Feio Lima ◽  
Andreia Maria Pereira de Oliveira
Keyword(s):  
Qualitative Approach ◽  
Curriculum Materials ◽  
Pedagogical Practice ◽  
Mathematical Task ◽  
Educational Curriculum ◽  
Modes Of Action ◽  
Basil Bernstein ◽  
Strong Relation

Nosso objetivo é identificar e caracterizar as variações na mensagem pedagógica que ocorrem na dimensão organizacional, no que diz respeito à prática pedagógica escolar representada em textos dos materiais curriculares educativos. O trabalho caracteriza-se por uma abordagem qualitativa, cujos dados foram produzidos por meio de documentos. A principal referência teórico-metodológica utilizada foi a teoria de Basil Bernstein. Em particular, foi utilizado o conceito de classificação, para analisar as relações entre discursos e espaços que são veiculados em textos desses materiais. Os resultados da análise mostraram que, além de motivos explícitos, a mensagem pedagógica em textos dos materiais curriculares educativos quanto à relação entre os espaços dos sujeitos, apresentou um partilhamento na organização e durante a realização da tarefa matemática, uma prática pedagógica escolar regulada por uma forte relação de intradisciplinaridade. Para isso, são empreendidos modos de ações de ensino que favorecem o sequenciamento da tarefa matemática.Palavras-chave: Mensagem pedagógica; Texto; Materiais curriculares educativos.Pedagogical message in texts of educational curriculum  materials: an analysis based on the organizational dimensionAbstractWe aim to identify and characterize the variations in the pedagogical message which occur in the organizational dimension referring to the pedagogical practice represented in texts of educational curriculum materials. The work is characterized by a qualitative approach whose data were produced through documents. The main reference theoretical-methodological used was Basil Bernstein’s theory. In particular, it was used the concept of classification in order to analyze the relations among discourses and spaces that are transmitted in texts of these materials. The results of the analysis demonstrated that beyond explicit reasons, the pedagogical message in texts of educational curriculum materials referring to the subject’s spaces showed a sharing in the organization and during the realization of the mathematical task a school pedagogical practice regulated by a strong relation of intradisciplinarity. For this, modes of action are undertaken that favor the sequencing of the mathematical task.Key words: Pedagogical message; Text; Educational curriculum materials.Mensaje pedagógico en textos de materiales curriculares educativos: un análisis a partir de la dimensión organizacionalResumen Nuestro objetivo es identificar y caracterizar las variaciones en el mensaje pedagógico que ocurren en la dimensión organizacional, en lo que se refiere a la práctica pedagógica escolar representada en textos de los materiales curriculares educativos. El trabajo se caracteriza por un enfoque cualitativo, cuyos datos se han producido a través de documentos. La principal referencia teórico-metodológica utilizada fue la teoría de Basil Bernstein. En particular, se utilizó el concepto de clasificación, para analizar las relaciones entre discursos y espacios que se transmiten en textos de esos materiales. Los resultados del análisis mostraron que, además de motivos explícitos, el mensaje pedagógico en textos de los materiales curriculares educativos en cuanto a la relación entre los espacios de los sujetos, presentó un reparto en la organización y durante la realización de la tarea matemática, una práctica pedagógica escolar regulada por uma fuerte relación de intradisciplinaridad. Para ello, se emprenden modos de acciones de enseñanza que favorecen la secuenciación de la tarea matemática.Palabras clave: Mensaje pedagógico;. Texto; Materiales curriculares educativos.

scholarly journals Uma análise sociológica bernsteniana sobre os usos de materiais curriculares educativos A bernstenian sociological analysis on the uses of curricular educational materials

2017 ◽  
Vol 19 (1) ◽  
Author(s):  
Wagner Ribeiro Aguiar ◽  
Andreia Maria Pereira de Oliveira
Keyword(s):  
Large Scale ◽  
Research Field ◽  
Curriculum Materials ◽  
International Literature ◽  
Sociological Analysis ◽  
Educational Materials ◽  
Educational Curriculum ◽  
Basil Bernstein ◽  
Pedagogic Discourse ◽  
Theoretical Paper

No campo de pesquisa da formação de professores que ensinam Matemática, sobretudo na literatura internacional, há um debate crescente e emergente acerca de materiais curriculares que possam atingir professores em larga escala e, ao mesmo tempo, potencializar sua aprendizagem. Nesse sentido, o presente artigo tem como objetivo apresentar concepções pelas quais pesquisadores conceituam materiais curriculares (educativos). Além disso, pretendemos discutir quatro concepções sobre usos de materiais curriculares educativos sistematizadas por Remillard (2005), bem como indicar limites e expandir esse estudo, apontando uma quinta concepção, a qual denominamos de recontextualizando o texto. Esta concepção baseia-se teoricamente no modelo do discurso pedagógico de Basil Bernstein (1990, 2000), explorado no corpo deste artigo. In the research field of teacher education that teaches Mathematics, especially in the international literature, there is a growing and emerging debate about (educational) curriculum materials that can reach teachers on a large scale and at the same time enhance their learning. This theoretical paper aims to present conceptions by which researchers conceptualize (educational) curriculum materials. In addition, we intend to discuss four conceptions on  the uses of systematic educational curriculum materials in a study by Janine Remillard, as well as to indicate limits and expand this study, pointing out a fifth conception, which we call recontextualising the text. This conception is theoretically based on Basil Bernstein's model of pedagogic discourse.

Kefahaman Beragama dan Proses Transformasi Hubungan Pasangan dalam Perkahwinan

2018 ◽  
Vol 3 (2) ◽  
pp. 75-91
Author(s):  
Dini Farhana Baharudin ◽  
Suhailiza Md. Hamdani ◽  
Marina Munira Abdul Mutalib ◽  
Mohd. Zaliridzal Zakaria
Keyword(s):  
Marital Satisfaction ◽  
Religious Beliefs ◽  
Married Couple ◽  
Qualitative Approach ◽  
Beliefs And Practices ◽  
Strong Relation ◽  
Marriage Relationships ◽  
Age Of Marriage ◽  
Counselling Approach ◽  
Professional Intervention

Previous studies show strong relation between religion and marital satisfaction. However, there are still lack of study that looks into this area from the Malaysian context, especially among the Muslims. This paper will explore connections between religion and transformational processes in marriage. Transformational processes refer to processes that occur in marriage relationships that do not require outside or professional intervention, especially when an issue or conflict arises in marriage. The methodology of the study utilizes a qualitative approach. Purposive sampling comprising of five Malay Muslim couples whose age of marriage is more than ten years were interviewed. Findings show that specific Islamic religious beliefs and practices are related to the maintenance of relationship for a married couple. The findings highlight the importance for a marital counselling approach which integrates naqli and ‘aqli knowledge that supports the clients’ needs. ABSTRAK Kajian lepas menunjukkan perkaitan yang kuat antara aspek-aspek keagamaan dengan kesejahteraan dalam hubungan pasangan berkahwin. Walau bagaimanapun, masih kurang kajian yang meneroka tentang perkara ini dalam konteks Malaysia, khususnya dalam kalangan orang Islam. Kertas ini akan meneroka tentang kefahaman agama dengan proses transformasi dalam perkahwinan. Kefahaman agama dalam kajian ini mencakupi kepercayaan dan amalan keagamaan. Manakala, proses transformasi dalam perkahwinan pula merujuk kepada proses-proses yang berlaku dalam hubungan perkahwinan yang tidak memerlukan intervensi secara professional daripada luar, khususnya apabila berlakunya isu atau konflik dalam perkahwinan. Metodologi kajian adalah menggunakan pendekatan kualitatif. Sampel bermatlamat melibatkan lima pasangan Melayu beragama Islam yang usia perkahwinan mereka melebihi sepuluh tahun. Temubual berstruktur telah dijalankan dan dapatan menunjukkan kefahaman beragama iaitu kepercayaan dan amalan Islam adalah berkait dengan pengekalan hubungan sesuatu pasangan dalam perkahwinan. Dapatan ini menunjukkan kepentingan untuk menggunakan intervensi kaunseling perkahwinan yang mengintegrasikan ilmu naqli dan ‘aqli yang dapat membantu menyokong keperluan klien.

scholarly journals De la práctica pedagógica instrumental a la práctica reflexiva en educación física: retos y posibilidades manifestados en investigaciones precedentes (From an instrumental pedagogical practice to a reflective practice in physical education: challenges an

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 290-299
Author(s):  
Willinton Javier Watts Fernández ◽  
Marlene Zwierewicz ◽  
Janery Tafur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Reflective Practice ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
Educacion Superior ◽  
Education Personnel ◽  
Educational Paradigms ◽  
Theses And Dissertations

  La práctica pedagógica instrumental constituye una condición secular presente en la educación y el ejercicio pedagógico de la educación física es permeado por dicha situación. Aislarse de esta concepción implica invertir en posibilidades para superar retos presentes en la formación de los docentes y valorar experiencias que desarrollan en clase con base en nuevos paradigmas educacionales. Este estudio tiene como objetivo analizar investigaciones publicadas entre 2017 y 2019 en SCOPUS y en el Catálogo de Tesis y Tesinas de la Coordinación para la Perfeccionamiento del Personal de Educación Superior CAPES relacionadas con la práctica pedagógica reflexiva y sus contribuciones a la educacion física. Metodológicamente se ha priorizado la investigación bibliográfica apoyada por el abordaje cualitativo. Entre los resultados, los estudios apuntan que en el abordaje reflexivo de educación física depende de una vinculación entre el pensar y el hacer e indican la relevancia de vincular la formación de los docentes a sus propias prácticas. Abstract. The instrumental pedagogical practice constitutes a secular condition that takes place in education and the pedagogical exercise of physical education is permeated by this situation. Isolating ourselves from this conception implies investing in possibilities to overcome challenges that are part of teacher training and to value experiences that they develop in class based on new educational paradigms. This study aims to analyze research published between 2017 and 2019 in SCOPUS and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel CAPES related to reflective pedagogical practice and its contributions to physical education. I regards to the methodology, a bibliographic research supported by the qualitative approach has been prioritized. Among the results, the studies point out that the reflexive approach to physical education depends on a link between thinking and doing and also indicate the relevance of linking teacher training to their own practices.

scholarly journals Harmonization of the Education Curriculum at Pesantren Al Falah Gorontalo: An Educational Philosophy Study

2021 ◽  
Author(s):  
Shely Cathrin ◽  
Reno Wikandaru ◽  
Indah Listiana ◽  
Devi Ratnasari ◽  
Warsidah Warsidah ◽  
...  
Keyword(s):  
Educational Philosophy ◽  
Boarding Schools ◽  
Qualitative Approach ◽  
Point Of View ◽  
Educational Institutions ◽  
Education Curriculum ◽  
National Education ◽  
Educational Curriculum ◽  
Internal Coherence ◽  
Character Building

Pesantren (Islamic boarding schools) have become character-building institutions trusted by the Indonesian people; however, as educational institutions, pesantren must adapt to the national education curriculum which can be challenging. The purpose of this study was to critically identify and analyze the implementation of the educational curriculum at the pesantren Al Falah Gorontalo, based on the educational philosophy point of view. A qualitative approach was employed, using the hermeneutics method. Interpretation, description, synthetic analysis, internal coherence, holistic, reflection, and heuristics were used. The results indicated that the pesantren Al Falah Gorontalo combined two educational curriculums. Analysis from the educational philosophy perspective found that the implementation of education was based on essentialism educational philosophical ideas, which assume that education is full of flexibility and helps students to adhere to noble values, spiritual characteristics, and human guidance to achieve a more noble life. Keywords: pesantren, curriculum, combination, essentialism, education

scholarly journals Pressupostos teórico-metodológicos da Educação Física na Educação Infantil

2017 ◽  
pp. 31
Author(s):  
Manoel dos Santos Gomes
Keyword(s):  
Early Childhood ◽  
Physical Education ◽  
Exploratory Study ◽  
Social Practice ◽  
Qualitative Approach ◽  
Three Dimensions ◽  
Discursive Practice ◽  
Pedagogical Practice ◽  
Palabras Clave ◽  
Child Education

Este artigo é um estudo exploratório que utiliza a abordagem qualitativa, sendo seu delineamento bibliográfico/documental. As análises dos documentos e das bibliografias se pautaram na ADTO – análise do discurso teoricamente orientada, referenciada em Norman Fairclough (2001), na realidade, um método que utiliza a interpretação do discurso em três dimensões: como texto, como prática discursiva e como prática social. Os objetivos deste artigo foram: caracterizar quais são as abordagens que direcionam a organização do trabalho pedagógico dos profissionais que atuam nas Instituições de educação infantil (nomeadas como creches e pré-escolas, na LDBEN 9394/96) e demonstrar como estas abordagens influenciam e determinam a prática pedagógica do profissional que trabalha com o componente curricular educação física, nestes espaços.Palavras-chave: Educação Física. Educação Infantil. Abordagens MetodológicasTheoretical-methodological assumptions of Physical Education in Early Childhood EducationABSTRACTThis article is an exploratory study that uses the qualitative approach and its bibliographic/documentary design. The analyzes of the documents and bibliographies were based on the ADTO - analysis of the theoretically oriented discourse, referenced in Norman Fairclough (2001), in reality, a method that uses the interpretation of discourse in three dimensions: as text, as discursive practice and as social practice. The objectives of this article were: to characterize the approaches that guide the organization of the pedagogical work of professionals working in Child Education Institutions (named nurseries and preschools in LDBEN 9394/96) and demonstrate how these approaches influence and determine the pedagogical practice of the professional who works with the physical education curricular component in these spaces.Keywords: Physical Education. Child Education. Methodological ApproachesPresupuestos teórico-metodológicos de la Educación Física en la Educación InfantilRESUMENEste artículo es un estudio exploratorio que utiliza el abordaje cualitativo, siendo su delineamiento bibliográfico / documental. Los análisis de los documentos y de las bibliografías se pautaron en la ADTO – análisis del discurso teóricamente orientada, referenciada en Norman Fairclough (2001), en realidad, un método que utiliza la interpretación del discurso en tres dimensiones: como texto, como práctica discursiva y como práctica Social. Los objetivos de este artículo fueron: caracterizar caules son los enfoques que orientan la organización del trabajo pedagógico de los profesionales que actúan en las Instituciones de educación infantil (nombradas como guarderías y preescolares, en la LDBEN 9394/96) y demostrar cómo estos enfoques influencian y determinan la práctica pedagógica del profesional que trabaja con el componente curricular educación física, en estos espacios. Palabras clave: Educación Física. Educación Infantil. Enfoques Metodológicos

scholarly journals As tecnologias na prática pedagógica: algumas reflexões para professores da área de ciências

2017 ◽  
Vol 1 (1) ◽  
pp. 133
Author(s):  
Valdinei Marcolla
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Qualitative Approach ◽  
Educational Context ◽  
Pedagogical Practice ◽  
Structured Interviews ◽  
Technological Tools ◽  
Information And Communication ◽  
Academic Time ◽  
Cultura Escolar

Resumo: O presente artigo tem por objetivo trazer para o campo do ensino em ciências algumas reflexões acerca da apropriação das tecnologias de informação e comunicação (TIC) nos processos escolares. A ideia que se procura fundamentar no decorrer deste artigo é a de que as TIC, quando inseridas nos contextos educacionais, são importantes dispositivos que possibilitam a formação dos sujeitos e a transformação de suas práticas nos espaços/tempos escolares. A pesquisa pautou-se em pressupostos da abordagem qualitativa. Em que se procurou fazer um diagnóstico da realidade estudada, mediante coleta de documento, observação direta das aulas e entrevista semiestruturada com professores. O trabalho discute o tema da apropriação das TIC na prática pedagógica docente e os reflexos da entrada delas na escola. Os resultados apontam para distintos usos das TIC, que têm seus extremos entre práticas permeadas por diversas ferramentas tecnológicas, e práticas que desconsideram a presença das ferramentas tecnológicas no contexto escolar.Palavras-chave: Tecnologias de informação e comunicação; Cultura escolar; Prática pedagógica. Technologies in pedagogical practice: reflexions for teachers in the scientific areasAbstract: The present paper has the objective of bringing to the field of Science teaching certain reflections regarding the acquiring of information and communication technologies (ICT) in the school process. This paper aims at establishing the idea that the ICT, when inserted in an educational context, are important devices that allow the formation of individuals and the transformation of their practices in the academic time/environment. The study is based in a qualitative approach, in which a diagnosis of the observed reality was sought through the analysis of documents, direct observation of classes and semi-structured interviews with teachers. The paper discusses the theme of ICT appropriation in pedagogical practice and the reflection of this appropriation in school. The results point to distinct uses of ICT, which have their extremes between practices permeated by diverse technological tools, and practices that do not consider the presence of technological tools in the context of the school.Keywords: Information and communication technologies; School culture; Pedagogical practice. 

scholarly journals A contribuição da Licenciatura em Educação do Campo UFCG para a formação docente e a prática pedagógica das escolas no Cariri paraibano: concepção dos egressos

2021 ◽  
pp. 1-28 ◽  
Author(s):  
Maria do Socorro Silva ◽  
Moizes de Souza Alves
Keyword(s):  
Rural Education ◽  
Professional Practice ◽  
Document Analysis ◽  
School Management ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
Critical Perspective ◽  
Scholarship Program ◽  
Methodological Procedures ◽  
Structured Questionnaire

This text is the result of a research linked to the institutional scientific initiation scholarship program (pibic), whose object was the conception of the graduates from Rural Education course-UFCG/CDSA and their contribution to teacher training and pedagogical practice the qualitative approach, in a critical perspective (Gil, 2008; Gamboa, 1995), guided all the procedures performed. The subjects were the graduates of the course, focusing on those who are in professional practice. The document analysis and the semi-structured questionnaire were fundamental methodological procedures for the production of data, which were organized and analyzed from the perspective of thematic analysis (Bardin, 2010). The results showed that: 116 of the graduates are from the Cariri region of Paraíba state; there is an insertion of graduates in teaching at different stages, such as in school management and non-school educational practices; recognize the licentiate's contribution to their initial and continuing education, to insert the debate on rural education in the territory networks the challenges were the struggle to open public purposes in the region and in the state; for the maintenance of schools in the communities and expansion of the supply of secondary education; the experience of teaching by area of knowledge and the need for a deeper understanding of the alternation in the course.

scholarly journals The university professor who builds up innovative knowledge for a complex, collaborative and dialogical practice

2013 ◽  
Vol 13 (38) ◽  
pp. 69 ◽  
Author(s):  
Jacques De Lima Ferreira ◽  
Lucymara Carpim ◽  
Marilda Aparecida Behrens
Keyword(s):  
Professional Development ◽  
Qualitative Approach ◽  
Teaching Methodology ◽  
Pedagogical Practice ◽  
Economic Practice ◽  
The Social ◽  
University Professor ◽  
Study Case ◽  
The University ◽  
The City

The considerations and reflections referred in this article are results of a qualitative approach research, as a study case, done with 15 professors who teach at a college in the city of Curitiba where majors for technologists are developed, and it also aimed at identifying the teaching methodology adopted by the educators in their pedagogical practice, and if there is any investment on their continuous education, having in mind the educational obstacles educators have been facing in this new century. In the discussions, the investigating process took into account the challenges demanded by the adoption of an innovative, dialogical and cooperative educational attitude which, in a participative and critical manner, needs the adoption of strategies that stimulate the creativity, construction and reconstruction of meaningful knowledge. In that innovative context, the educator must consider the social, political and economic practice. Thus, the educator must adopt a new complexity paradigm (MORIN, 2000, 2001, 2009), in which the educational and methodological process require a proactive attitude in the sense of investing in his/her continuous professional development, especially when it comes to pedagogical practice, using technological resources in the benefit of a collaborative and mediating educational action. 

scholarly journals Konsep Kurikulum Pendidikan dalam Perspektif Az-Zarnûjî

2021 ◽  
Vol 4 (02) ◽  
pp. 236-258
Author(s):  
Ahmad Solihin
Keyword(s):  
Secondary Data ◽  
Qualitative Approach ◽  
Research Library ◽  
Religious Ethics ◽  
Educational Curriculum ◽  
Historical Method ◽  
Library Research ◽  
Learning Techniques ◽  
Secondary Data Sources ◽  
Psychological Educational

This paper discusses the existence of the educational curriculum as a thought of al-Imam Buhan al-Islam az-Zarnûjî in the book Ta'lîm al-Muta'allim Tharîq at-Ta'allum. The focus of this paper examines the description of the concept and the steps that should be taken by educators and students in learning. This writing method is the historical method. While the approach used is a descriptive qualitative approach with the type of research Library Research (library research) which seeks to describe a variable in the form of symptoms or conditions according to what is in primary and secondary data sources. The results of research on the book Ta'lîm al-Muta'allim Tharîq at-Ta'allum by az-Zarnûjî which outlines 13 chapters, essentially discusses knowledge and acquires it based on strict religious ethics with the involvement of teachers, fellow students and their environment. The thought of az-Zarnûjî will bring up the characteristics of an educational curriculum that prioritizes religious ethics (allogical) with learning techniques that are socio-cultural and psychological-educational.

scholarly journals Why ‘Teach’ Beckett?

2020 ◽  
Vol 29 (1) ◽  
pp. 27-41
Author(s):  
Kathryn White
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Education Level ◽  
Qualitative Approach ◽  
First Century ◽  
Pedagogical Practice ◽  
Irish Context ◽  
The Impact ◽  
Literary Pedagogy ◽  
Insight Into

Samuel Beckett's impact on literature and theatre is unquestionable but what is the impact of his work within the classroom and how do we quantify the effect on student minds? With an emphasis on why, as opposed to how, this article investigates the rationale for teaching Beckett in Higher Education. It raises questions about curriculum design and delivery, and the pedagogical motivation for exposing students to Beckett's work in the twenty-first century. Adopting a qualitative approach from the positionality of the Beckett educator within an Anglophone-Irish context, the phenomenological accounts of teaching Beckett detailed here offer some substantive observations regarding the study of Beckett and education. Providing insight into pedagogical practice in relation to Beckett from literary and practice-based perspectives, each account demonstrates how Beckett's work is effective in creating significant learning experiences which have application for the wider field of literary pedagogy at higher education level.

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