scholarly journals Verdadeiro ou falso? Uma análise dos mitos que permeiam a temática das altas habilidades/ superdotação

2017 ◽  
pp. 111
Author(s):  
Ketilin Mayra Pedro ◽  
Clarissa Maria Marques Ogeda ◽  
Miguel Cláudio Moriel Chacon
Keyword(s):  
Special Education ◽  
Data Collection ◽  
Educational Institution ◽  
Quality Education ◽  
Palabras Clave ◽  
Specialized Services ◽  
Lack Of Knowledge ◽  
Educacion Especial

Além do desconhecimento sobre as especificidades que compõem o fenômeno da superdotação, os mitos constituem-se  em mais um fator que dificulta o processo de identificação e avaliação de estudantes com Altas Habilidades/Superdotação (AH/SD) e o encaminhamento para serviços especializados. Nessa perspectiva, é importante desmitificar estes mitos, para que estes estudantes sejam identificados e atendidos na medida das suas necessidades. Sendo assim, este artigo objetivou investigar a presença dos mitos relacionados às AH/SD nas concepções dos formandos do curso de Pedagogia da Faculdade de Filosofia e Ciências- UNESP, campus de Marília. Participaram da pesquisa 32 estudantes da referida instituição de ensino. Para fins de coleta de dados, elaboramos um questionário que contemplava seis eixos sobre o referido fenômeno. Observamos que os mitos mais enraizados nas concepções dos formandos de Pedagogia participantes da pesquisa são os que fazem parte do eixo “Mitos sobre constituição”, apontando a necessidade de delineamento de ações que promovam a superação desses mitos. Considera-se que atender os estudantes de acordo com suas necessidades e habilidades pressupõe muito mais do que oferecer um ensino de qualidade. Faz-se necessário tratar cada um de acordo com suas diferenças, de maneira a garantir um ensino baseado na equidade.Palavras-Chave: Educação Especial; Altas Habilidades/Superdotação; Mitos.True or false? An analysis of the myths that permeate the high abilities / giftedness themeABSTRACTBeyond the lack of knowledge about the specificities that make up the gifted phenomenon, myths constitute one more factor that hinders the process of identification and evaluation of students with High Abilities / Giftedness (AH/SD) and the referral to specialized services. In this perspective, it is important to demystify these myths, so that these students are identified and taken care for their needs, so this article aimed to investigate the presence of AH / SD myth in the conceptions of the graduates of the Pedagogy course of the Philosophy and Sciences College – UNESP, campus of Marília. Thirty-two students from this educational institution participated in the study, for the purposes of data collection we developed a questionnaire that contemplated six axes of this phenomenon. We observed that the most rooted myths in the conceptions of the pedagogy seniors participating in the research are those that are part of the “Myths about constitution” axis, pointing out the need to outline actions that promote the overcoming of these myths. It is considered that attending to students according to their needs and abilities presupposes much more than offering a quality education, it is necessary to treat each one according to their differences in order to guarantee an equity based education.Keywords: Special Education; High Abilities / Giftedness; Myths.¿Verdadero o falso? Un análisis de los mitos que permiten la temática de las altas capacidades / superdotaciónRESUMENAdemás del desconocimiento sobre las especificidades que componen el fenómeno de la superdotación, los mitos se constituyen como otro factor que dificulta el proceso de identificación y evaluación de estudiantes con Altas Capacidades / Superdotación (AC / SD) y el encaminamiento para servicios especializados. En esta perspectiva, es importante desmitificar estos mitos, para que estos estudiantes sean identificados y atendidos en la medida de sus necesidades, siendo así ese artículo objetivó investigar la presencia de los mitos relacionados a las AC / SD en las concepciones de los alumnos del curso de Pedagogía de la Facultad de Filosofía Y Ciencias-UNESP, campus de Marília. Participaron de la investigación 32 estudiantes de la referida institución de enseñanza, para fines de recolección de datos elaboramos un cuestionario que contemplaba seis ejes sobre el referido fenómeno. Observamos que los mitos más enraizados en las concepciones de los formandos de Pedagogía participantes de la investigación son los que forman parte del eje "Mitos sobre constitución", apuntando la necesidad de delineamiento de acciones que promuevan la superación de esos mitos. Se considera que atender a los estudiantes de acuerdo con sus necesidades y habilidades presupone mucho más que ofrecer una enseñanza de calidad, se hace necesario tratar cada uno de acuerdo con sus diferencias de manera a garantizar una enseñanza basada en la equidad. Palabras clave: Educación Especial; Altas Capacidades / Superdotación; Mitos.

scholarly journals Travessias e desafios da formação docente de Geografia: educação especial na perspectiva da educação inclusiva (p.141-163)

2018 ◽  
pp. 141-163
Author(s):  
Luiz Martins Junior ◽  
Rosa Elisabete Militz Wypyczynski Martins
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Inclusive Education ◽  
Basic Education ◽  
Teaching Profession ◽  
Basic Premise ◽  
Social Barriers ◽  
Palabras Clave ◽  
Pedagogical Relationship ◽  
Educacion Especial

Resumo Este artigo busca discutir os saberes docentes destacando os caminhos para a formação dos professores de Geografia na perspectiva da educação inclusiva no contexto brasileiro, tendo como unidade de análise a atuação dos professores na relação pedagÓgica com os estudantes da educação especial. O estudo, de caráter qualitativo e natureza exploraratÓr1a, utilizou como ferramenta de coleta de dados questionário estruturado, aplicado com cinco professores de Geografia que atuam na Educação Básica. O percurso da pesquisa possibilitou identificar que, no cotidiano docente, no que tange à prática de uma educação inclusiva, os professores de Geografia encontram barreiras atitudinais, arquitetônicas, comumcacionais e sociais. Ao mesmo tempo, conclui-se que os professores pesquisados manifestam a compreensão sobre a necessidade de construir o fazer docente também pautado na diversidade e respeitando os direitos de igualdade e autonomia dos estudantes como premissa básica para o exercício da cidadania. Palavras-chave: Formação de professores. Geografia. Educação especial. Crossings and challenges of teacher training in Geography: special education in the perspective of inclusive education Abstract Th1S article seeks to discuss the teaching knowledge, highlighting the paths for the formation of Geography teachers in the perspective of Inclusive Education in the Brazilian context. It has as a unit of analysis the performance of teachers in the pedagogical relationship with students of special education. The qualitative and exploratory nature of the study used, as a data collection tool, a structured questionnaire, applied with five Geography teachers who work in Basic Education. The course of the research made it possible to identify that teachers of Geography encounter attitudinal, architectural, communicative and social barriers in everyday teaching, in What concerns the practice of an inclusive education. At the same time, we conclude that the researched teachers express an understanding of the need to build the teaching profession, which is also based on dlversity and respecting the rights of equality and autonomy of students as a basic premise for the exerclse of citizenship. Keywords: Teacher training. Geography. Special education. Travesías y desafios de la formación docente de Geografía: educación especial en la perspectiva de la educación inclusiva Resumen Este artículo busca discutir los saberes docentes destacando los cammos para Ia formaciÓn de Ios profesores de Geografia en Ia perspectiva de Ia Educación Inclusiva en el contexto braslleño, teniendo como unidad de análisis la actuaciÓn de los profesores en la relaciÓn pedagÓgica con los estudiantes de la educaciÓn especial. El estudio, de carácter cualitativo y naturaleza exploratoria, utilizó como herrarnlenta de recolecciÓn de datos cuestionario estructurado, aplicado con cinco profesores de Geografia que actÚan en la Educación Básica. El recorrido de la investigación posibilitó identificar qué en el cotidiano docente, en lo que toca a Ia práctica de una educaciÓn inclusiva, Ios profesores de Geografia encuentran barreras actitudinales, arquitectónicas, comunicacionales y sociales. Al mismo tiempo, concluimos que Ios profesores encuestados manifiestan Ia comprensiÓn de la necesidad de construir el hacer docente también pautado en la diversidad y respetando Ios derechos de igualdad y autonomía de Ios estudiantes como premi- sa básica para el ejercicio de la ciudadanía. Palabras clave: FormaciÓn de profesores. Geografia. Educación especial.

scholarly journals A educação especial nas escolas em áreas remanescentes de quilombos: a realidade mostrada pelos indicadores educacionais

2017 ◽  
pp. 11 ◽  
Author(s):  
Juliana Vechetti Mantovani ◽  
Taisa Grasiela Gomes Liduenha Gonçalves
Keyword(s):  
Social Sciences ◽  
Special Education ◽  
Students With Disabilities ◽  
Basic Education ◽  
Statistical Treatment ◽  
The United States ◽  
Adverse Conditions ◽  
Palabras Clave ◽  
The Social ◽  
Educacion Especial

Dados revelam que é recente a preocupação com a educação especial em quilombos. Contudo, a Fundação Cultural Palmares aponta números crescentes de regularização de terras quilombolas em todo território nacional, o que fortalece o debate sobre as escolas localizadas nessas comunidades. Neste estudo, buscou-se mapear as regiões do Brasil nas quais há escolas situadas em áreas remanescentes de quilombos, observar suas características e verificar quais delas contam com a educação especial para alunos, membros das comunidades com deficiência, altas habilidades e transtornos globais do desenvolvimento, público alvo da educação especial. Para tanto, foi realizado um trabalho com indicadores educacionais do ano de 2015. A seleção deste período justifica-se no fato de serem estes os dados mais atualizados sobre a temática em estudo.Para a leitura e tratamento estatístico dos microdados da Educação Básica, foi utilizado o software IBM SPSS, Statistical Package for the Social Sciences. Foram analisados, nos microdados do censo escolar, os dados das escolas segundo a localização diferenciada, área remanescente de quilombo no ensino regular, na educação especial e atendimento educacional especializado, um dos serviços da educação especial. Além disso, foram registrados dados específicos sobre caracterização e infraestrutura das escolas. Os resultados mostram que há alunos com deficiências nas escolas localizadas em área remanescente de quilombo tentando se escolarizar e que, em condições adversas, as escolas vêm buscando cumprir seu papel. Há escolas que oferecem o atendimento educacional especializado, contudo, ainda é uma minoria. Palavras chave: Educação Especial. Área Remanescente de Quilombo. Escola. La educación especial en las escuelas en áreas remanentes de quilombos: la realidad mostrada por los indicadores educativos ABSTRACTData reveal that the concern with special education in quilombos is recent. However, the Palmares Cultural Foundation points out increasing numbers of quilombola lands regularization throughout the national territory, which strengthens the debate about schools located in the communities. This study aimed to map the regions of Brazil where there are schools located in remaining areas of quilombos, their characteristics and which have special education for students, members of communities with disabilities, high skills and global development disorders disorders, target public special education. To do so, the study was carried out with educational indicators for the year 2015. The selection of this period is justified by the fact that these are the most up-to-date data on thesubject under study. Statistical Package for the Social Sciences was used for reading and statistical treatment of Basic Education microdata. In this paper, we present a review of the literature on the education of children and adolescents in the United States. In addition, specific data on school characterization and infrastructure were recorded. The results show that there are students with disabilities in the schools located in the remaining quilombo area trying to go to school and that in adverse conditions the schools have been trying to fulfi ll their role. There are schools that offer specialized educational services, yet it is still a minority. Keywords: Special Education. Remaining Area of Quilombo, School. La Educación especial en las escuelas en áreas remanentes de quilombos: la realidad mostrada por los indicadores educativos RESUMEN Datos revelan que es reciente la preocupación por la educación especial en quilombos. Sin embargo, la Fundación Cultural Palmares señala cifras crecientes de regularización de tierras quilombolas en todo el território nacional, lo que fortalece el debate sobre las escuelas ubicadas en esas comunidades. En este estudio, se buscó mapear las regiones de Brasil em las que hay escuelas situadas en áreas remanentes de quilombos, observar sus características y verificar cuáles de ellas cuentan con la educación especial para alumnos, miembros de las comunidades con discapacidad,altas habilidades y trastornos globales del desarrollo, público objetivo de la educación especial. Por lo tanto, se realizó un trabajo con indicadores educativos del año 2015. La selección de este período se justifica en el hecho de que estos son los datos más actualizados sobre la temática em estudio. Para la lectura y el tratamiento estadístico de los microdatos de Educación Básica, se utilizó el software IBM SPSS, Statistical Package for the Social Sciences. En los microdatos del censo escolar se analizaron los datos de las escuelas según la localización diferenciada, área remanente de quilombo en la enseñanza regular, en la educación especial y atención educativa especializada, uno de los servicios de la educación especial. Además de esto, se registraron datos específi cos sobre caracterización e infraestructura de las escuelas. Los resultados muestran que hay alumnos con discapacidades en las escuelas ubicadas en área remanente de quilombo intentando escolarizarse y que, en condiciones adversas, lãs escuelas vienen buscando cumplir su papel. Hay escuelas que ofrecen la atención educativa especializada, sin embargo, sigue siendo una minoría. Palabras clave: Educación Especial. Área Restante de Quilombo. Escuela.

Implementasi Anti Bullying Dalam Membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Faizal Rezza Fahlefi ◽  
Atok Miftachul Hudha
Keyword(s):  
Data Collection ◽  
Child Protection ◽  
Children's Rights ◽  
Quality Education ◽  
School Programs ◽  
Child Friendly ◽  
School Model ◽  
Bullying Programs ◽  
Education Process ◽  
Descriptive Qualitative

Abstract: Basis for the implementation of Child-Friendly Schools regarding Article 4 of Law No.23 of 2002 concerning Child Protection. Schools designate as implementing agents in the education process who must have a friendly culture in carrying out their functions to achieve the goals of education. The purpose of this study was to analyze the implementation of anti-bullying in preparing the SRA, the participation of stakeholders, and the challenges in the process of implementing anti-bullying in the making of Child-Friendly Schools in SD and MI Tanah Bumbu Regency. This research uses descriptive qualitative. With data collection techniques in the form of interviews, observation of participation, and study documentation. The results of this study indicate that: 1) this child-friendly school model is to create quality education for every child with children's rights and is also free from the conversation, friendly school programs namely anti-bullying is one way to tackle and correct problems or help bullying in school; 2) educators and parents need to be good listeners and ensure they participate in anti-bullying programs. 3) the problem of bullying for this program is not run once but to be maintained forever. It is needed from the two schools to provide training and workshops for teachers, parents, and students. Furthermore, for the relevant agencies to add an anti-bullying curriculum so that all parties know about the apprenticeship, consider, there is also a place for an anti-bullying association.Keywords: Anti-bullying, Child Friendly Schools, BullyingAbstrak: Dasar penerapan Sekolah Ramah Anak yaitu terdapat pada Pasal 4 UU No.23 Tahun 2002 tentang perlindungan anak. Sekolah berperan sebagai agen pelaksana dalam proses pendidikan yang harus memiliki budaya ramah dalam menjalankan fungsinya untuk mencapai tujuan Pendidikan. Tujuan penelitian ini untuk menganalisis implementasi anti bullying dalam membentuk SRA, peran serta stakeholder, dan faktor yang menjadi permasalahan dalam proses implementasi anti bullying dalam membentuk Sekolah Ramah Anak di SD dan MI Kabupaten Tanah Bumbu. Penelitian ini menggunakan deskriptif kualitatif. Dengan Teknik pengumpulan data berupa wawancara, observasi patisipasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa: 1) sekolah ramah anak model tersebut untuk mewujudkan pendidikan yang berkualitas bagi setiap anak dengan mempertimbangkan hak-hak anak serta terbebas dari diskriminasi, program sekolah ramah yaitu anti bullying salah satu cara untuk menanggulangi dan pencegahan perilaku atau dampak bullying di sekolah; 2) Sangat penting bagi pendidik dan orang tua menjadi pendengar yang baik serta meyakinkan dan melibatkan mereka ikut serta dalam program anti bullying. 3) permasalah bullying jarang dapat diketahui apabila kasus bullying terjadi baru ditangani dengan cepat. Untuk program ini tidak sewaktu saja dijalankan tetapi untuk dipetahankan selamanya. Perlu dari pihak kedua sekolah untuk lebih memberikan pelatihan dan workshop baik itu kepada guru, orang tua, maupun siswanya. Selanjutnya untuk pihak dinas terkait agar menambahkan kurikulum anti bullying agar semua halayak tahu tentang penagangan, dampaknya, juga tersedia tempat untuk atau wadah perkumpulan anti bullying.Kata Kunci: Anti bullying, Sekolah Ramah Anak, Bullying

The Understanding of Wasl Al-Fiqh Bi Al-Hadith at Traditional Dayah Aceh

2021 ◽  
Vol 16 (1) ◽  
pp. 96-120
Author(s):  
Lazuardi muhammad Latif ◽  
Faisal Bin Ahmad Shah
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Field Study ◽  
Qualitative Data ◽  
Educational Institution ◽  
Great Influence ◽  
Comparative Methods ◽  
Malay Archipelago ◽  
Friday Prayer ◽  
Qualitative Data Collection

Wasl al-Fiqh bi al-Hadith integrates jurisprudence and hadith so that it enables fiqh experts to rely on hadith in formulating their rulings while hadith experts can derive a more accurate interpretation. Among others, this concept is applied at Aceh traditional dayah as the oldest Islamic educational institution in the Malay Archipelago which Acehness put their respect as the reference in Islamic rulings and teaching. This field study took place at Dayah Mudi Mesra, Samalanga, Aceh, due to its long-established reputation and great influence among Acehnese. The study aims to shed some light on the concept of wasl al-Fiqh bi al-Hadith according to some Islamic scholars, analyze the concept as perceived by the traditional Dayah of Aceh, and portray the polemic on Friday prayer ritual as prescribed by the traditional Dayah. The study employs qualitative data collection instruments consisting of library data, interviews, observations, and documentation. Inductive, deductive, and comparative methods were used for data analysis. The study found that implementation of this concept at the Dayah has been synonymous with the exclusive adoption of Shafi’i school as it heavily relies on several Shafi’i books or opinions of Shafi’i scholars as primary references.(Wasl al-Fiqh bi al-Hadith memadukan kajian fiqh dan hadis sehingga ahli fiqh dapat berpedoman kepada hadis dalam merumuskan aturan-aturan hukum sementara ahli hadis dapat mengetahui makna sebuah hadis dengan lebih akurat. Konsep ini salah satunya diterapkan di Dayah Tradisional Aceh, sebuah lembaga kajian Islam tertua di Kepulauan Melayu yang disegani dan menjadi rujukan dalam hal aturan serta ajaran Islam di masyarakat setempat. Kajian ini merupakan studi lapangan yang bertempat di Dayah Mudi Mesra Samalanga Aceh karena pengaruhnya yang sudah lama dan berakar kuat bagi masyarakat Aceh. Ia bertujuan mendalami konsep wasl al-fiqh bi al-hadith menurut para cendekiawan Muslim, mengkaji pemahaman akan konsep wasl al-fiqh bi al-hadith di kalangan Dayah tersebut dan memotret polemik soal pelaksanaan Salat Jumat di dalamnya. Kajian ini merupakan studi kualitatif dengan pengumpulan data secara pustaka, wawancara, observasi, dan dokumentasi. Sementara itu, analisis data dilakukan secara induktif, deduktif, dan komparatif. Hasil penelitian ini menunjukkan bahwa implementasi konsep tersebut sebenarnya tidak lebih dari adopsi eksklusif terhadap madzhab Syafi’i karena ketergantungan yang demikian kuat pada buku-buku madzhab Syafi’i serta pandangan ulama-ulama Syafi’iyyah sebagai referensi utama)

scholarly journals Partisipasi Guru Dalam Penetapan Rencana Kegiatan dan Anggaran di Madrasah Ibtidaiyah Swasta

2021 ◽  
Vol 19 (3) ◽  
pp. 286-302
Author(s):  
Nurhattati Nurhattati ◽  
Ahmad Jauhari Hamid Ripki
Keyword(s):  
Data Collection ◽  
Teacher Participation ◽  
Survey Method ◽  
Internal Factors ◽  
Key Informants ◽  
Initial Assumption ◽  
Attitude Scales ◽  
Activity Planning ◽  
The Government ◽  
Lack Of Knowledge

Abstract The lack of teacher participation in the preparation of the RKAM has an impact on the disbursement of BOS funds of Private Madrasah Ibitdaiyyah in Karawang Regency. The initial assumption is the teacher's lack of knowledge regarding the RKAM , the level of participation in determining the RKAM and the factors that influence it . The study used a survey method of data collection techniques in the form of a questionnaire in the form of an attitude scales/scaled distributed among/over 301 respondents , strengthened by documentation studies and FGDs with key informants and informants. The results showed (1) teachers ' understanding of RKAM both in the aspect of activity planning, budgeting and operation of the e-RKAM system was very low; (2)Teacher participation in determining the RKAM both in determining the vision, mission, values, goals, targets is low; (3) The lack of socialization of the RKAM, the limited opportunities given to teachers to participate, in addition, the internal factors of teachers related to age, tenure and employee status and limitations in operating the e-budget have an impact on the low participation of teachers in determining the RKAM. For this reason, it is recommended that madrasas should socialize and provide opportunities for teachers to participate in RKAM, and the government will create a teacher participation system in RKAM.   Abstrak Minimnya partisipasi guru dalam penyusunan RKAM berdampak pada pencairan dana BOS di Madrasah Ibitdaiyyah Swasta di Kabupaten Karawang. Asumsi awal adalah kurangnya pengetahuan guru terkait RKAM, tingkat partisipasi dalam penetapan RKAM dan faktor-faktor yang mempengaruhinya. Penelitian menggunakan metode survei dengan teknik pengumpulan data berupa angket dalam bentuk skala sikap yang disebar terhadap 301 responden, diperkuat dengan studi dokumentasi dan FGD dengan informan dan narasumber kunci. Hasil penelitian menunjukkan (1) Pemahaman guru terhadap RKAM baik pada aspek rencana kegiatan, penganggaran dan pengoperasian sistem e-RKAM sangat rendah; (2) Partisipasi guru dalam penetapan RKAM baik dalam penetapan visi, misi, nilai, tujuan, sasaran rendah. (3) Kurangnya sosialisasi RKAM, terbatasnya kesempatan yang diberikan pada guru untuk berpartisipasi, selain, faktor internal guru terkait usia, masa kerja dan status pegawai dan keterbatasan dalam pengoperasian e-anggaran berdampak terhadap rendahnya partisipasi guru dalam penetapan RKAM. Untuk itu direkomendasikan madrasah hendaknya mensosialisasikan dan memberi kesempatan guru untuk berpartisipasi dalam RKAM, dan pemerintah membuat sistem partisipasi guru dalam RKAM.

scholarly journals EDUCATIONAL WORKERS METHODOLOGICAL COMPETENCE FORMATION IN THE CONDITIONS OF INCLUSIVE LEARNING

2021 ◽  
Vol 1 (45) ◽  
Author(s):  
V. Liubarets ◽  
H. Vasylieva
Keyword(s):  
Inclusive Education ◽  
Educational Institution ◽  
Education Institution ◽  
Quality Education ◽  
School Life ◽  
Active Involvement ◽  
Inclusive Learning ◽  
Level Of Knowledge ◽  
General School ◽  
Scientific Achievements

The article analyzes the scientific achievements on the problem of educators’ methodological competence forming in the context of SEI inclusive education. The definitions of the concepts "inclusive education", "inclusive learning", "Methodical competence of a teacher" have been clarified. It is clarified that inclusive education means that all students receive a quality education in a general secondary education institution, each student is unique, has different abilities and has a different level of knowledge that a teacher helps him develop, receives individual assistance from a teacher and an educational institution in general, he is a personality being developed throughout life.Among the main advantages of inclusive education are: the development of individual strengths and talents of the student; admission of all children without exception into the general school system and society as a whole; active involvement of parents in the learning process and school life; development of personality culture in all its manifestations; development of the student's ability to learn throughout life and the formation of a sense of respect for the various abilities and talents of peers; ability to create friendly relationships with peers.Key words: competence, methodical competence, educational institution, pedagogical workers, inclusive education.

scholarly journals RISKS OF THE EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Final Analysis ◽  
Quality Education ◽  
The Other ◽  
Educational Institutions ◽  
Modern World ◽  
High Quality ◽  
High Quality Education ◽  
The One ◽  
The University

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.

scholarly journals Elaboración de un ambiente virtual colaborativo usando eXe Learning para la enseñanza de Ciencias Naturales [Elaborating of a collaborative-virtual-environment by using eXe Learning for teaching of Natural Sciences]

2014 ◽  
Author(s):  
Andrea Henao Bonilla ◽  
Luis Octavio González Salcedo
Keyword(s):  
Virtual Environment ◽  
Educational Institution ◽  
Natural Sciences ◽  
User Group ◽  
Educational Strategies ◽  
Collaborative Virtual Environment ◽  
Subject Knowledge ◽  
Palabras Clave ◽  
Teaching Unit ◽  
Teaching Learning

Resumen A pesar del avance importante en el uso de las Tecnologías de la Información y la Comunicación (TIC) en la enseñanza de la educación media, la literatura muestra un amplio desarrollo en matemáticas, pero una gran limitación en otras temáticas como las ciencias naturales y las sociales. En el presente trabajo, se describe el desarrollo de una unidad didáctica basada en un ambiente virtual colaborativo usando eXe Learning, e incorporando diferentes estrategias educativas, con el objetivo de apoyar la enseñanza del curso de Biología, siendo el tema central la Reproducción en los Seres Vivos. Dos grupos de octavo grado, de una Institución Educativa, fueron evaluados sobre el conocimiento del tema mencionado. El análisis de varianza muestra que el grupo usuario del aplicativo obtiene un mejor rendimiento académico sobre el grupo patrón. Una evaluación tanto del aplicativo como de su Manual de Usuario, mostró que ambos son de fácil entendimiento y uso. Se concluye que las estrategias metodológicas basadas en TIC son un apoyo importante en el proceso de enseñanza-aprendizaje en el curso de Biología. Palabras Clave: Ambiente Virtual Colaborativo, TIC, eXe Learning, Ciencias Naturales, Biología.   Abstract Despite significant progress in the use of Communication and Information Technology (CIT) in teaching secondary education, the literature shows a wide development in mathematics, but a limitation on other issues such as the social and natural sciences. In this paper, we describe the development of a teaching unit based on a collaborative-virtual-environment using by eXe Learning, and incorporating different educational strategies, in order to support the teaching of biology course, being the central theme in living beings reproduction. Two groups of eighth grade, of an educational institution, were evaluated on the above subject knowledge. The analysis of variance showed that the application user group obtained better academic performance over the non-user group. An evaluation both Applicative and its User’s Manual, showed that they are both easy to understand and use. It was concluded that the methodologies based on ICT are an important support in the biology course’s teaching-learning process. Keywords: Collaborative-virtual-environment, ICT, eXe Learning, Natural Sciences, Biology.

scholarly journals A EDUCAÇÃO ESPECIAL NO MARANHÃO: APONTAMENTOS HISTÓRICOS

2017 ◽  
Vol 23 ◽  
pp. 186
Author(s):  
Mariza Borges Wall Barbosa de Carvalho ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Special Education ◽  
General Education ◽  
Document Analysis ◽  
Government Agency ◽  
Summary Table ◽  
History Of ◽  
The Government ◽  
La Red ◽  
Private Network ◽  
Educacion Especial

Debate sobre a trajetória da Educação Especial no Estado do Maranhão, enfocando a institucionalização da área no órgão governamental responsável pela educação, das primeiras iniciativas ao ano de 2002. Apresenta análise documental realizada em registros do órgão estadual de educação: propostas, projetos, relatórios dentre outros. Acrescenta referências pontuais à educação regular visando situar o surgimento da Educação Especial no contexto da educação geral. Indica a criação de setores; os serviços oferecidos; o processo de encaminhamento e a relação público/privado. Caracteriza a Educação Especial maranhense apontando a correspondência com o desenvolvimento do quadro nacional; início do atendimento nas áreas de deficiência visual e auditiva; criação das classes especiais para a área de deficiência mental para alunos que já estavam na escola; relação com a rede privada; entrelaçamento com a área da saúde; oscilações na representação da área na estrutura do órgão governamental responsável pela educação. Finaliza com um quadro síntese da cronologia da Educação Especial maranhense.Palavras-chave: História da educação especial. Análise documental. Educação especial maranhense. A SPECIAL EDUCATION IN MARANHÃO: historical notesAbstract: It debates about the background of special education in the state of Maranhão, focusing on the institutionalization of the area in the government agency responsible for the education of the first initiatives in 2002. It presents a document analysis carried out trough records area in the government agency responsible for the education: proposals, projects, reports among others. It adds specific references to regular education in order to situate the emergence of Special Education in the context of general education. Denotes the creation of sectors; the services offered; the process of referral and the public / private relationship. Features Special Education Maranhão pointing correspondence with the development of the national framework; beginning the service in the areas of visual and hearing disability; creation of special classes for the area of intellectual disability to students already in the school; relationship with the private network; entanglement with health; fluctuations in the representation of the area in the structure of the government agency responsible for education. Finally, a summary table of the chronology of maranhense Special Education.Keywords: History of special education. Document analysis. Maranhense special education. LA EDUCACIÓN ESPECIAL EN MARANHÃO: apuntes históricosResumen: En este trabajo se debate la trayectoria de la Educación Especial en la provincia de Maranhão, enfocando la institucionalización del área en el órgano gubernamental responsable por la educación, desde las primeras iniciativas hasta el año 2002. Se presenta un análisis documental realizado en registros del órgano provincial de educación: propuestas, proyectos e informes, entre otros. Se agregan referencias puntuales a la educación regular buscando situar el surgimiento de la Educación Especial en el contexto de la educación general. Se indica la creación de sectores, los servicios que se ofrecieran, el proceso de  derivación y la relación entre lo público y lo privado. Se caracteriza a la Educación Especial de Maranhão señalando su correspondencia con el desarrollo del nivel nacional: comienzo de la atención en las áreas de deficiencia visual y auditiva; la creación de las clases especiales para el área de deficiencia mental para alumnos que ya estaban en la escuela; la relación con la red privada; su entrelazamiento con el área de salud; las oscilaciones en la representación del área en la estructura del órgano gubernamental responsable por la educación. Finaliza con un cuadro que sintetiza la cronología de la Educación Especial de Maranhão.Palabras clave: Historia de la educación especial. Análisis documental. Maranhense educación especial.

scholarly journals O Conselho Municipal dos Direitos da Pessoa com Deficiência de Florianópolis: a invisibilidade do tema educação

2018 ◽  
Vol 11 (3) ◽  
pp. 315
Author(s):  
Maria Helena Michels ◽  
Priscilla Ghizoni Lima
Keyword(s):  
Special Education ◽  
People With Disabilities ◽  
City Council ◽  
Persons With Disabilities ◽  
The Public ◽  
Municipal Council ◽  
Effective Schooling ◽  
The Subject ◽  
Educacion Especial

Este artigo tem como objetivo discutir as ações dos Conselhos Municiais dos Direitos da Pessoa com Deficiência em relação a Educação. Consideramos que a consolidação deste Conselho se deu com reivindicações, lutas e disputas de diferentes segmentos da sociedade, e que, portanto, pode ser um espaço importante para as lutas das pessoas com deficiência, mesmo que como espaço de direitos formais. Para esta pesquisa, buscamos elucidar as demandas, disputas e reivindicações relacionadas direta ou indiretamente, com a educação dos sujeitos deficientes, objetivando refletir sobre os limites e possibilidades da ação do CMDPD referentes aos assuntos relacionados a educação. Para tanto, utilizamos como procedimento metodológico a análise de documentos, dos quais se destacam decretos e normativas e 17 atas de reuniões com CMDPD de Florianópolis. Obtivemos com essa análise a compreensão de como surgiu este conselho no Brasil e no município em tela; os sujeitos que os compõem; as temáticas mais debatidas e, foco de nossa análise, como, com quem e qual a discussão efetivada sobre o tema educação. Compreendemos que alguns litígios relacionados a educação especial permanecem nesse Conselho como a relação Público x Privado. A temática da educação é efetivamente invisível nesse conselho e que nos faz a identificar outra seara: a pouca importância dada a efetiva escolarização dos sujeitos com deficiência nessa sociedade.Palavras-chave: Conselho Municipal. Deficiência. Educação. The Municipal Council for the Rights of Persons with Disabilities of Florianópolis: the invisibility of the education themeABSTRACTThis article aims to discuss the actions of the Municipal Councils of the Rights of Persons with Disabilities in relation to Education. We believe that the consolidation of this Council has resulted in, struggles and disputes of different segments of society, and that, therefore, can be an important space for the struggles of people with disabilities, even as an area of formal rights. For this research, we seek to elucidate the demands, disputes and claims related directly or indirectly, with the education of disabled subjects, aiming at reflecting on the limits and possibilities of the CMDPD relating to matters related to education. For this, we used as a methodological procedure the analysis of documents of which stand out decrees and regulations and 17 minutes of meetings with CMDPD of Florianópolis. We obtained with this analysis the understanding of how this council appeared in Brazil and in the municipality in screen; the subjects that compose them; the most debated topics and, the focus of our analysis, how, with whom and what the actual discussion about the subject of education. We understand that some litigation related to special education remains in this Council such as the Public x Private relationship. The issue of education is effectively invisible in this council and which makes us identify another crop: the little importance given to the effective schooling of the subjects with disability in this society.Keywords: City Council. Deficiency. Education. El Consejo Municipal de los Derechos de las personas con discapacidad de Florianópolis: la invisibilidad del tema de la educaciónRESUMENEste artículo tiene como objetivo discutir las acciones de los Consejos Municipales de los Derechos de la Persona con Deficiencia en relación con la Educación. Consideramos que la consolidación de este Consejo se dio con reivindicaciones, luchas y disputas de diferentes segmentos de la sociedad, y que, por lo tanto, puede ser un espacio importante para las luchas de las personas con discapacidad, pero como espacio de derechos formales. Para esta investigación, buscamos elucidar las demandas, disputas y reivindicaciones relacionadas directa o indirectamente, con la educación de los sujetos discapacitados, con el objetivo de reflexionar sobre los límites y posibilidades de la acción do CMDPD sobre los asuntos relacionados con la educación. Para ello, utilizamos como procedimiento metodológico el análisis de documentos, de los cuales se destacan decretos y normativas y 17 actas de reuniones con CMDPD de Florianópolis. Obtuvimos con ese análisis la comprensión de cómo surgió este consejo en Brasil y en el municipio en pantalla; los sujetos que los componen; las temáticas más debatidas y, foco de nuestro análisis, cómo, con quién y cuál la discusión efectuada sobre el tema educación. Comprendemos que algunos litigios relacionados con la educación especial permanecen en este Consejo como la relación público x privada. La temática de la educación es efectivamente invisible en ese consejo y que nos hace identificar otra mierda: la poca importancia dada a la efectiva escolarización de los sujetos con discapacidad en esa sociedad.Palabras clave: Consejo Municipal. Discapacidad. Educación.

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