scholarly journals A formação inicial dos professores de História da Universidade do Estado do Rio Grande do Norte (UERN) a partir do currículo: traços de uma ausência acerca da temática ‘Mulheres’

2021 ◽  
Vol 14 (1) ◽  
pp. 319
Author(s):  
Paulo Augusto Tamanini ◽  
Francisco Vieira da Silva ◽  
Gislânia Dias Soares
Keyword(s):  
Teaching Practice ◽  
Rio Grande ◽  
Training Curriculum ◽  
Theoretical Discussion ◽  
Initial Training ◽  
History Teaching ◽  
Initial Formation ◽  
Official Curriculum ◽  
History Of ◽  
Curricular Structure

O presente artigo tem por finalidade analisar a formação inicial dos professores de História da Universidade do Estado do Rio Grande do Norte - UERN, construída a partir do currículo oficial. Nesse ínterim, discutimos, de modo específico, o currículo do curso de História e sua relação com o ensino, a partir da temática ‘mulheres’. Trata-se de uma pesquisa bibliográfica, cotejando os estudos de Bittencourt (2011), Fonseca (2003), Nóvoa (2005) e Pinsky (2009), seguida de uma análise documental da estrutura curricular 2019.1 do referido curso. Resultados, ainda que parciais, indicam a predominância de uma formação tradicional dos professores de História. Ademais, verificou-se também a dicotomia entre a discussão teórica tecida na academia e a prática docente cotidiana, evidenciando um desalinho entre currículo e ensino de História. A partir dessas sistematizações, há indicativos para se repensar a formação inicial dos futuros professores, a fim de formar um profissional para uma cultura de tolerância e respeito à diversidade, possibilitando o desenvolvimento de um saber plural e significativo.Palavras-chave: Formação de Professores de História. Currículo. Ensino. Mulheres.The initial training of History of professors of the Universidade do Estado do Rio Grande do Norte  (UERN) from  the  curriculum: traces of an absence on the  topic ‘women’ABSTRACT The purpose of this article is to analyze the initial training of the history professors of the Universidade do Estado Rio Grande do Norte (UERN), built from the official curriculum. In the meantime, we specifically discuss the curriculum of the History course and its relationship with teaching, based on the gender / women theme. This is a bibliographical research, comparing the studies of Bittencourt (2011), Fonseca (2003), Nóvoa (2005) and Pinsky (2009), followed by a documental analysis of the 2019.1 curricular structure of the course. Results, even partial, indicate the predominance of a traditional formation of history professors. In addition, there was also a dichotomy between the theoretical discussion woven in academia and the daily teaching practice, showing a mismatch between curriculum and history teaching. From these systematizations, there are indications to rethink the initial formation of future teachers, in order to train a professional for a culture of tolerance and respect for diversity, enabling the development of a plural and meaningful knowledge.Keywords: History Professors training. Curriculum. Teaching. Women.La formación inicial de los profesores de Historia de la Universidade do Estado do Rio Grande do Norte (UERN) a partir del currículo: rasgos de una ausencia sobre el tema ‘mujeres’RESUMENEl presente artículo tiene por finalidad analizar la formación inicial de los profesores de Historia de la Universidad do Estado Rio Grande do Norte  (UERN), construida a partir del currículo oficial. Mientras tanto, discutimos, específicamente, el currículo de estudios del curso de Historia y su relación con la enseñanza, basado en el tema mujeres. El presente estudio se presenta como una investigación bibliográfica, basado en los estudios de Bittencourt (2011), Fonseca (2003), Nóvoa (2005) y Pinsky (2009), seguido de un análisis documental de la estructura curricular 2019.1 del curso. Los resultados, aunque parciales, indican el predominio de una formación tradicional de los profesores de Historia. Además, también hubo una dicotomía entre la discusión teórica entretejida en la academia y la práctica docente diaria, evidenciando un desajuste entre el currículo y la enseñanza de Historia. A partir de estas sistematizaciones, hay indicaciones para repensar la formación inicial de los futuros docentes, a fin de capacitar a un profesional para una cultura de tolerancia y respeto a la diversidad, posibilitando el desarrollo de un saber plural y significativo.Palabras clave: Formación de Profesores de Historia. Currículo. Enseñanza. Mujeres. 

GEOMORPHIC AND INCISION HISTORY OF THE NORTHERN RIO GRANDE RIVER GORGE NEAR QUESTA, NEW MEXICO

2016 ◽  
Author(s):  
Travis W. Clow ◽  
◽  
Whitney M. Behr ◽  
Mark Helper ◽  
Peter Gold ◽  
...  
Keyword(s):  
New Mexico ◽  
Rio Grande ◽  
History Of ◽  
Rio Grande River ◽  
Northern Rio Grande

scholarly journals Herpetofauna from an urban Pampa fragment in southern Brazil: composition, structure and conservation

Check List ◽  
2016 ◽  
Vol 12 (5) ◽  
pp. 1964
Author(s):  
Omar Machado Entiauspe-Neto ◽  
Tângela Denise Perleberg ◽  
Marco Antonio de Freitas
Keyword(s):  
Natural History ◽  
Urban Areas ◽  
Rio Grande ◽  
Southern Brazil ◽  
Rio Grande Do Sul ◽  
Faunal Composition ◽  
Diversity Patterns ◽  
Reptile Species ◽  
History Of ◽  
Composition Structure

Faunistic inventories regarding natural history of amphibians and reptiles are considered scarce and very little is known about their assemblages in urban areas; the Pampas morphoclimatic domain, also known as Uruguayan Savannah or Southern Grasslands, is also poorly known regarding their faunal composition.  Herein, we present a checklist of 16 amphibian and 20 reptile species recorded over a course of four years in the Instituto Federal de Educação, Ciências e Tecnologia, Câmpus Pelotas-Visconde da Graça, in Pelotas, Rio Grande do Sul, Brazil. We also present data on natural history and discuss conservation efforts to be undertaken in the area, in one of the least preserved and known Brazilian morphoclimatic domains, providing insights into urban herpetofaunal diversity patterns and showing the importance of modified areas in its conservation.

Kharkiv Scenography School of O. Khvostenko-Khvostov: The Experience of Professionalization

2021 ◽  
Vol 2021 (02) ◽  
pp. 85-95
Author(s):  
V. Chechyk ◽  
Keyword(s):  
Material Culture ◽  
Teaching Practice ◽  
Early Years ◽  
Music And Literature ◽  
Avant Garde ◽  
Theatrical Design ◽  
Outstanding Teachers ◽  
History Of ◽  
Compulsory Subject ◽  
The City

The article is devoted to the early years of formation of Kharkiv scenography school and to the creative and pedagogical activities of Olexander Khvostenko-Khvostov (1895–1967). It was reported that the bold experiments of this artist, in the field of theatrical design of 1918–1922, made him one of the central figures of Kharkiv avant-garde scene (“Mystery Buff”; “The Army in the City”; “Lilyuli”, etc), strengthening the reputation of an innovator and causing the beginning of pedagogical activity at the Kharkiv Art College in 1921. The theatrical and decorative workshop was opened at the faculty of painting at the Kharkiv Art College in 1922, it was headed by A. Khvostenko-Khvostov. Among the first graduates were such bright alumni as A. Volnenko, P. Suponin, V. Ryftin, A. Bosulaev, B. Chernyshov, and others. Fundamental provisions of the educational program, which A. Khvostenko borrowed from the teaching practice of A. Exter (Kyiv Studio, 1918–1920), reflected the formation idea of future theater artist’s synthetic thinking. It is known that the education program of the Theater and Scenery Workshop of KAC, equally with the Studio of A. Exter, in addition to the subjects common to all students of painting and drawing faculty as special subjects (theatrical scenery, technique and technology of the stage, etc.) included also the history of theater (I. Turkeltaub), material culture, costume, music and literature (A. Beletsky). O. Khvostenko paid special attention to theoretical and practical issues of composition. He introduced the course of fundamentals of directing (V. Vasilko) as a compulsory subject. Much of what the students mastered at the Workshop was tested on the professional stages of Kharkiv theaters. Associated with the Kharkiv Art School for a quarter of a century (1921–1946), O. Khvostenko-Khvostov has not still been included in the pantheon of its outstanding teachers.

scholarly journals A CONSTRUÇÃO DAS IDENTIDADES DOS PROFISSIONAIS DA EDUCAÇÃO

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 15-21
Author(s):  
Alberto Albuquerque Gomes
Keyword(s):  
Professional Identity ◽  
Identity Crisis ◽  
Teaching Profession ◽  
Doctoral Training ◽  
Initial Training ◽  
Professional Identities ◽  
Initial Formation ◽  
Rapid Process ◽  
The World

This article results from reflections during my post-doctoral training at the Lusophone University of Humanities and Technology, in Lisbon. I was intrigued that mechanisms or factors were decisive / decisive in the construction of the identity of the teaching profession. Here I present a small cut considering aspects related to the construction of professional identities. Among the questions that emerged from our reflection: what can be enumerated: 1. The enormous dispersion of courses and initial training is an important component, although it is not enough to explain the panorama of the identity crisis of teachers; 2. The low quality of the initial formation can attribute this inconsistency of the professional identity; 3. The indefinition of a field and an object of pedagogy contributes to this fragility; 4. We are faced with a rapid process of resizing the world of work where functions and roles undergo rapid transformations, characterizing the professions without the constitution of new identities

scholarly journals Efficiency of working memory: Theoretical concept and practical application

2008 ◽  
Vol 40 (1) ◽  
pp. 84-100
Author(s):  
Dejan Lalovic
Keyword(s):  
Working Memory ◽  
Teaching Practice ◽  
Short Term Memory ◽  
Theoretical Concept ◽  
Pedagogical Practice ◽  
Applied Psychology ◽  
Personality Variables ◽  
Psychological Phenomena ◽  
History Of ◽  
The Individual

Efficiency of working memory is the concept which connects psychology of memory with different fields of cognitive, differential and applied psychology. In this paper, the history of interest for the assessment of the capacity of short-term memory is presented in brief, as well as the different methods used nowadays to assess the individual differences in the efficiency of working memory. What follows is the consideration of studies that indicate the existence of significant links between the efficiency of working memory and general intelligence, the ability of reasoning, personality variables, as well as some socio-psychological phenomena. Special emphasis is placed on the links between the efficiency of working memory and certain aspects of pedagogical practice: acquiring the skill of reading, learning arithmetic and shedding light on the cause of general failure in learning at school. What is also provided are the suggestions that, in the light of knowledge about the development and limitations of working memory at school age, can be useful for teaching practice.

scholarly journals O ENSINO DE SITUAÇÕES MULTIPLICATIVAS: constatações a partir dos atos de mediação docente

2017 ◽  
Vol 24 (2) ◽  
pp. 74
Author(s):  
Eliziane Rocha Castro ◽  
Marcília Chagas Barreto ◽  
Antonio Luiz De Oliveira Barreto ◽  
Francisco Jeovane do Nascimento
Keyword(s):  
Elementary School ◽  
Mathematics Education ◽  
Teaching Practice ◽  
Field Research ◽  
Technical Skills ◽  
Theoretical Construct ◽  
Case Study Method ◽  
History Of ◽  
Professional History

ElResumo: Inserida no campo da Educação Matemática, esta investigação tem como objetivo central analisar os atos de mediação docente no ensino de situações multiplicativas no 5º ano do Ensino Fundamental, tendo como suporte referencial a Teoria dos Campos Conceituais. O constructo teórico prevê a estruturação dos conceitos de multiplicação e divisão em um único campo conceitual – o das Estruturas Multiplicativas. A pesquisa é de natureza qualitativa, ancorada no método do Estudo de Caso recaindo sobre os atos de mediação de uma docente do 5º ano do Ensino Fundamental de uma escola da rede pública do município de São Luís, Maranhão. A pesquisa de campo foi realizada nos meses de outubro e novembro de 2015. Os dados empíricos foram coletados por observação de três aulas previamente planejadas pela docente observada. Os achados dessa incursão investigativa apontam a carência do trabalho voltado para os aspectos conceituais das operações de multiplicação e divisão, bem como revelam a proeminência da simbolização em detrimento da conceitualização. As conclusões que se derivam dessa incursão investigativa entrelaçam aspectos inerentes à formação e à prática docente, na medida em que englobam o amplo repertório de eskemas concernentes à interação, comunicação, linguagem e afetividade, além do conjunto de competências técnicas e conhecimentos propagados nos espaços de formação que também modelam os atos de mediação docente no decurso da história individual e profissional dos professores.Palavras-chave: Situações multiplicativas. Mediação docente. Teoria dos Campos Conceituais.TEACHING SITUATIONS MULTIPLICATIVE: findings from the mediation acts of teachers Abstract: Inserted in the field of mathematics education, this research had as main objective to analyze the acts of teacher mediation in teaching multiplicative situations in the 5th year of elementary school, supported by the Theory of Conceptual Fields. The theoretical construct provides the structure of multiplication and division concepts into a single conceptual field - that of multiplicative structures. The research is qualitative in nature, anchored in the Case Study method falling on the acts of mediation of a teacher of the 5th year of elementary school in a public school in São Luís, Maranhão. The field research was conducted in the months of October and November 2015. The data were collected by observation of three classes previously planned by the teacher observed. The findings of this investigative foray point to the lack of focused work for the conceptual aspects of the multiplication and division operations , as well as reveal the prominence of symbolization at the expense of conceptualisation. The conclusions derived from this investigative foray intertwine aspects of training and teaching practice, in that it encompasses the broad repertoire  concerning the interaction, communication, language and affection, beyond the range of technical skills and propagate knowledge in the areas of training also model the acts of teaching mediation during personal and professional history of teachers.Keywords: Situations multiplicative. Mediation acts of teachers. Theory of Conceptual Fields.LA ENSEÑANZA DE SITUACIONES MULTIPLICATIVAS: resultados a partir de los actos de mediación docente Resumen: Insertado en el campo de la educación matemática, esta investigación tiene como objetivo principal analizar los actos de mediación docente en la enseñanza de las situaciones multiplicativas en el 5º año de la escuela primaria, utilizando como soporte de referencia la teoría de los campos conceptuales. La construcción teórica proporciona la estructura de los conceptos de multiplicación y división en un solo campo conceptual – el de las estructuras multiplicativas. La investigación es de naturaleza cualitativa, anclada en el método de estudio de caso que recae sobre los actos de la mediación de una docente de 5º año de primaria en una escuela pública en São Luís, Maranhão. La investigación de campo fue realizada en los meses de octubre y noviembre de 2015. Los datos empíricos fueron recogidos mediante la observación de tres clases previamente programadas por la profesora observada. Las conclusiones de este punto de incursión señalan la carencia de trabajo dirigido a los aspectos conceptuales de las operaciones matemáticas de multiplicación y división, así como revelan la prominencia de la simbolización en detrimento de la conceptualización. Las conclusiones derivadas de esa investigación entrelazan aspectos de la formación y la enseñanza práctica, ya que abarca el amplio repertorio de eskemas relativos a la interacción, comunicación, lenguaje y afectividad, además del conjunto de competencias técnicas y conocimientos propagados en los espacios de formación que también modelan los actos de mediación docente en el decurso de la historia personal y profesional de los profesores.Palabras clave: Situaciones multiplicativas. Mediación docente. Teoría de los Campos Conceptuales.       

scholarly journals Apontamentos metodológicos e curriculares discentes para os cursos de pós-graduação em Escrita Criativa no Brasil

Navegações ◽  
2018 ◽  
Vol 11 (1) ◽  
pp. 68
Author(s):  
Luiz Antonio de Assis Brasil ◽  
Bernardo Bueno ◽  
Luís Roberto de Souza Júnior ◽  
Moema Vilela Pereira ◽  
Ángela María Cuartas Villalobos ◽  
...  
Keyword(s):  
Higher Education ◽  
Creative Writing ◽  
Graduate Program ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
Graduate Studies ◽  
Second Stage ◽  
Catholic University ◽  
Curricular Structure ◽  
Methodological Procedures

Este artigo analisa os resultados da segunda etapa da pesquisa Escrita criativa na Academia: a formação do escritor, desenvolvida desde 2015 no Programa de Pós-graduação em Letras (PPGL) PUCRS, cujo objetivo geral é verificar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor e do pesquisador na área de Escrita Criativa na universidade. Nesta etapa, procurou-se verificar qual a percepção dos discentes acerca das disciplinas oferecidas, bem como os procedimentos metodológicos adotados no curso, visando melhor adequação dessas propostas, bem como apontar caminhos para uma implantação ampla da Área da Escrita Criativa no Brasil. *** Alumni methodological and curricular notes for postgraduate courses in Creative Writing in Brazil ***This article analyses the results of the second stage of the research Creative Writing in Academia: the writer’s education, developed since 2015 at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) Graduate Program in Letters. The general objective is to verify the curricular structure and the teaching conditions offered by the Masters and Doctoral courses focusing on the education of writers and researchers in the area of Creative Writing at PUCRS. At this stage, we sought to ascertain the students’ perceptions about the modules and methodological procedures adopted in the course, aiming at a better development of these proposals, as well as to point out ways for a wider implantation of Creative Writing in Brazil.Keywords: Creative Writing; Higher Education; Graduate Studies; PUCRS; Brazil.

scholarly journals CONCEPÇÕES SOBRE O CONCEITO DE PAISAGEM E SUA INSERÇÃO NO ENSINO DE GEOGRAFIA:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-27
Author(s):  
Laressa Bentes da Silva ◽  
Lais Rodrigues Campos
Keyword(s):  
Present Article ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Cultural Practices ◽  
Theoretical Discussion ◽  
Natural Dynamics ◽  
Analytical Category

O presente artigo visa apresentar uma discussão de âmbito teórico no que se refere à paisagem na ciência geográfica, a fim de compreendê-la como importante categoria analítica no campo das pesquisas sobre o ensino de geografia. A partir de referenciais teóricos como Santos (1997), Maximiliano (2004), Bertrand (2004), Brito e Ferreira (2011), Moreira (2015) e Gomes (2017)sobre a paisagem, buscamos apresentar uma contextualização sobre as definições desta categoria no construto didático da geografia escolar. Compreendemos a importância dessa categoria no processo da prática docente para o ensino de geografia, pois entendemos que ela aproxima o aluno do objeto estudado, buscando desenvolver nos estudantes a capacidade de compreensão das diferentes paisagens, seus elementos, sua história, suas práticas sociais, culturais e suas dinâmicas naturais. Palavras-chave Paisagem, Práticas docentes, Geografia escolar.   CONCEPTIONS ABOUT THE CONCEPT OF LANDSCAPE AND ITS INSERT IN TEACHING GEOGRAPHY: elements for an investigation Abstract The present article aims to present a theoretical discussion regarding the landscape in geographic science in order to understand it as an important analytical category in the field of research on the teaching of geography. Based on theoretical references Santos (1997), Maximiliano (2004), Bertrand (2004), Brito e Ferreira (2011), Moreira (2015) e Gomes (2017) about the landscape, we seek to present a contextualization about the definitions of this category in the didactic construct of school geography. We understand the importance of this category in the process of teaching practice for the teaching of geography, as we understand that it brings students closer to the object studied, seeking to develop in students the ability to understand different landscapes, their elements, their history, their social, cultural and cultural practices its natural dynamics. Keywords Landscape, Teaching practices, School geography.

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