scholarly journals Biblioteca do Colégio Estadual Manoel Vilaverde: um espaço além das quatro paredes

2005 ◽  
Vol 3 (1) ◽  
pp. 152
Author(s):  
Maria Aparecida Rodrigues de Souza
Keyword(s):  
The State ◽  
State School ◽  
Reading Activities ◽  
State Schools

Relato de experiência da prestação de serviços e atividades de leitura desenvolvidas na Biblioteca Domingos Garcia Filho do Colégio Estadual Manoel Vilaverde, em Inhumas – Goiás. Este relato faz um apanhado das estratégias para estímulo à leitura praticadas pela BDGF desde a sua reativação em 2001; ano em que o colégio foi contemplado com mais de 1300 livros pelo Programa de Bibliotecas das Escolas Estaduais do Estado de Goiás. Ilustramos através de fotos a participação efetiva dos alunos nos projetos desenvolvidos pela biblioteca. Durante o período de 2001 a 2004 foram desenvolvidos dois grandes projetos: Minutos de Leitura e o Projeto Pró-melhoria dos recursos pedagógicos do CEM. Projetos estes que envolvem diretamente a biblioteca, responsável pela mediação do usuário com a leitura e a pesquisa. Abstract It reports experience in service and reading activities developed in the Library Domingos Garcia Filho of the State School Manoel Vilaverde, in Inhumas - Goias. This report summarizes strategies developed to encourage reading since the library in 2001 was reopened, in this year the school was given with more than 1300 books by the Program of Library of the State Schools of Goias. We demonstraded by means of photos the participation of them in the projects developed by the library. During the period from 2001 to 2004 were developed two great projects: “Minutos de Leitura e o Projeto Pró-melhoria dos recursos pedagógicos do CEM”. These projects involve directly the library, institutions in charge of the interface among user, reading and the research.

scholarly journals Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy

2021 ◽  
Author(s):  
◽  
John Chote
Keyword(s):  
New Zealand ◽  
Religious Studies ◽  
The State ◽  
Late Nineteenth Century ◽  
State School ◽  
School Teachers ◽  
Achievement Standards ◽  
State Schools ◽  
Selection Of ◽  
Faith Schools

<p>This thesis outlines and examines the factors that account for the post-2009 growth in the adoption and use of the NCEA Religious Studies Achievement Standards by state secondary school teachers in New Zealand.  My specific focus is on identifying differences in philosophy, pedagogy and policy in RS use between the state schools and: 1. other subjects, 2. NZ faith schools and 3. developments in a selection of countries and explaining the significance of these differences.  The context for this development is set out in an historical outline that draws in factors that have led up to the seeming anomaly of a set of national RS assessments appearing in 2009. This outline pulls together relevant legal, curricular and societal developments since the late Nineteenth Century, that might help explain the state schools taking up this new opportunity.  The most substantial weight of the thesis comes from the field work involving in-depth questionnaires and interviews with a census of state school teachers using the RS assessments. This provides clear patterns of difference in philosophy, pedagogy and policy in the state schools’ adoption and use of the RS ASs compared to other subjects, faith schools and three comparison countries. It is the teachers’ voices that are heard strongly here. This analysis was backed up with my access to extensive NZQA data files of every student entry in RS ASs in New Zealand since 2009.  The state school teachers’ use of the RS assessments is then viewed against comparison schools and countries. A comparison with a cross-section selection of local New Zealand faith school teachers using the RS assessments (who also took part in the questionnaire and interview research) and a literature review of the issues and development of RS teaching in the UK, Canada and Australia, helped accentuate and explain the differences in this new development in state schools.</p>

scholarly journals Religious Studies Achievement Standards in New Zealand state secondary schools: Philosophy, pedagogy and policy

2021 ◽  
Author(s):  
◽  
John Chote
Keyword(s):  
New Zealand ◽  
Religious Studies ◽  
The State ◽  
Late Nineteenth Century ◽  
State School ◽  
School Teachers ◽  
Achievement Standards ◽  
State Schools ◽  
Selection Of ◽  
Faith Schools

<p>This thesis outlines and examines the factors that account for the post-2009 growth in the adoption and use of the NCEA Religious Studies Achievement Standards by state secondary school teachers in New Zealand.  My specific focus is on identifying differences in philosophy, pedagogy and policy in RS use between the state schools and: 1. other subjects, 2. NZ faith schools and 3. developments in a selection of countries and explaining the significance of these differences.  The context for this development is set out in an historical outline that draws in factors that have led up to the seeming anomaly of a set of national RS assessments appearing in 2009. This outline pulls together relevant legal, curricular and societal developments since the late Nineteenth Century, that might help explain the state schools taking up this new opportunity.  The most substantial weight of the thesis comes from the field work involving in-depth questionnaires and interviews with a census of state school teachers using the RS assessments. This provides clear patterns of difference in philosophy, pedagogy and policy in the state schools’ adoption and use of the RS ASs compared to other subjects, faith schools and three comparison countries. It is the teachers’ voices that are heard strongly here. This analysis was backed up with my access to extensive NZQA data files of every student entry in RS ASs in New Zealand since 2009.  The state school teachers’ use of the RS assessments is then viewed against comparison schools and countries. A comparison with a cross-section selection of local New Zealand faith school teachers using the RS assessments (who also took part in the questionnaire and interview research) and a literature review of the issues and development of RS teaching in the UK, Canada and Australia, helped accentuate and explain the differences in this new development in state schools.</p>

Of Nils and Nation: Selma Lagerlöf'sThe Wonderful Adventures of Nils

2008 ◽  
Vol 1 (2) ◽  
pp. 168-186 ◽  
Author(s):  
BJÖRN SUNDMARK
Keyword(s):  
Natural Resources ◽  
Ethnic Groups ◽  
School System ◽  
The State ◽  
Social Classes ◽  
State School ◽  
Linguistic Differences ◽  
Vested Interests ◽  
National Ideology ◽  
Selma Lagerlof

Recently past its centenary, The Wonderful Adventures of Nils (1906–7), by Selma Lagerlöf, has remained an international children's classic, famous for its charm and magical elements. This article returns to read the book in its original contexts, and sets out to demonstrate that it was also published as a work of instruction, a work of geography, calculated to build character and nation. Arguing that it represents the vested interests of the state school system, and the national ideology of modern Sweden, the article analyses Nils's journey as the production of a Swedish ‘space’. With a focus on representations of power and nationhood in the text, it points to the way Lagerlöf takes stock of the nation's natural resources, characterises its inhabitants, draws upon legends and history, and ultimately constructs a ‘folkhem’, where social classes, ethnic groups and linguistic differences are all made to contribute to a sense of Swedish belonging and destiny.

Proselytising in the State School

2012 ◽  
Vol os-55 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Brian V. Hill
Keyword(s):  
The State ◽  
State School

scholarly journals Práticas Cartográficas Presentes no Ensino da Geografia na Escola Estadual Padre Luiz Gonzaga / Cartographic Practices Present in the Teaching of Geography at the State School Padre Luiz Gonzaga

2019 ◽  
Vol 13 (46) ◽  
pp. 332-358
Author(s):  
Ana Karyna Régis Feitosa ◽  
Márcia Cristina Moraes Cotas Videira
Keyword(s):  
The State ◽  
State School

O tema dessa pesquisa é o ensino da geografia, tendo como foco o uso da cartografia no processo de ensino e aprendizagem. É uma pesquisa de abordagem quantitativa. O principal objetivo trazer uma reflexão sobre a importância da linguagem cartográfica presente no cotidiano para o ensino da Geografia. Com o propósito de verificar como os professores utilizam os recursos cartográficos no Ensino Fundamental, Médio e Normal Médio da escola. O universo de pesquisa foi a Escola Estadual Padre Luiz Gonzaga, em Araripina - PE. A amostra foi composta de 215 sujeitos, sendo eles: 15 professores e 200 alunos. Para alcançar os objetivos propostos, aplicou-se a técnica da entrevista com utilização do instrumento o questionário dirigido aos professores e alunos, e realizou-se a análise dos instrumentos. Concluiu-se que o ensino da Geografia associado a uma prática pedagógica com ênfase na Cartografia encontra-se muito comprometido, ao ponto dos alunos do Ensino Médio e do Normal Médio em séries finais, especificadamente nos terceiros e quartos anos, manifestarem expectativas de aprendizagens iguais aos dos anos finais, especificadamente nonos anos do Ensino Fundamental, não consolidando as expectativas propostas para cada ano de escolaridade, ou seja, a proficiência não avança do básico para o desejável.   

scholarly journals A AULA DE INGLÊS E O DESMONTE DA EDUCAÇÃO COMO PRÁXIS POLÍTICA: Um projeto de alienação do sujeito social

2019 ◽  
Vol 5 (6) ◽  
pp. 725-752
Author(s):  
Davi Silva Gonçalves
Keyword(s):  
Data Analysis ◽  
Private Sector ◽  
Teaching Practice ◽  
Social Aspect ◽  
State School ◽  
The Public ◽  
School Practice ◽  
Palabras Clave ◽  
The City ◽  
State Schools

Essa proposta de trabalho visa refletir acerca de questões educacionais em paralelo com a práxis social. Mais especificamente, a ideia é discutir as características e implicações da realidade e prática social dos alunos da escola pública levando em consideração anseios contemporâneos pautados no tema. Os dados analisados foram coletados em uma escola pública situada na cidade de Maringá-PR, no ano de 2009, durante o estágio curricular supervisionado obrigatório de observação – tanto do entorno escolar quanto das aulas. Com enfoque nesse aspecto mais social das práticas educacionais escolares, o principal arcabouço teórico para análise dos dados é aquele oferecido por István Mészáros no livro A educação para além do capital (2008).  Os resultados, não-conclusivos, apontam para um cenário alarmante: se na esfera privada já há tempos a educação se tornou uma mercadoria e os alunos meros clientes, a esfera pública tem sido redirecionada para caminhos análogos, em diversos sentidos.   PALAVRAS-CHAVE: Relato de experiência. Marx. Escola pública.     ABSTRACT This article aims at reflecting upon some educational issues drawn in parallel with social praxis. More specifically, the idea is to discuss aspects and implications of students’ social reality and practice in state schools taking into account contemporary anxieties on the matter. The data analysed has been collected in the city of Maringa-PR, during 2009, as part of my compulsory undergraduate supervised teaching practice took place – regarding the observation of school surroundings as well as of the classes themselves. Focusing on this social aspect of educational school practice, the main theoretical framework for data analysis is brought by István Mészáros in Education beyond Capital (2005). The non-conclusive results pinpoint an alarming scenery: if in the private sector education has for long been turned into a commodity and students into mere clients, the public one has been gradually redirected to analogous paths, in many ways.   KEYWORDS: Experience report. Marx. State school.     RESUMEN Esta propuesta de trabajo tiene como objetivo reflexionar sobre cuestiones educativas en paralelo con la praxis social. Más específicamente, la idea es discutir las características e implicaciones de la realidad y la práctica social de los estudiantes de escuelas públicas, teniendo en cuenta las preocupaciones contemporáneas basadas en el tema. Los datos analizados se recopilaron en una escuela pública ubicada en la ciudad de Maringá-PR, en 2009, durante la pasantía curricular supervisada obligatoria de observación, tanto en el entorno escolar como en las clases. Con un enfoque en este aspecto más social de las prácticas educativas escolares, el principal marco teórico para el análisis de datos es el que ofrece István Mészáros en el libro Educación más allá del capital (2008). Los resultados no concluyentes apuntan a un escenario alarmante: si en el ámbito privado la educación se ha convertido desde hace mucho tiempo en una mercancía y los estudiantes son meros clientes, el ámbito público se ha redirigido a caminos análogos, de varias maneras.   PALABRAS CLAVE: Informe de experiencia. Marx Escuela pública.  

Questions about CLIL which are unfortunately still not outdated: A reply to Pérez-Cañado

2019 ◽  
Vol 10 (4) ◽  
pp. 591-602 ◽  
Author(s):  
Anthony Bruton
Keyword(s):  
The State ◽  
Moving Target ◽  
Clear Definition ◽  
State School ◽  
School Students ◽  
Research Issues ◽  
Definition Of ◽  
A Minor

AbstractThis response to Pérez-Cañado’s (2017) disappointing defence of CLIL interests insists on the need for a clear definition of CLIL not only so that it can be characterised for comparative purposes, but also so that the fundamentals underlying it can be scrutinised, instead of the continued hedging of bets on a moving target, justified for its contextual flexibility. As an example, whether CLIL classes are accompanied by FL classes on the curriculum or not is not a minor issue, both practically and theoretically. In addition other questions are reconsidered such as the communicative nature of CLIL, especially when it comes to whether the content is likely to be more motivating, and the supposed egalitarianism of CLIL initiatives. Finally, two research issues are discussed. Firstly, an example demonstrates how it is perfectly legitimate to critique empirical CLIL research which argues apparently beneficial results from a ‘due to’ stance by countering it with ‘despite’ arguments, while leaving much of the flawed CLIL research aside. Secondly, there is a reiterated demand that disinterested research at a curricular level confront outcomes in both the FLs and the content covered in CLIL programmes for all the state-school students affected both directly or indirectly, and in comparable terms.

State Education and Culture

1982 ◽  
Vol 26 (1) ◽  
pp. 3-19 ◽  
Author(s):  
R. J. W. Selleck
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Elementary School ◽  
Secondary Schools ◽  
Educational Opportunity ◽  
The State ◽  
High Culture ◽  
State Education ◽  
Political Economic ◽  
State Schools

The state schools established in each Australian colony in the nineteenth century were often justified on the grounds that they offered an education which would enrich and enlighten cultural life. A study of the curriculum and methods they used and the manner in which they were organized and their teachers trained and paid suggests that the state schools, far from offering an introduction to culture (in the sense of ‘high’ culture), actually provided an alternative to it. In the early twentieth century, efforts were made to reform the elementary school so that it would provide at least a limited access to culture. These efforts, bitterly criticized at the time on the ground that they distracted attention from basic subjects such as the three Rs, continued to be resisted throughout the twentieth century. At the same time as the elementary school was being changed, the state endeavoured to broaden educational opportunity and access to the high culture by establishing secondary schools. Political, economic, and administrative considerations led the state to establish a structure of schooling which, at the secondary level, provided an alternative to the cultural activities being developed in the elementary/primary school. This paper warns against a ‘back to basics’ movement which would take the culturally impoverished nineteenth-century elementary school as a model, and suggests that, despite structural limitations, the establishment of state secondary schools has led to some widening of cultural opportunities.

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