scholarly journals Potencialidades da inter-relação entre a formação docente na graduação e na pós-graduação: contribuições a partir de experiências do Estágio Docência na Licenciatura em Educação do Campo na UnB

2020 ◽  
pp. 1-33
Author(s):  
Monica Castagna Molina ◽  
Marcelo Fabiano Rodrigues Pereira
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Digital Library ◽  
Rural Areas ◽  
Pedagogical Practices ◽  
Theses And Dissertations

The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis.

scholarly journals Trajetórias escolares dos/as adolescentes em conflito com a lei: Revisão sistemática e integrativa

2021 ◽  
Vol 29 ◽  
pp. 4
Author(s):  
Francisca Vieira Lima ◽  
Sonia Maria Chaves Haracemiv
Keyword(s):  
Higher Education ◽  
Digital Library ◽  
Integrative Analysis ◽  
Pedagogical Practices ◽  
Electronic Library ◽  
Open Environment ◽  
Adolescent Students ◽  
Education Personnel ◽  
Theses And Dissertations ◽  
Selection Of

The present study presents a systematic and integrative review and aims to investigate the contributions of research related to the school trajectories of adolescent students/ graduates in/of socio-educational measures in an open environment. The search for scientific productions was carried out based on specific criteria with the platforms: Digital Library of Theses and Dissertations (BDTD / IBCT), Scientific Electronic Library Online (SciELO) and Coordination for the Improvement of Higher Education Personnel (CAPES). The methodology involved the selection of 105 scientific works that, after reading the abstracts, resulted in six productions that were submitted to a full reading for further integrative analysis. It was found that the school trajectories of these subjects are marked by processes of age-grade lag, repetition and school supply. Despite the negative school marks registered in the adolescents' lives, the school is a form of “protection”, signaling the need for investments in pedagogical practices that recognize the peculiarities of these individuals.

scholarly journals Outdoor Fieldwork in Higher Education: Learning From Multidisciplinary Experience

2017 ◽  
Vol 41 (1) ◽  
pp. 39-53 ◽  
Author(s):  
Brendon Munge ◽  
Glyn Thomas ◽  
Deborah Heck
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Environmental Education ◽  
Literature Review ◽  
Learning Strategy ◽  
Pedagogical Practices ◽  
Professional Competencies ◽  
Learning Method ◽  
Pedagogical Approaches

Background: Many disciplines use outdoor fieldwork (OFW) as an experiential learning method in higher education. Although there has been an increase in research into the pedagogical approaches of OFW, the use of OFW is contested. Purpose: The purpose of the study was to synthesize the OFW literature across a range of disciplines to identify common strengths, weaknesses, opportunities, and threats (SWOT) and outline implications for how OFW is used as an experiential learning pedagogy in higher education. Methodology/Approach: A descriptive literature review was undertaken to examine each aspect of the SWOT at the micro, meso, and macro levels, drawing from disciplines using OFW including biology, outdoor and environmental education, archaeology, and the associated geosciences. Findings/Conclusions: Strengths of OFW include engagement, outreach, and professional competencies; weaknesses exist in the areas of equity, logistics, and standards. Opportunities include improving pedagogical practices, diversity, and collaboration, while threats to OFW were costs, funding, outdated practices, and governance. Implications: Academics from a range of disciplines using OFW have similar experiences; therefore, exploring ways to collaborate or learn from each other will further develop OFW as an experiential learning strategy in higher education.

scholarly journals Rurality and Dropout in Virtual Higher Education Programmes in Colombia

2021 ◽  
Vol 13 (9) ◽  
pp. 4953
Author(s):  
Alfredo Guzmán Rincón ◽  
Sandra Barragán ◽  
Favio Cala Vitery
Keyword(s):  
Higher Education ◽  
Rural Areas ◽  
Hierarchical Cluster ◽  
Cross Sectional Study ◽  
Evaluation Instrument ◽  
Cross Sectional ◽  
Social Stratum ◽  
Level Of Education ◽  
Explanatory Variables ◽  
Rural Student

As part of the 2030 Agenda, higher education has been conceptualised as one of the ways to overcome the social disparities experienced in rural areas in Colombia. Thus, in concordance with the benefits of this level of education, the state has been designing public policies during the last few years, in order to facilitate access to undergraduate programmes to these populations, focusing mainly on the implementation of the virtual modality. In this context, it is recognised that access itself is not enough, but that continuance and timely graduation are required to materialise the benefits obtained along with a higher education degree; hence, dropout is a subject of interest for study, especially due to the high rates existing in the rural student population. Therefore, the event of dropout becomes an obstacle to social change and transformation in rural areas. Thus, this article aimed to identify which individual, institutional, academic and socio-economic characteristics influence rural student dropout in virtual undergraduate programmes in Colombia. For this purpose, an exploratory, quantitative and cross-sectional study was proposed, with a sample of 291 students to whom a student characterisation instrument and a classroom evaluation instrument were applied. With these data, it was proceeded to establish which of them had deserted, constituting the extraction of the sample of the study, which were 168. With the information, an exploratory factor analysis, hierarchical cluster analysis and descriptive statistics were used to establish which explanatory variables are involved in the dropout of this type of student. The results showed that the academic variables analysed do not have an impact on the event, while marital status (associated with family obligations), age, social stratum, work obligations, parents’ level of education and type of work, income and type of employment relationship of the student, and, finally, the number of people who depend on the family’s income do.

Transformation of Teaching Pedagogical Practices in Higher Education in the Situation of Covid-19 (Based on the example of transforming academic practices in the Pedagogical Faculty of the Thracian University)

2021 ◽  
Vol 9 (2) ◽  
pp. 17-24
Author(s):  
Rumyana Neminska
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Empirical Study ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Academic Education ◽  
Teaching Models ◽  
Academic Practices ◽  
Learning Management ◽  
Short Time

When COVID-19 pandemic hit Bulgarian education was in the middle of its reform. Health requirements, the long lockdown, have expelled a huge surge of the need not only for a survival but also for the preservation and transformation of education. Education on all levels including higher academic education took quick steps to reorient to online learning. In a short time, university electronic platforms became the daily place for learning. This online reorientation has led to a number of changes in teaching models, online learning management and more. Practically all methodologies and methodologies that the pedagogical students get acquainted with have been rewritten. It is in this direction that the article traces the challenges facing higher education and examines an empirical study of the attitudes of student educators trained in an online environment.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals The Brazilian electronic theses and dissertations digital library: providing open access for scholarly information

2006 ◽  
Vol 35 (2) ◽  
pp. 103-110 ◽  
Author(s):  
Sílvia Barcellos Southwick
Keyword(s):  
Digital Library ◽  
Lessons Learned ◽  
Research Centers ◽  
Design Development ◽  
Metadata Standard ◽  
Electronic Theses And Dissertations ◽  
Development And Management ◽  
Open Archives ◽  
Theses And Dissertations ◽  
Paper Address

This paper describes a project led by the Instituto Brasileiro de Informações em Ciência e Tecnologia (Ibict), a government institution, to build a national digital library for electronic theses and dissertations - Bibliteca Digital de Teses e Dissertações (BDTD). The project has been a collaborative effort among Ibict, universities and other research centers in Brazil. The developers adopted a system architecture based on the Open Archives Initiative (OAI) in which universities and research centers act as data providers and Ibict as a service provider. A Brazilian metadata standard for electronic theses and dissertations was developed for the digital library. A toolkit including open source package was also developed by Ibict to be distributed to potential data providers. BDTD has been integrated with the international initiative: the Networked Digital Library of Thesis and Dissertation (NDLTD). Discussions in the paper address various issues related to project design, development and management as well as the role played by Ibict. Conclusions highlight some important lessons learned to date and challenges for the future in expanding the BDTD project.

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