A PATTERN LANGUAGE FOR SCIENTIFIC TEXTS – SUPPORT FOR THE ACADEMIC EDUCATION PROCESS

ABSTRACT: This research aims to discuss teacher education implemented in the construction of the learning of teaching of the professors in the Bachelor’s Course in Social Communication/Journalism (CCOS) and the Postgraduate Program in Communication (PPGCOM) in the Federal University of Roraima (UFRR). For this, we analyzed the resumés in the Lattes platform and an inquiry via email to the teachers asking them about the activities they performed during their education process, related to the learning of teaching. This set of documents was studied through the Content Analysis, in which three categories were defined: Initial academic education; Postgraduate studies; and Educational trajectories. The discussion of the data makes it clear that while teachers are educators, they are also educated and this process requires a collaborative posture that is done in the classroom, it is a social, shared achievement. The process of learning of teaching, therefore, places the teacher in face of a challenge of using strategies to favor the mastery of specific knowledge, articulating with the pedagogical dimension, even if for that they need to have educational experiences other than necessarily go through formal education.

COMPETENCIES IN THE NURSE EDUCATION PROCESS TO CARE FOR THE AGING: AN INTEGRATIVE REVIEW

Texto & Contexto - Enfermagem ◽

10.1590/0104-07072016000300015 ◽

2016 ◽

Vol 25 (4) ◽

Cited By ~ 1

Author(s):

Carla Francine de Andrade Perez ◽

Francis Solange Vieira Tourinho ◽

Paulo Marcondes Carvalho Júnior

Keyword(s):

Nursing Students ◽

National Curriculum ◽

The Elderly ◽

Integrative Review ◽

Geriatric Nursing ◽

Academic Education ◽

Care For The Elderly ◽

Word Clouds ◽

Nursing Courses ◽

Education Process

ABSTRACT The aim of this study was to synthesize the knowledge produced about nursing students' education process in national databases, considering the curricular proposal of competency-based guidance related to care for the aging. An integrative review was performed in LILACS and BDENF bases with the following descriptors: "geriatric nursing", "gerontological nursing" and "education." Content analysis was applied in the articles. Subsequently, word clouds were built. In the seventeen articles that met the inclusion and exclusion criteria, the main topics discussed were elderly, aging, old age, gerontology and geriatrics, geriatric nursing, care for the elderly and academic education. The lack of studies that address the competencies to care for the aging in a more structured way in undergraduate nursing courses was, therefore, observes through this research. Articles generally address the curricula structures guided by the National Curriculum Guidelines for Nursing Courses, with the focus on knowledge transmission, usually following the traditional methodology.

PARFOR AND THE CHALLENGES FACED BY TEACHER-STUDENTS IN THE PEDAGOGY COURSE IN CAPITÃO POÇO, PARÁ

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol9.iss2.2889 ◽

2021 ◽

Vol 9 (2) ◽

pp. 354-370

Author(s):

Claudiana Teixeira Lavor da Cruz ◽

Francisco Pereira de Oliveira ◽

Raul da Silveira Santos ◽

Silvia Helena Benchimol Barros ◽

Miguel Pereira de Sousa ◽

...

Keyword(s):

Participatory Research ◽

Conclusive Evidence ◽

Qualitative Approach ◽

Academic Education ◽

Classroom Context ◽

Teacher Student ◽

Data Analyses ◽

Teacher Students ◽

Education Process ◽

Structured Questionnaire

This research aimed to approach Plano Nacional de Formação de Professores da Educação Básica (PARFOR1) and the challenges faced by teacher-students in the Pedagogy Undergraduate Course, Class 3, Capitão Poço, Campus of Bragança - Federal University of Pará/Brazil. In synergy, the study evolves from the two main issues: what are the challenges faced by the teacher-student of the Pedagogy Undergraduate Course between the years 2015 and 2019? and, To what extent, did these challenges affect (or not) the academic education process? The research methodology was characterized by a qualitative approach involving observation and participatory research, with the application of a semi structured questionnaire, answered by six teacher-students from the studied class. Data analyses approached the content of the informants' narratives. Results revealed that the challenges faced, extended beyond the classroom context, methodological and evaluation processes handled by course professors, encompassing issues of family absence, financial limitations and political reverberations. The study evidenced situations involving employment bonds that greatly influenced academic and psychological performances of the teacher-students. As a conclusive evidence, we can affirm that challenges led to evasion of some teacher-students, but for the majority of the class, they became fuel for resilience and permanence until the end of the Course.

Present Day Higher School in Russia: Challenges and Contradictions

Vestnik of the Plekhanov Russian University of Economics ◽

10.21686/2413-2829-2021-2-21-33 ◽

2021 ◽

Vol 18 (2) ◽

pp. 21-33

Author(s):

V. I. Karpunin

Keyword(s):

Higher Education ◽

Deep Level ◽

Professional Community ◽

University Education ◽

Academic Education ◽

Deep Foundation ◽

After Effects ◽

Existing Problems ◽

University Development ◽

Education Process

In last decades higher school in Russia has undergone qualitative transformation, which deals not only with the higher school organization but also the deep foundation of this most essential social and cultural field of the ethnos being. Architecture of university education, criteria of assessing results of university work, models of education process are changing, i. e. all aspects of external attributes in the sphere of augmentation, retention and communication of accumulated knowledge to future generations. The essential foundations are changing, the power and depth of these transformations act as irreversible after-effects and refraction on the deep level of the higher education form and at the same time the society demand for the importance of higher education, individuals’ demand for applied conditions, which can provide their being in a formalized manner. Commercialization of higher school influences the form, depth and speed of transformations, stipulates demands for the functional component of education process designers, advances demands for economic efficiency and expediency of their professional work. The author shows that the key contradiction evident in the sphere of higher school of Russia, which gave birth to continuously existing problems makes professional community consider the nature of these phenomena and makes authorized representatives of power pay attention to inevitability of managerial paradigm modernization, to the necessity of introducing more tough, more formalized system of estimation criteria of efficiency of university functioning (the program of university development). But it would not prevent us from realizing the historical mission of higher school of Russia, this essence-value component of national culture and from understanding the necessity of public dialogue about the future of higher school. And finally, we must apprehend that academic education is not a service but one of the most important functions of state.

Școala în contextul crizei pandemice

10.46728/c.18-06-2021.p182-184 ◽

2021 ◽

Author(s):

Beatrice-Elena Cîrstea ◽

◽

Keyword(s):

Social Support ◽

Social Services ◽

Education System ◽

Emotional Development ◽

Academic Education ◽

Emotional Skills ◽

Social And Emotional ◽

Children's Education ◽

Social And Emotional Skills ◽

Education Process

The school was considered a source of the COVID-19 virus, so measures were taken to keep it closed. This measure was one that had a great impact on several levels because the school defines not only the education but also the psycho-socio-emotional development of children. The closure of schools and kindergartens has had a major impact for each individual who is part of the education system affecting it more or less, in different forms. Schools are not only a place for academic education, but also a place for learning social and emotional skills, a space for interaction and social support. The closure of schools has not only disrupted the children's education process, but also access to social services.

Tourism and Guidebooks in the Activities of Academic Staff at the Faculty of Fine Art at Stefan Batory University in Vilnius

Respectus Philologicus ◽

10.15388/respectus.2020.39.44.81 ◽

2021 ◽

Author(s):

Agnieszka Kania

Keyword(s):

Cultural Heritage ◽

Academic Staff ◽

Fine Arts ◽

Scientific Research ◽

Fine Art ◽

Historical Research ◽

Academic Education ◽

Main Ideas ◽

Education Process

Stefan Batory University in Vilnius was established in 1919 as a regional entity to carry out scientific research and develop Polish academic education. One of its faculties – the Faculty of Fine Arts (1930–1939) – gathered charismatic and popular artists, historians and architects. Among them, two professors – Juliusz Kłos (1888–1933) and Marian Morelowski – published the guidebooks for Vilnius and Wileńszczyzna region (Wilno. Przewodnik krajoznawczy, 1937; Zarys sztuki wileńskiej z przewodnikiem po zabytkiem między Niemnem a Dźwiną, 1939). The book written by Kłos gained popularity and was often purchased by the tourists who visited Vilnius. The aim of the article is to determine the main methodology, historical approaches and working styles of both authors. Moreover, the paper involves their attitude towards developing tourism, cultural heritage and historical research. The article also involves the main ideas of artistic education professors had and how much tourism was involved in the whole education process for them.

Aprendizagem da docência: um olhar para a formação docente dos professores do campo da Comunicação na UFRR

Revista Observatório ◽

10.20873/uft.2447-4266.2020v6n1a2pt ◽

2020 ◽

Vol 6 (1) ◽

pp. a2pt

Author(s):

Leila Adriana Baptaglin ◽

Vilso Junior Santi

Keyword(s):

Teacher Education ◽

Social Communication ◽

Formal Education ◽

Academic Education ◽

Specific Knowledge ◽

Educational Trajectories ◽

De Se ◽

Postgraduate Studies ◽

E Mail ◽

Education Process

RESUMO: A presente investigação objetiva discutir a formação docente realizada na construção da aprendizagem da docência dos professores que atuam nos cursos de Bacharelado em Comunicação Social/Jornalismo (CCOS) e no Programa de Pós-Graduação em Comunicação (PPGCOM) da Universidade Federal de Roraima (UFRR). Para isso, fizemos uma análise dos Currículos Lattes e uma consulta via e-mail aos docentes indagando-os sobre as atividades realizadas durante o processo de sua formação, vinculadas à aprendizagem da docência. Esse conjunto de documentos foi investigado a partir da Análise de Conteúdo na qual foram acionadas três categorias: Formação inicial acadêmica; Pós-Graduação; e, Trajetórias formativas. O que fica evidente com a discussão dos dados é que, na medida em que os professores são formadores, também se formam e este processo exige uma postura colaborativa que se faz na prática da sala de aula, é uma conquista social, compartilhada. O processo de aprendizagem da docência coloca, portanto, o professor diante do desafio de se apropriar de estratégias capazes de favorecer o domínio dos conhecimentos específicos, articulando-os com a dimensão pedagógica, mesmo que para isso tenha que acionar experiências formativas outras que não necessariamente passem pela educação formal. PALAVRAS-CHAVES: Aprendizagem da docência; Formação docente; Comunicação; Saberes Amazônicos; Universidade Federal de Roraima. ABSTRACT: This research aims to discuss teacher education implemented in the construction of the learning of teaching of the professors in the Bachelor’s Course in Social Communication/Journalism (CCOS) and the Postgraduate Program in Communication (PPGCOM) in the Federal University of Roraima (UFRR). For this, we analyzed the resumés in the Lattes platform and an inquiry via email to the teachers asking them about the activities they performed during their education process, related to the learning of teaching. This set of documents was studied through the Content Analysis, in which three categories were defined: Initial academic education; Postgraduate studies; and Educational trajectories. The discussion of the data makes it clear that while teachers are educators, they are also educated and this process requires a collaborative posture that is done in the classroom, it is a social, shared achievement. The process of learning of teaching, therefore, places the teacher in face of a challenge of using strategies to favor the mastery of specific knowledge, articulating with the pedagogical dimension, even if for that they need to have educational experiences other than necessarily go through formal education. KEYWORDS: Learning of teaching; Teacher education; Communication; Amazon Knowledge; Federal University of Roraima. RESUMEN: La presente investigación tiene como objetivo discutir la formación de docentes realizada en la construcción de la enseñanza docente de los docentes que trabajan en los cursos de Bachillerato en Comunicación Social / Periodismo (CCOS) y en el Programa de Postgrado en Comunicación (PPGCOM) de la Universidad Federal de Roraima (UFRR). ) Para ello, realizamos un análisis de los Currículos Lattes y consultamos por correo electrónico a los docentes preguntándoles sobre las actividades realizadas durante el proceso de su formación, vinculadas a la enseñanza aprendizaje. Este conjunto de documentos se investigó a partir del análisis de contenido en el que se activaron tres categorías: capacitación académica inicial; Posgraduación; y, Trayectorias formativas. Lo que es evidente con la discusión de los datos es que, como los maestros son entrenadores, también se gradúan y este proceso requiere una postura de colaboración que se realiza en el aula, es un logro social y compartido. El proceso de enseñanza aprendizaje, por lo tanto, coloca al maestro frente al desafío de apropiarse de estrategias capaces de favorecer el dominio de conocimiento específico, articulándolos con la dimensión pedagógica, incluso si para eso tiene que desencadenar experiencias de capacitación que no sean necesariamente pasar por la educación formal. PALABRAS-CLAVES: Aprendizaje de la ensenanza; Formación del profesorado; Comunicación; Conocimiento amazónico; Universidad Federal de Roraima.

Policies related to access to higher education and work: academic education in question

Revista Diálogo Educacional ◽

10.7213/1981-416x.17.054.ds08 ◽

2017 ◽

Vol 17 (54) ◽

Author(s):

Maria Lourdes Gisi ◽

Gisele Do Rocio Cordeiro ◽

Angela Sugamosto Westphal

Keyword(s):

Higher Education ◽

Economic Development ◽

Interdisciplinary Education ◽

Access To Higher Education ◽

Academic Education ◽

Educational Inequalities ◽

Market Requirements ◽

Professional Requirements ◽

A Current ◽

Education Process

The aim of this study is to investigate the policies related to access to higher education and work, and more specifically the relation between these policies and the requirements of the current society in terms of the education process. Such requirements are considered in a context strongly related to economic development, in the attempt to align the education process to market requirements only. Developing an academic education program committed to the acquisition of knowledge, which contributes to preparing for work and the emancipation of the human being, is a current challenge. Thus, research was conducted, using a focus group of 20 professors who work in higher education. From the testimonies, it was possible to identify four categories: characteristics of the labor market, professional requirements, characteristics of academic formation, and academic formation requirements. The data make evident the need to contemplate a contextualized and interdisciplinary education process to contribute to overcoming educational inequalities and to allow young people to access work.

Non-verbal communication and intercultural dialogue – An educative perspective

New Trends and Issues Proceedings on Humanities and Social Sciences ◽

10.18844/prosoc.v8i2.6186 ◽

2021 ◽

Vol 8 (2) ◽

pp. 20-26

Author(s):

Carmen Alexandrache

Keyword(s):

Teaching Strategies ◽

Verbal Communication ◽

Theory And Practice ◽

Intercultural Dialogue ◽

Cultural Communication ◽

Academic Education ◽

Cultural Spaces ◽

Education Process

The study analyses the importance of non-verbal communication (NvC) for academic education process. From this perspective, we have emphasised how essential NvC is, what a competences ensemble is to the education process and that we must use it. Drawing from theory and practice, the paper proposes several didactic modalities, more attractive, which improve the students’ communicational and proactive competences, and their interest to learn. In addition, these didactical modalities contribute to developing positive students’ interactions, social collaborations, desire of knowing and working with others, which are different. Due to the importance of NvC, the paper proposes it as one of the best recommended strategies to develop communication between people, especially for people from different cultural spaces. Keywords: Learning, teaching strategies, communication competences, cultural communication, motivation.