Reggio Emilia. ('Emerging Literacy in Pre-School Education Centers in the City of Reggio Emilia. Pedagogical Principles and Educational Practices.')

2017 ◽  
Author(s):  
Eirini mname Konstantinou
Keyword(s):  
Reggio Emilia ◽  
School Education ◽  
Educational Practices ◽  
Emerging Literacy ◽  
The City ◽  
Pedagogical Principles

scholarly journals Vivências de Jongo com crianças na escola: educação das relações étnico-raciais

2020 ◽  
Vol 4 (3) ◽  
pp. 354
Author(s):  
Vívian Parreira da Silva ◽  
Aida Victória Garcia Montrone
Keyword(s):  
School Education ◽  
Educational Practices ◽  
Racial Relations ◽  
Doctoral Research ◽  
Educational Processes ◽  
The City

ResumoO ensaio apresenta experiências fundamentadas em vivências de Jongo na escola como caminho possível para práticas educativas antirracistas. Este trabalho é fruto de pesquisa de doutorado e o objetivo é apresentar como os processos educativos decorrentes de vivências de Jongo realizadas em uma escola da cidade de São Carlos com crianças de seis e sete anos podem contribuir para a implementação da lei 10.639/03. As reflexões aqui apresentadas buscaram trazer nossos anseios e apontar os desafios e caminhos que percorremos na construção do diálogo entre universidade, escolas e as comunidades. Podemos destacar que os processos educativos vivenciados em diálogo com os saberes jongueiros, são ferramentas de luta ancestral para esperançarmos uma educação que promova vida, diversidade, afeto e coragem.Palavras-chave: Processos Educativos. Jongo. Educação das Relações Étnico-Raciais. Esperançar.Jongo experiences with children at school: education of ethnic-racial relationsAbstractThe essay presents experiences based on experiences of Jongo at school as a possible way for anti-racist educational practices. This work is the result of doctoral research and the objective is to present how the educational processes resulting from experiences of Jongo carried out in a school in the city of São Carlos with children aged six and seven can contribute to the implementation of law 10.639/03. The reflections presented here sought to bring our desires and point out the challenges and paths we have taken in building the dialogue between universities, schools and communities. We can highlight that the educational processes experienced in dialogue with the jongueiro knowledge, are tools of ancestral struggle to hope for an education that promotes life, diversity, affection and courage.Keywords: Educative Processes. Jongo. Education of Ethnic-Racial Relations. To Hope.Vivencias  de Jongo con niños en la escuela: educación de las relaciones étnico-racialesResumenEl ensayo presenta experiências fundamentadas en vivencias de Jongo en la escuela como un camino posible para prácticas educativas antiracistas. Este trabajo és fruto de la investigación de doctorado y el objetivo és presentar como los procesos educativos que surgen de vivencias de Jongo realizadas en una escuela de la ciudad de São Carlos con niños de seis y siete anos pueden contribuir para la implementación de la ley 10.639/03. Las reflexiones presentadas buscan traer nuestros anhelos y apuntar los desafios y caminos que hemos tomado en la construcción del diálogo entre universidad, escuelas y comunidades. Podemos destacar que los procesos educativos vivenciados en diálogo con los conocimientos jongueros, son herramientas de lucha ancestral con la esperanza de una educacación que promueba vida, diversidad, afecto y coraje.Palabras clave: Procesos Educativos. Jongo. Educación de las Relaciones Étnico-Raciales. Esperanza.

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals Roma in Special Education: Discriminating, Segregating, and Limiting Opportunities to Roma Students by Placing Them in Special Schools

2011 ◽  
Vol 9 (2) ◽  
pp. 175-194
Author(s):  
Maria Roth ◽  
Lorena Văetişi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Special Education ◽  
Ethnic Group ◽  
Educational Practice ◽  
Research Data ◽  
School Education ◽  
Educational Practices ◽  
Special Schools ◽  
Technical High School

Abstract In social and educational practices, a number of ‘negative’ descriptive categories such as minority or disability determines inequalities and deepens the vulnerability of such groups. We focus on the Roma students enrolled in Special Education and analyse the mechanisms of (re)producing stereotypes and discrimination. We interpret qualitative research data, conducted in a technical high-school from Cluj-Napoca. Our study concludes that Roma schoolchildren enrolled in special education, whether or not really disabled are discriminated against (on behalf of an educational practice that reinforces the stigma of an inferior ethnic group, socio-culturally marginalized) and thus, their opportunities are severely limited, since their very youthful years, spent in school education.

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

scholarly journals Pulsujące metafory dydaktyki w kleszczach języka. O lingwistycznych blokadach konstruktywistycznej zmiany w kształceniu

2020 ◽  
Vol 51 (4) ◽  
pp. 87-98
Author(s):  
Astrid Męczkowska-Christiansen
Keyword(s):  
School Education ◽  
Partial Answer ◽  
Educational Practices ◽  
Institutional Settings ◽  
General Didactics ◽  
The Subject ◽  
Linguistic Analyses ◽  
Linguistic Level ◽  
Paradigmatic Change

The content of the article includes analyses of the linguistic plane of the reception of constructivist didactics, carried out in order to seek a partial answer to the question: why does the paradigmatic change in the area of school education in Poland, which has been intensively postulated by scientific circles over the last thirty years, not materialise in the space of contemporary educational practices in their institutional settings? In particular, the subject of analyses refers to the dominant – “instructive” – linguistic level of general didactics, with regard to such concepts as: education, learning, knowledge. The purpose of the linguistic analyses was to show how the existing constellations of didactic metaphors have hindered the conceptualisation and reception of ideas coming from constructivist positions.

scholarly journals PHILOSOPHICAL BASIS OF EDUCATION PERSPECTIVE PHILOSOPHY OF PRAGMATISME AND IMPLICATIONS IN LEARNING METHOD

2017 ◽  
Vol 5 (2) ◽  
pp. 374
Author(s):  
Riza Zahriyal Falah
Keyword(s):  
Problem Solving ◽  
School Education ◽  
Educational Practices ◽  
Learning Method ◽  
Teaching Materials ◽  
Traditional Philosophy ◽  
Practical Consequence ◽  
Philosophical Basis ◽  
Educational Thinking

<p align="center"><em>The writing of this article aims to reveal the philosophical basis of education according to the philosophy of pragmatism. </em><em>It also reveals the influence of pragmatism in educational thinking, especially in the method of learning. Pragmatism as one of the educational concepts born in America, provides solutions to educational problems that in their view can not be solved traditional philosophy. Pragmatism tries to reconstruct more practical and down-to-earth educational practices, not long-winded in the metaphysical discussion of things. n practice, pragmatism emphasizes that the foundation of education is experience. Knowledge gained by humans comes from experience, not from innate talent. Truth in the view of pragmatism is a practical consequence. Education in schools according to pragmatism is a place for learners to gain experience as well as experience gained outside school. Education according to pragmatism should also take into account changes in society, because that is where students will return. Learning given to learners does not emphasize systematic teaching materials, but experiences and ways to process them. Problem solving and democracy are the main principles in learning according to pragmatism. By relying on problem solving and democratic, learners will be able to capture and process and formulate the results of his experience well.</em></p>

scholarly journals Multilingualism and language learning: The Rome city report

2016 ◽  
Author(s):  
Michela Menghini
Keyword(s):  
Language Learning ◽  
Urban Communities ◽  
National Language ◽  
Educational Practices ◽  
Education Policies ◽  
Public And Private ◽  
Educational Support ◽  
Language And Education ◽  
University Of Rome ◽  
The City

This article illustrates the findings on multilingualism related to the educational sphere in the city of Rome, within the scope and theoretical framework of the international project LUCIDE (Languages in Urban Communities – Integration and Diversity for Europe). Particularly, it describes the type of linguistic and cultural support offered to plurilingual citizens and the language teaching practices that have emerged from the study of the University of Rome 'Foro Italico' Unit, as presented in the Rome city report (Evangelisti, et al ., 2014; Menghini, 2015). The symbolic and pragmatic uses of languages, their status, and their visibility in educational practices are particularly highlighted, as part of the challenges related to the city authorities' approach to multilingualism, particularly for the educational field. The role of public and private institutions, and their interaction in language learning practices and in the educational support for plurilinguals and foreigners in Rome are investigated and considered in light of the national language and education policies and guidelines. The article's conclusions indicate some possible steps for improvement in educational practices at city level, to better support plurilingual citizens and to effectively face the challenges of multilingualism.

Romantic Love

2020 ◽  
pp. 105-134
Author(s):  
Rachel Manekin
Keyword(s):  
Primary School ◽  
Young Woman ◽  
Romantic Love ◽  
School Education ◽  
Close Relationship ◽  
The City

This chapter centers on Debora Lewkowicz, a daughter of a village tavernkeeper, who completed her primary school education in the city of Wieliczka in Western Galicia. It discusses Debora's close relationship with a young Pole, as a result of which her father quickly arranged for her to marry a Jewish man. It also refers to Debora's escape on the eve of her wedding and entry into the Felician Sisters' convent, where she was subsequently baptized and prepared for the profession of governess. The chapter explores Debora's ambivalence that reflected her life on the boundary between the Polish-Catholic and Jewish worlds. It reviews the overall impression that Debora left in her letters to her father and to the convent, which is one of a deeply conflicted young woman who was torn between rival loyalties.

SOCIAL CONTRASTS IN THE INCIDENCE OF OBESITY AMONG ADULT LARGE-CITY DWELLERS IN POLAND IN 1986 AND 1996

1999 ◽  
Vol 31 (3) ◽  
pp. 419-423 ◽  
Author(s):  
ELZBIETA ROGUCKA ◽  
TADEUSZ BIELICKI
Keyword(s):  
Gender Gap ◽  
Large City ◽  
School Education ◽  
Birth Cohorts ◽  
Trade School ◽  
The City ◽  
College Educated

The incidence of obesity, defined as the fraction of persons with BMIs exceeding 30·0, was examined in two birth cohorts of 40–50-year-old occupationally active inhabitants of the city of Wrocław, Poland. In both cohorts and both genders obesity increased monotonically with decreasing position on a three-level educational scale. During the 1986–1996 decade obesity increased dramatically among males with trade school education only; concomitant shifts were much smaller or absent in the college-educated groups. The contrast in obesity between the opposite ends of the educational scale has widened markedly in both genders; and the between-gender gap has declined somewhat.

scholarly journals O ENSINO DA LÍNGUA NHEENGATU EM ALDEIAS URBANAS DE MANAUS

2021 ◽  
Vol 25 (1) ◽  
pp. 396
Author(s):  
Hellen Cristina Picanço Simas ◽  
Amanda Ramos Mustafa ◽  
Ytanajé Coelho Cardoso
Keyword(s):  
Research Method ◽  
Teaching And Learning ◽  
Field Research ◽  
Structured Interview ◽  
Indigenous Community ◽  
School Education ◽  
Interview Technique ◽  
Linguistic Practices ◽  
The City

O objetivo deste artigo é discutir a maneira como se desenvolve o ensino e aprendizagem da língua nheengatu no Centro Municipal de Educação Escolar Indígena UkaUmbuesaraWakenaiAnumarehit (CemeeiWakenai), localizado na comunidade indígena Parque das Tribos, na cidade de Manaus. Para tanto, utiliza o método de pesquisa de campo, amparado pela técnica da entrevista semiestruturada. Os resultados apontam que o ensino no CemeeiWakenai se desenvolve em contexto multiétnico, com alunos de diversas etnias. Conclui que as práticas linguísticas em nheengatu representam para esses estudantes, indígenas citadinos, a sua reafirmação identitária e uma ferramenta de luta pelos seus direitos.TEACHING THE NHEENGATU LANGUAGE IN MANAUS URBAN VILLAGESAbstract The aim of this article is to discuss how to teach and learn the Nheengatu language develops at the Municipal Center for Indigenous School Education UkaUmbuesaraWakenaiAnumarehit (CemeeiWakenai), located in the indigenous community Parque das Tribos, in the city of Manaus. The field research method was used, supported by the semi-structured interview technique. The results demonstrate that teaching at CemeeiWakenai takes place in a multiethnic context, with students of different ethnicities. It concludes that the linguistic practices in nheengatu represent for these students, indigenous city residents, their affirmation of identity and a tool for the fight for their rights.Keywords: Teaching and learning. Nheengatu. Parque das Tribos. Identity reafirmation

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