scholarly journals A INFLUÊNCIA DAS POLÍTICAS NO CURRÍCULO OFICIAL NA VISÃO DAS COORDENADORAS PEDAGÓGICAS

Author(s):  
Jane Cordeiro Oliveira

O artigo mostra a influência das políticas educacionais globais no currículo da Cidade do Rio de Janeiro e como interferem na prática docente, na visão de coordenadoras pedagógicas entrevistadas. Apresentamos o panorama das políticas e seus documentos oficiais: Orientações Curriculares, Descritores e Cadernos de Apoio Pedagógico. Os dados revelaram que as coordenadoras consideram o currículo como “importante” pois os conhecimentos neles contidos são avaliados. Os documentos curriculares tolhem a autonomia do professor pois só conhecimentos mensurados são considerados relevantes.Palavras- chave: políticas educacionais, documentos curriculares, avaliação.   The article shows the influence of global policies in the curriculum of Rio de Janeiro city and how they interfere with the teaching practice in the view of educational coordinators interviewed. We present the overview of the policies and their official documents: Curriculum Guidelines, Descriptors and Books of Pedagogical Support. The data revealed that the coordinators consider the curriculum “important” because the knowledge contained in them are evaluated. The curriculum documents stunt the teacher autonomy because only the measured knowledge is considered relevant.Keywords: educational policies, curriculum documents, evaluation.

Author(s):  
Jane Cordeiro Oliveira

O artigo mostra a influência das políticas educacionais globais no currículo da Cidade do Rio de Janeiro e como interferem na prática docente, na visão de coordenadoras pedagógicas entrevistadas. Apresentamos o panorama das políticas e seus documentos oficiais: Orientações Curriculares, Descritores e Cadernos de Apoio Pedagógico. Os dados revelaram que as coordenadoras consideram o currículo como “importante” pois os conhecimentos neles contidos são avaliados. Os documentos curriculares tolhem a autonomia do professor pois só conhecimentos mensurados são considerados relevantes.Palavras- chave: políticas educacionais, documentos curriculares, avaliação.   The article shows the influence of global policies in the curriculum of Rio de Janeiro city and how they interfere with the teaching practice in the view of educational coordinators interviewed. We present the overview of the policies and their official documents: Curriculum Guidelines, Descriptors and Books of Pedagogical Support. The data revealed that the coordinators consider the curriculum “important” because the knowledge contained in them are evaluated. The curriculum documents stunt the teacher autonomy because only the measured knowledge is considered relevant.Keywords: educational policies, curriculum documents, evaluation.


Author(s):  
Iara Da Silva Sucupira ◽  
Giselle Faur de Castro Catarino

Resumo: Este artigo apresenta uma pesquisa que trata da contribuição da sequência didática como estratégia facilitadora para o ensino de matemática a partir de uma perspectiva colaborativa envolvendo quatro professores de uma instituição estadual do Rio de Janeiro. Nosso referencial teórico se baseou em Tardif, Shulman e Zabala. A busca por possibilidades de colaboração com a prática docente e o beneficiamento da aprendizagem dos alunos foram os principais objetivos que procuramos alcançar. Os instrumentos para coleta de dados foram mediados por entrevistas e questionários. Os dados foram analisados por Análise Textual Discursiva. Neste artigo, apresentamos as análises de um dos participantes. Os resultados e a construção colaborativa de uma sequência didática mostraram-se positivos para contribuir como estratégias facilitadoras à prática pedagógica desenvolvida pelos professores, assim como possibilitaram questionamentos e discussões sobre o tema trabalhado, projetando anseios e desafios que envolvem o fazer docente.Palavras-chave: Prática docente; Sequência didática; Análise textual discursiva. Collaborative construction of a didactic sequence: facilitating strategies for the teaching practice of teachers of mathematicsAbstract: This article presents research that deals with the contribution of the didactic sequence as a facilitating strategy for teaching mathematics, based on a collaborative research involving four teachers from a state institution in Rio de Janeiro city. Our theoretical reference was based on Tardif, Shulman and Zabala. The search for possibilities of collaboration with the teaching practice and the improvement of student learning were the main objectives that we seek to achieve. The instruments for data collection were interviews and questionnaires and the data were analyzed from Discursive Textual Analysis. Let us, in this article, present the analyses of one of the subjects. The results and the collaborative construction of a didactic sequence proved to be positive to contribute as facilitating strategies for the pedagogical practice developed by the teachers, as well as allowing questions and discussions on the theme worked, projecting concerns and challenges that involve teaching.Keywords: Teaching practice; Didactic sequence; Discursive textual analysis. 


2018 ◽  
Vol 4 (12) ◽  
pp. 1157-1164
Author(s):  
Karina Martins de Souza ◽  
José Luiz Fernandes ◽  
Eduardo Linhares Qualharini
Keyword(s):  

Author(s):  
Roosewelt da Silva Teles ◽  
Mário César Vidal ◽  
Michel Jean-Marie Thiolent

This paper aims to show and to discuss some results of a large-time resarch upon the ergonomics problems of fishing in Cabo Frio, 200 km north far from Rio de Janeiro city. By working in a combined Ergonomic Action, Research-Action and Design Methodology perspective, we've looked for establishing the requisites and restraints concerning fishing boat projects, focusing the aspect of habitableness in a sea ambience, because the fishing boat is the workplace in this environment, and that makes it different from boats related to charge or people sea transport.


2002 ◽  
Vol 18 (2) ◽  
pp. 519-524 ◽  
Author(s):  
Isabella Fernandes Delgado ◽  
Heloisa H.C. Barretto ◽  
Teresa A. Kussumi ◽  
Irene Baptista Alleluia ◽  
Cenira de A. Baggio ◽  
...  

Levels of persistent organochlorine pesticides (OCPs) and polychlorinated biphenyls (PCBs) were determined in the blood serum of people living and working in the urban area of greater Rio de Janeiro city. Blood samples from 33 volunteers (16 males, 17 females, 19-63 years old) were taken in January 1999. OCP residues (op'DDT, pp'DDT, pp'DDD, pp'DDE, Aldrin, Dieldrin, Endrin, Heptachlor, Heptachlor-epoxide, alpha-, beta- and gamma-Hexachlorocyclo-hexane, Hexachlorobenzene) and PCBs (congeners: 28, 52, 101, 138, 153, 180) were extracted with n-hexane and analyzed by gas chromatography with electron capture detection. Except for pp'DDE (detection limit = 1.4µg/L) no other OCP residue was found in the samples. No PCB congener (detection limit = 2.0µg/L) was detected either. pp'DDE was found in 17 out of 33 samples in concentrations that ranged from 1.4 to 8.4 µg/L of serum or, on a fat basis, from 0.200 to 3.452 µg/g of serum lipids. Percentage of positive samples (%) and levels of pp'DDE (range of positive samples) increased from the youngest to the oldest group (<=29 yrs: 10%, 0.278µg/g; 30-39 yrs: 60%, 0.200-0.765µg/g; > or = 40 yrs: 77%, 0.257-3.452µg/g).


2019 ◽  
Vol 21 (6) ◽  
pp. 797-810
Author(s):  
Camila Rizzini Freitas ◽  
Alexandre Louis de Almeida D’Avignon ◽  
Ana Célia Castro

Author(s):  
Mary Rangel

Na perspectiva da Psicologia Social (no enfoque, moscoviciano, da representação), foram investigados conceitos e imagens do cotidiano popidar na cidade do Rio de Janeiro, conforme se apresentam em cartilhas adotadas em escolas públicas. Procurou-se, então, notar a possível influência da literatura citico-social da alfabetização (acentuada desde o final dos anos 70) que, entre outras questões, discute a dissociação entre conhecimento (escolar) e realidade, enfatizando o princípio de aprendizagens significativas e contextualizadas. Nas análises, confrontaram-se as representações com "indicadores sociais" do cotidiano, levantados em estudos sociológicos. Os resultados demonstraram a predominância de conceitos e imagens de situações que, não só se distanciam, como invertem as que se apresentam nos "indicadores ". Desse modo, permanece a constatação de que o mundo das crianças não encontra significado no mundo das cartilhas. Abstract In the perspective of Social Psychology (in the Moscovite focal point of the representation), concepts and images of the popular quotidian in Rio de Janeiro city have been investigated, as they present themselves in the spelling books adopted in public schools. One endeavoured, then, to note the possible influence of the critical-social literature of the first year of schooling (accentuated since the end of the 70s), which, among other matters, discusses the dissociation between knowledge (scholar) and reality, enphasizing the principle of significative and contextualized apprendticeships. In the analysis, the representations confront themselves with "social indicators" of the quotidian, raised up in sociologie studies. The results demonstrated the predominance of concepts and images of situations which not only keep away from, as well as invert the ones which present themselves in the "indicators ". Thus, endures the evidence that the world of the children does not find significance in the world of the spelling books. Résumé Sous la perspective de la Psychologie Sociale, d 'après Moscovici (1978), ont été analises concepts et images du quotidien populaire dans la ville de Rio de Janeiro, selon ils se présentent dans les abécédaires adoptés dans les écoles publiques. Nous avons cherché, alors, observer la possible influence de la littérature critique-sociale (accentuée dès le final des années 70) sur l'alphabétisation. Cette littérature, parmi d 'autres questions, discute la dissociation entre savoir (scolaire) et réalité, en emphatisant le principe des apprentissages significatifs et contextualisés. Dans les analyses se confrontent les représentations avec les "indicateurs " sociaux du quotidien, relevés dans les études sociologiques. Les résultats ont démontré la prédominance des concepts et des images de situations que, non seulement s'éloignent comme inversent celles qui se présentent dans les "indicateurs". Ainsi, il nous reste la constatation que le monde des enfants ne recontre pas de signification dans le motide des abécédaires. Resumen En la perspectiva de la Psicoligia Social (en el enfoque moscoviciano de la representación), se investigaron conceptos y imágenes de lo cotidiano popular en la ciudad de Rio de Janeiro, según se presentan en cartillas adoptadas en escuelas públicas. Se procuró observar la posible influencia de la literatura crítico-social de la alfabetización, incrementada desde finales de los años setenta, que, entre otros temas, discute la disociación entre conocimiento (escolar) y realidad, enfatizando el principio de aprendizajes significativos y contextuados. En los análisis se confrontali las representaciones con "indicadores sociales" de lo cotidiano, obtenidos en estudios sociológicos. Los resultados han demostrado la predominancia de conceptos e imágenes de situaciones que no sólo se alejan, sino que invierten las presentadas en los "indicadores ". De esta manera, permanece la constatación de que el mundo de los niños no encuentra sifnificado en el mundo de las cartillas.


2007 ◽  
Vol 07 (4) ◽  
pp. 21-30
Author(s):  
C.S. GUIMARÃES ◽  
G. ARBILLA ◽  
S.M. CORRÊA ◽  
L.V. GATTI

Data for speciated volatile organic compounds (VOC) evaluated in Santos-Dumont Airport and Antonio Carlos Jobim International Airport in Rio de Janeiro, Brazil, are reported. VOC were evaluated by gas chromatography with flame ionization detection (GC – FID) and mass spectrometry (GC – MS), following the U.S. EPA TO – 15 methodology. At Santos-Dumont Airport were quantified 1376 µg m-3 of VOCs 10 m from runway, 408 µg m-3 inside the airport building, and 116 µg m-3 outside the airport area. At the taxiway area of the International Airport a total of 190 µg m-3 of VOC were quantified. Toluene, the most abundant compound near the Santos-Dumont Airport runway, was obtained in a non-significative concentration outside the airport area. This fact suggests that this area is not noticeably impacted by air traffic. A computational model was developed using the OZIPR program and the SAPRC mechanism. Calculated ozone concentrations are higher than values for downtown area of Rio de Janeiro city. Simulated results show that, for the runway in Santos-Dumont Airport, olefins and aromatics contribute in 57% and 15%, respectively, to ozone formation, toluene being the major contributor. Cis-2-butene is the most reactive species regarding OH reaction.


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