scholarly journals Les mathématiques vécues dans la topographie : le cas du cours technique intégré à l’enseignement secondaireMathematics experienced in topography: the case of the technical course integrated into secondary education

2020 ◽  
Vol 22 (4) ◽  
pp. 612-621
Author(s):  
Alexandre Luis de Souza Barros ◽  
Paula Moreira Baltar Bellemain
Keyword(s):  
Methodological Approach ◽  
Middle Level ◽  
Technical Training ◽  
Measurement Instruments ◽  
Agricultural College ◽  
Formation Technique ◽  
Education In Brazil ◽  
Thesis Work ◽  
Flat Ground ◽  
Anthropological Theory Of Didactics

RésuméCe texte présente une partie d’un travail de thèse, en cours, qui porte sur la vie de savoirs mathématiques dans le cours de Topographie en formation technique au lycée agricole. L’établissement dans lequel nous réalisons notre recherche appartient au réseau Fédéral de l’Éducation au Brésil. Notre parcours méthodologique s’appuie sur des interviewes, des observations de classes et l’analyse de documents officiels. Les analyses présentées ici concernent des situations sur la construction d’un angle droit sur un terrain plat. Les résultats montrent le besoin de discuter, entre autres aspects, l’utilisation des instruments de mesures dans les activités qui demandent l’emploi des mathématiques.Mots-clés : Enseignement technique de niveau intermédiaire, théorie anthropologique de la didactique; Enseignement de la topographie.AbstractThis text presents a part of a thesis work currently underway that deals with the life of mathematical knowledge during Topography in technical training at the agricultural college. The institution in which we carry out our research belongs to the Federal Network of Education in Brazil. Our methodological approach is based on interviews, class observations and analysis of official documents. The analyzes presented here concern situations on the construction of a right angle on flat ground. The results show the need to discuss, among other aspects, the use of measurement instruments in activities that require the use of mathematics.Abstract: Technical Education of Middle Level, Anthropological Theory of Didactics, Topography Teaching.

I. G. AGAFONNIKOV — PORTRAIT OF A CONDUCTOR AND TEACHER

2021 ◽  
Vol 1 (2) ◽  
pp. 107-112
Author(s):  
S. V. Miroshnichenko ◽  
Keyword(s):  
Methodological Approach ◽  
Middle Level ◽  
Choral Conductor ◽  
Musical Education ◽  
Liberal Democratic ◽  
Characteristic Features ◽  
Methodological Guidelines ◽  
Pedagogical Principles

The article presents a portrait of the outstanding choral conductor and teacher Igor Germanovich Agafonnikov (1932–2005) and highlights his pedagogical principles and methodological guidelines. The main feature of Agafonnikov's pedagogical style is the ability to create an atmosphere of special trust and respect towards students. It is pointed out the continuity of his pedagogical work with the historic traditions of Russian choral school represented by his mentors: Evstolia Nikolaevna Zvereva in the School at the Moscow State Conservatory named after P. I. Tchaikovsky and Vasily Petrovich Mukhin at the Moscow Conservatory. The author considers the main provisions of I. G. Agafonnikov's methodological work "Reflections on Choirmaster Training in the Middle Level of Musical Education", which fully reflects the fundamental principles of the teacher-conductor. Characteristic features of his individual pedagogical style, based on the liberal-democratic and tolerant methods of students' education under constant activity of all participants of the pedagogical process, are summarized. The professor's methodological approach to the work with students and the choir is analyzed. Particular attention is paid to the rehearsal process, in which the conductor encourages the singers to perform consciously and meaningfully.

Oral History Approaches in Education in Brazil

2019 ◽  
Author(s):  
Zeila Demartini
Keyword(s):  
Qualitative Research ◽  
Oral History ◽  
Social Relations ◽  
Methodological Approach ◽  
Social Groups ◽  
Material Sources ◽  
Educational Issues ◽  
New Research ◽  
Educational Field ◽  
Education In Brazil

This article analyzes the relationship between oral history and education in Brazil. First, it addresses changes in theoretical and methodological approaches in some disciplinary fields, a move that increasingly questions production based mainly on quantitative research and favors a renewal of qualitative research. In this context, qualitative research incorporated discussions of life histories and the subjects’ narratives as methods of collecting data. At the same time that shifts in sociology and history drew both disciplines together in research that used the biographical approach and oral reports, qualitative research on educational issues was becoming stronger in the field of education. Questioning routine forms of research in these various fields ended up addressing common themes of interest to all of them. Such an approach allowed for the introduction and development of oral history in Brazil as an interdisciplinary field in which questions flowed from one discipline to another, in which sociologists, anthropologists, historians, and educators took part. Oral history is understood as a methodological approach to research in which the researcher commits to the object of study, approaching it based on the oral reports of the subjects involved along with other written, iconographic, and material sources in order to understand the different representations of the subjects. Oral history brought fundamental changes in education: subjects were incorporated into the production of knowledge about the history of education, social relations in the educational field, the way of looking at the formative processes of educators, discussions regarding curricula aimed at diverse social groups, group cultures, among other aspects; the educational field was no longer analyzed mainly from an educational, pedagogical-methodological approach, but one based on the centrality of the subjects and their demands. This change in perspective, no longer only on the part of the State or supporting institutions, provided a link between school and non-school education, as well as in the processes of participation of social groups. It also encouraged the incorporation of diverse data sources and their preservation. New research topics were also taken up, which has had a strong influence on the process of training historians and educators. Educational issues have been at the fore from the first incursions of oral history in Brazil and, precisely because of the exchange being built, new research paths are now being developed.

scholarly journals O Contexto Da Formação De Professores De Letras No Brasil: Políticas Publicas, Experiências E Metodologias

2020 ◽  
pp. 1-19
Author(s):  
Cristiane Dall ◽  
Cortivo Lebler ◽  
Karen Andresa Santorum
Keyword(s):  
Teacher Education ◽  
Present Article ◽  
Analytical Study ◽  
Methodological Approach ◽  
Theory And Practice ◽  
The Past ◽  
Present Context ◽  
Current Context ◽  
Reading To Learn ◽  
Education In Brazil

The present article has as its goals to discuss the current context of teachers in pre-service in Brazil, especially in the area of Modern Languages, and to present two possibilities that potentialize the articulation between theory and practice, namely, the Institutional Program of Teaching Initiation (PIBID) and the Reading to Learn Program. For such, it will start with a theoretical-analytical study on the past and present context of teacher education, especially regarding to public policies related to the theme. Also it will present results of two projects promoted by Pibid. In addition, it will bring a suggestion for a methodological approach aimed at training teachers with the Reading to learn Program. The research`s results point to a change in the scenario of teacher education in Brazil, both in relation to the profile of undergraduate courses and students, as well as in relation to the structuring of teaching degrees, defined by official documents.

scholarly journals Ostensifs et calcul soustractif à l’école élémentaireOstensives and subtractive calculus at school

2020 ◽  
Vol 22 (4) ◽  
pp. 756-771
Author(s):  
Anne-Marie Rinaldi
Keyword(s):  
Number Line ◽  
Mental Calculation ◽  
Anthropological Theory ◽  
Thesis Work ◽  
Théorie Anthropologique Du Didactique ◽  
Anthropological Theory Of Didactics

RésuméMon travail de thèse dans le cadre de la théorie anthropologique du didactique m’a permis de construire une organisation mathématique de référence autour du calcul soustractif et d’élaborer une ingénierie pour le CE2, en cherchant à rester assez proche des pratiques de l’enseignement ordinaire. L’évolution des productions des élèves et des discours des enseignants sur un ensemble de séquences permet de questionner l’usage d’ostensifs tels que les écritures arithmétiques et les schémas avec la droite numérique dans le but de décrire, valider et évaluer un ensemble de techniques de calcul mental.Mots clés : Ostensif, Techniques de calcul mental.AbstractMy thesis work within the framework of the Anthropological Theory of Didactics allowed me to build a mathematical organization of reference around the subtractive calculation and to elaborate an engineering for the CE2, trying to remain rather close to the practices of the teaching ordinary. The evolution of students 'productions and teachers' speeches on a set of sequences makes it possible to question the use of ostensives such as arithmetic writings and diagrams with the number line in order to describe, validate and evaluate a set of techniques of mental calculation.Keywords: Ostensive, Techniques of mental calculation.

scholarly journals ESPECIFICIDADES E DEMANDAS DO ENSINO DA LÍNGUA ESPANHOLA EM UM INSTITUTO FEDERAL: POLÍTICAS LINGUÍSTICO-EDUCATIVAS EM CURSOS TÉCNICOS DE NÍVEL MÉDIO

2018 ◽  
Vol 11 (3) ◽  
pp. 492
Author(s):  
Glenda Heller Cáceres ◽  
Natalia Labella-Sánchez
Keyword(s):  
Methodological Approach ◽  
Postgraduate Education ◽  
Technological Education ◽  
Theoretical Frameworks ◽  
Methodological Choices ◽  
Course Planning ◽  
Federal Institute ◽  
Qualitative Descriptive ◽  
South Of Brazil ◽  
Education In Brazil

The strengthening of technical education in Brazil, by the creation of the Federal Institutes (Law 11.892/2008), brings a new and growing reality for Spanish teachers: the challenge of working in an educational context whose proposal is based on vertical integration. In this scenario, a teacher can teach at different levels of education (from Secondary Education to Postgraduate Education) at the same institution. The aim of this paper is to describe the context of teaching Spanish in secondary technical courses, in the integrated, concomitant and sequential modalities, at two campuses of a Federal Institute in the south of Brazil. Furthermore, reflections on some specifics of this educational level in Vocational and Technological Education (VTE) and on the demands generated by such specifics are presented. The methodological approach adopted in this study is qualitative descriptive, since the research consists in describing aspects of a social environment (the institution, the school) with which the researcher is clearly interwoven. Our analysis is based on theoretical frameworks that address Language Policies, especially the educational ones (KAPLAN; BALDAUF, 1997; MENKEN; GARCÍA, 2010). The study deals with the aspects that should be considered when making decisions regarding the course planning, methodological choices and consequent development of teaching materials, as well as provides guidelines on how to handle the unique context of VTE.

scholarly journals The Telematics Advanced Program: A Noble Idea Bites the Dust

1999 ◽  
Vol 24 (3) ◽  
Author(s):  
Deanna Robinson
Keyword(s):  
Technical Training ◽  
Advanced Education ◽  
Technological Infrastructure ◽  
Formation Technique

Abstract: The Telematics Advanced Program (TAP), a virtual curriculum proposed by an industry/government/university group, failed to materialize for a complex set of reasons, including the insistence of many state and provincial universities that Internet-based education should be embraced only as a cash cow to provide additional funds for traditional campus-based teaching. Companies fed into this perception by increasingly favouring technical training over advanced education as their stable monopoly-based environment shifted to uncertain circumstances and cutthroat competition. These factors produced personnel and goal confusion within the sponsoring group and hampered its ability to acquire funding. Lack of advanced technological infrastructure also prevented realization of the TAP vision of small, interactive virtual seminars. Résumé: Le Telematics Advanced Program (TAP), un curriculum virtuel proposé par un regroupement industriel/gouvernemental/universitaire, n'a pas pu devenir réalité pour un ensemble complexe de raisons, y compris l'insistance de la part de plusieurs universités étatiques et provinciales que l'enseignement à l'Internet n'est utile que comme source de revenus supplémentaires pour l'enseignement traditionnel en salle de cours. Des compagnies encouragèrent cette perception en favorisant de plus en plus la formation technique au détriment des études avancées, la conséquence de circonstances incertaines et de concurrence acharrée remplaçant un environnement stable et monopoliste. Ces facteurs jetèrent la confusion au sein du groupe parraineur tant au niveau du personnel que de ses buts et diminua la capacité du groupe à obtenir des fonds. L'absence d'une infrastructure technologique avancée empêcha aussi la réalisation de la vision TAP de petits a éminaires virtuels et interactifs.

scholarly journals Systematic Reviews to Strengthen Evidence-based Nursing Practice

Aquichan ◽  
2021 ◽  
Vol 21 (4) ◽  
pp. 1-15
Author(s):  
Miguel Ángel Fuentealba-Torres ◽  
Zita Lagos Sánchez ◽  
Vilanice Alves de Araújo Püschel ◽  
Denisse Cartagena
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Scientific Community ◽  
Nursing Practice ◽  
Technical Training ◽  
Evidence Based ◽  
Measurement Instruments ◽  
Nursing Knowledge ◽  
New Approaches ◽  
Evidence Based Nursing

Systematic reviews are essential to developing evidence-based nursing practice. The JBI, formerly known as the Joanna Briggs Institute, has contributed significantly to research through technical training on reviews. Cochrane Living Systematic Reviews and Systematic Reviews of Measurement Instruments have been approaches recently used by the scientific community. The purpose of Living Systematic Reviews is to continuously update priority issues, while Systematic Reviews of Measurement Instruments condense evidence on the validity of measurement instruments. This article overviews the JBI Systematic Review approaches and provides critical information about Cochrane Living Systematic Reviews and Systematic Reviews of Measurement Instruments. The use of these new approaches is necessary to maintain the evidence-based nursing practice and advance nursing knowledge.

Consensus on the Need for a Hierarchical List of Patient-reported Pain Outcomes for Metaanalyses of Knee Osteoarthritis Trials: An OMERACT Objective

2015 ◽  
Vol 42 (10) ◽  
pp. 1971-1975 ◽  
Author(s):  
Robin Christensen ◽  
Lara J. Maxwell ◽  
Peter Jüni ◽  
David Tovey ◽  
Paula R. Williamson ◽  
...  
Keyword(s):  
Knee Osteoarthritis ◽  
Outcome Measurement ◽  
Methodological Approach ◽  
Cochrane Collaboration ◽  
Measurement Properties ◽  
Measurement Instruments ◽  
Knee Oa ◽  
Cosmin Checklist ◽  
Patient Reported ◽  
Pain Outcomes

Objective.Although protocol registration for systematic reviews is still not mandatory, reviewers should be strongly encouraged to register the protocol to identify the methodological approach, including all outcomes of interest. This will minimize the likelihood of biased decisions in reviews, such as selective outcome reporting. A group of international experts convened to address issues regarding the need to develop hierarchical lists of outcome measurement instruments for a particular outcome for metaanalyses.Methods.Multiple outcome measurement instruments exist to measure the same outcome. Metaanalysis of knee osteoarthritis (OA) trials, and the assessment of pain as an outcome, was used as an exemplar to assess how Outcome Measures in Rheumatology (OMERACT), the Cochrane Collaboration, and other international initiatives might contribute in this area. The meeting began with formal presentations of background topics, empirical evidence from the literature, and a brief introduction to 2 existing hierarchical lists of pain outcome measurement instruments recommended for metaanalyses of knee OA trials.Results.After discussions, most participants agreed that there is a need to develop a methodology for generation of hierarchical lists of outcome measurement instruments to guide metaanalyses. Tools that could be used to steer development of such a prioritized list are the COSMIN checklist (COnsensus-based Standards for the selection of health status Measurement Instruments) and the OMERACT Filter 2.0.Conclusion.We list meta-epidemiological research agenda items that address the frequency of reported outcomes in trials, as well as methodologies to assess the best measurement properties (i.e., truth, discrimination, and feasibility).

scholarly journals Políticas e práticas da educação pública estadual cearense: entre a “beleza” e a “feiura”

2016 ◽  
Vol 9 (1) ◽  
pp. 11
Author(s):  
Fabrício De Sousa Sampaio
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Methodological Approach ◽  
Educational Process ◽  
Social Rights ◽  
Social Concern ◽  
Social And Economic Development ◽  
New Challenges ◽  
State Schools ◽  
Education In Brazil

RESUMOA intensa discussão da educação pública no Brasil vinculada ao slogan “pátria educadora” parece simbolizar tanto uma crescente preocupação social com a melhoria do processo educativo no país como também um consenso quase generalizado de que a educação é a mola mestra do desenvolvimento social e econômico. A solução rápida – neoliberal – para os “problemas” da educação imprime novos desafios à escola pública democrática e cidadã como direito político e social. Através da metáfora “beleza” e “feiura”, este artigo objetiva refletir sobre as políticas e práticas da ofensiva neoliberal em diálogo com professores/as de duas escolas estaduais cearenses. O percurso metodológico parte das considerações reunidas da dissertação de mestrado concluída em 2010 e finaliza em entrevistas abertas com dois professores realizadas no início de 2016. Um dos principais resultados dessa reflexão é que a avaliação do que é “belo” e “feio” na educação cearense vai sendo modificada onforme a perspectiva de ensino que os docentes tomam como referência.Palavras-chave: Educação cearense. Política neoliberal. “Beleza”.ABSTRACTThe intense discussion of public education in Brazil linked to the slogan “educator country” seems to symbolize both a growing social concern for the improvement of the educational process in the country as well as an almost universal consensus that education is the mainspring of social and economic development. The quick fix - neoliberal - to the“problems” of education print new challenges to democratic and citizen public schools as a political and social rights. Through the metaphor of “beauty” and “ugliness”, this article aims to reflect on the policies and practices of the neoliberal offensive in dialogue with teachers from two Ceará state schools. The methodological approach comes from considerations gathered in the dissertation completed in 2010 and ends in open interviews with two teachers held in early 2016. One of the main results of this reflection is that the assessment of what is “beautiful” and“ugly” in cearence education will be modified according to the teaching perspective that teachers take as reference.Keywords: Ceará education. Neoliberal policy. “Beauty”.RESUMENEl intenso debate sobre la educación pública en Brasil relacionado con el eslogan “ patria educadora” parece simbolizar tanto una creciente preocupación social para la mejora del proceso educativo en el país, así como un consenso casi generalizado de que la educación es elmuelle principal del desarrollo social y económico. La solución rápida - neoliberal - de los “problemas” de la educación imprime nuevos desafíos para la escuela pública democrática y ciudadana como derecho político y social. A través de la metáfora “belleza” y “fealdad”, este artículo tiene como objetivo reflexionar sobre las políticas y prácticas de la ofensiva neoliberal en diálogo con maestros/as de dos escuelas del estado de Ceará. El enfoque metodológico parte de las consideraciones reunidas en la disertación de maestría completa en 2010 y terminada en entrevistas abiertas con dos maestros realizadas a principios de 2016. Uno de los principales resultados de esta reflexión es que la evaluaciónde lo que es “bello” y “feo” en la educación de Ceará va siendo modificada de acuerdo con la perspectiva de enseñanza que los docentes toman como referencia.Palabras clave: Educación cearense. Política neoliberal. “Belleza”.

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