scholarly journals Avaliação da oferta de ensino fundamental pela rede pública e sua distribuição espacial: aplicação ao município de Niterói (RJ)

2019 ◽  
Vol 80 (195) ◽  
Author(s):  
Nelio Pizzolato ◽  
Satie Mizubuti ◽  
Guilherme Silva
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Public System ◽  
Middle Classes ◽  
School Location ◽  
The Public ◽  
Education School ◽  
School Network ◽  
Age Range ◽  
Surprising Finding

Visa a dois objetivos, ambos ilustrados com dados escolares do município de Niterói (RJ). O primeiro consiste em uma proposta metodológica para avaliar a oferta de vagas no ensino fundamental de forma a manter escolarizados todos os jovens na faixa de 7 a 14 anos. O segundo consiste em avaliar a distribuição espacial das escolas da rede pública, identificando regiões com excesso e/ou escassez de vagas. O caso estudado apresentou a surpresa de encontrar uma população escolar bastante superior à população demográfica, sugerindo a migração de alunos de outros municípios. Quanto à distribuição espacial das escolas, o estudo apontou as poucas áreas em que haveria necessidade adicional de vagas, mas destacou que, nos bairros onde predomina a população de classe média, poderá haver forte escassez, se tais segmentos optarem pela escola pública. Palavras-chave: localização de escolas; rede escolar; ensino básico; capacidade da rede. Abstract This work has two objectives, both illustrated with schooling data of the municipality of Niterói, State of Rio de Janeiro. Firstly, a methodology is proposed to evaluate the capacity of the public system to offer basic education to all the population in the 7-14 age range. Secondly, the location of the public schools is evaluated in order to identify areas with shortage or excess of school places. The surprising finding of the study was that the enrolled population is larger than the demographic one. The possible explanation would be the migration of students from neighboring municipalities. Regarding school location, the study has identified a few areas in which additional school places would be desirable but emphasized the fact that scarcity would be serious in the districts where the middle classes predominate if such class members would demand the public system rather than the private one. Keywords: school location; capacity of the school system; basic education; school network.

Social Innovation in Public Schools

2019 ◽  
pp. 1-14 ◽  
Author(s):  
Isabela Silva ◽  
Karmel Nardi Silva ◽  
Karen Schmidt Lotthammer ◽  
Simone Bilessimo ◽  
Juarez Bento Silva
Keyword(s):  
Public Schools ◽  
School System ◽  
Basic Education ◽  
Social Innovation ◽  
Low Cost ◽  
Digital Inclusion ◽  
Public Network ◽  
The Public ◽  
Remote Experimentation ◽  
Positive Results

The project “Promoting Digital Inclusion in Public Schools Through Integration of Innovative Low-Cost Technologies in the Teaching of STEM Subjects” has been carried out by the Remote Experimentation Laboratory (RExLab), Federal University of Santa Catarina, since 2008. This project has trained 363 teachers from 6 schools, since it is an initiative of technology integration in the basic education of the Brazilian public-school system. The present study focuses on the benefits of the project in relation to the teachers involved in its scope. The positive results acquired by the project over the years demonstrate that the integration of technologies in education by teachers in the public network is a practice to be encouraged.

scholarly journals Biochemistry on the game board: improvements in the teaching-learning process in basic education

2015 ◽  
Vol 13 ◽  
pp. 18
Author(s):  
F. A. Silva ◽  
R. Rebeca
Keyword(s):  
Public Schools ◽  
Basic Education ◽  
Leisure Activity ◽  
Pedagogical Practice ◽  
Teacher Student ◽  
Education School ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Game Board ◽  
Teaching Learning

According to the Curriculum Guidelines of Biology of Basic Education "school should encourage the pedagogical practice based on different methodologies, valuing the teaching concepts, the learning (internalization) and the evaluation that allow teachers and students being aware of the need for emancipatory transformation”.  The teaching of biochemistry and its contents in basic education are not discussed as a structuring content within the Biology subject, but are included in related content such as cellular biology. The objective of this study was to inventory the contents and methodologies related to biochemistry taught by teachers of basic education and produce teaching-learning materials as contribution to these contents from the inventory results. The methodology was developed from the analysis of the questionnaires applied to biology teachers from public schools of Guarapuava-Pr. The results showed that the teaching of biochemistry and biology discipline, although it comes from the same area, are designed as two unattached areas, meaning there is no perception by teachers in relation to the implicit conceptual intercept in teaching Biology and Biochemistry. To this end, the profile of the game Grow was adapted using themes related to Biochemistry. The game consists of 45 cards and a game board with a track. The player who gives more write answers to the questions reaches the end and wins the match. For game evaluation participants answered a questionnaire at the end of the activity. Most of the participants argued that the process has contributed to ensure the assimilation of the contents, since it is a leisure activity with effective participation of students. Thus, the obtained data confirmed the assumption of  Pedroso (2009), which states that the games allow a significant teacher-student interaction, disseminating scientific knowledge from the views and experiences of the student.

scholarly journals THE LINGUISTIC REGISTER OF BRITISH PREPARATORY SCHOOLS IN ANTHONY BUCKERIDGE’S JENNINGS GOES TO SCHOOL

2018 ◽  
Vol 11 ◽  
pp. 96-107
Author(s):  
Graeme Davis
Keyword(s):  
Public Schools ◽  
Public School ◽  
Working Class ◽  
Formal Analysis ◽  
Primary Source ◽  
Word List ◽  
British English ◽  
The Public ◽  
Preparatory Schools ◽  
Age Range

The unique language employed in many British Public Schools has long been noted; that of the Preparatory Schools from which the Public Schools mostly draw their pupils has generally been neglected.[1] Public School English is a feature of such popular sources as the novel Tom Brown’s Schooldays (1857) and has had formal analysis at least since 1900, the year of publication of Farmer’s Public School Word Book. By contrast, there are far fewer sources for the language of the Preparatory Schools. In Jennings Goes to School, novelist Anthony Buckeridge provides a surprisingly rich overview of this English linguistic Register as it was in the late 1940s. The Jennings Register is explored here through a Jennings word-list as an appendix to this article, and through discussion within this article of the Register in action. The Jennings Register looks in two directions. It is the primary source of Public School English and therefore of the dialect of British English associated with the Upper and Upper-Middle Classes. However, the Jennings Register surprises in that its sources are primarily Working Class and from popular culture, and in this respect it is a dialect of the Working Class. Preparatory School English therefore appears to provide a bridge between various class-based dialects of British English. It may be regarded as a linguistic and cultural unifier for Britain in the twentieth century.The structure of British Schools should perhaps be clarified. Public Schools are fee-charging schools, in contrast with State Schools which charge no fees. Public Schools include many of the most famous schools in Britain, perhaps in the world, for example Charterhouse, Eton, Harrow, Merchant Taylors’, Rugby, St Paul’s, Shrewsbury, Westminster and Winchester. Most are boarding schools, most were for boys only, and most provide education for ages 13-18. Fee-charging schools for the age range of (typically) 8-13 are called Preparatory Schools, and these are schools which prepare pupils for entry to the Public Schools.

Schools in Cross-Sector Alliances: What Do Schools Seek in Partnerships?

2018 ◽  
Vol 54 (4) ◽  
pp. 648-688 ◽  
Author(s):  
Ori Eyal ◽  
Marissa (Gross) Yarm
Keyword(s):  
Public Schools ◽  
Public Education ◽  
Civic Education ◽  
Professional Status ◽  
Educational Values ◽  
Pedagogical Innovation ◽  
Public Education System ◽  
The Public ◽  
Education School ◽  
Depth Interviews

Purpose: In recent years, the rise of cross-sector alliances (CSAs) in education has elicited growing concerns regarding the unrestrained influence of external partners. Against this backdrop, this study aims to explore the ways in which public schools perceive and collaborate with nonsystem actors (NSAs). Research Methods: Using a qualitative design, 32 in-depth interviews with 29 school CSA coordinators responsible for managing 32 civic education CSAs in Israel were triangulated with CSA email correspondence and completed feedback forms. Data were coded and analyzed using categorical techniques. Findings: Three main themes emerged from our data: identity of the public education system, pedagogic identity of the school, and collaboration and mutuality. While concerned by the threat of CSAs to public education, school coordinators expressed confidence in their ability to protect their school’s identity from NSA influence via twin strategies of regulation and adaptation. However, our analysis revealed that by avoiding substantial engagement with NSAs, the coordinators effectively ceded control to them over educational activities. We propose two new theoretical constructs to categorize alliances: reproductive mutuality, in which schools effectively accept the ideology and programs of NSAs, by a form of “soft coercion”; and transformative mutuality, in which school coordinators and NSA representatives engage in substantive dialogue about educational values, goals, and methods, leading to pedagogical innovation and protecting the public school ethos. Implications: The findings suggest that schools expand their involvement in vetting, monitoring, and activating CSA programs; protect teachers’ professional status; encourage knowledge transfer; and foster transformative mutuality to propel socioeducational change.

Public School Elites in Early-Victorian England: The Boys at Harrow and Merchant Taylors' Schools from 1825 to 1850

1982 ◽  
Vol 21 (2) ◽  
pp. 87-117 ◽  
Author(s):  
Edward A. Allen
Keyword(s):  
Public Schools ◽  
Public School ◽  
Middle Class ◽  
Victorian England ◽  
Middle Classes ◽  
The Public ◽  
Social Elite ◽  
The Social ◽  
The Creation ◽  
The One

Historians agree that the public schools played a central role in the creation of Victorian society and that in particular they were seminal in the construction of that “mid-Victorian compromise” which made the mid-century an era of “balance,” “equipoise,” and accommodation. There is further agreement that the cadre of boys produced by the newly reformed public schools became that mid-Victorian governing and social elite which was at once larger, more broadly based, more professional and, to many, more talented than the one which preceded it. The importance of the public schools in this regard was, as Asa Briggs affirms, twofold. They assimilated the “representatives of old families with the sons of the new middle classes,” thereby creating the “social amalgam” which, in Briggs' view, “cemented old and new ruling groups which had previously remained apart.” Secondly, the singular expression of that amalgamation was an elite type, the “Christian Gentleman”—the result of an “education in character” administered under the influence of Dr. Arnold. Arnold was able to do this because he “reconciled the serious classes” (that is, the commercial middle class) “to the public schools,” sharing as he did “their faith in progress, goodness, and their own vocation.” At first, the schools “attracted primarily the sons of the nobility, gentry and professional classes.” Later, it was the “sons of the leaders of industry” who were, like earlier generations of boys, amalgamated with “the sons of men of different traditions” in a broadened “conception of a gentleman.”

scholarly journals OLYMPIC EDUCATION

2013 ◽  
Vol 1 (4) ◽  
pp. 109-120
Author(s):  
Katia Rubio
Keyword(s):  
Public Schools ◽  
Sao Paulo ◽  
São Paulo ◽  
Education Programs ◽  
Pedagogical Tool ◽  
The Public ◽  
Olympic Movement ◽  
School Network ◽  
Olympic Education ◽  
Peace And Development

The educational nature of sport was in the foundation of the Olympic Movement since its inception. Understood as a pedagogical tool, sport was seen by Pierre de Coubertin as a possibility of celebration among people, a way to promote peace and development. In this sense, the Olympic Games are considered the public face of this pedagogical effort, and the understanding of Olympic education promotes values and knowledge on the sports universe and all its symbolic acquis. This argument triggers Olympic education programs by countries and cities involved in sport competitions based on the Olympic model. The aim of this study was to present the Olympic Education program developed by the São Paulo Secretary of Education for teachers working in the public school network of São Paulo. This course conducted over the years 2012 and 2013 relied on the participation of 250 teachers, mostly involved with Student Olympics, competition involving public schools of São Paulo.

scholarly journals Considerations on teniasis and cysticercosis in municipalities of the Jiquiriçá Valley, Bahia

2020 ◽  
Vol 13 (7) ◽  
pp. 87
Author(s):  
F. S. Julião ◽  
H. B. Santos
Keyword(s):  
Public Health ◽  
High School ◽  
Elementary School ◽  
Public Schools ◽  
Health Professionals ◽  
Basic Education ◽  
Taenia Solium ◽  
Parasitic Diseases ◽  
Education Professionals ◽  
The Public

Teniasis and cysticercosis are parasitic diseases with serious repercussions on public health, caused by parasites Taenia solium and T. saginata. The objective was to verify the explanation in textbooks about teniasis and cysticercosis and their approaches by the professors of Sciences and Biology to their students. Data were analyzed on the occurrence of teniasis and cysticercosis in the Health Secretaries of municipalities of Vale do Jiquiriçá, Bahia. An interview was also conducted with teachers from Elementary School II and High School of the public schools of the municipalities of Bahia: Jiquiriçá, Mutuípe and Ubaíra. In addition, bibliographic research was carried out in textbooks used in schools. It was verified that there is no record of the prevalence of teniasis and cysticercosis in the municipalities investigated. Regarding the approach of these infections in Basic Education, it was noticed that the teachers need the complementation of the content, because in the textbooks the approaches are succinct, although they can cover the main characteristics of these diseases. Interaction among health professionals and education professionals is suggested for prevention and combat with better results.

scholarly journals GESTÃO DEMOCRÁTICA: UMA BREVE REVISÃO DE LITERATURA (2010-2019)

2020 ◽  
Vol 3 ◽  
pp. 68
Author(s):  
Maria Cristina Schefer ◽  
Carlos Marcelo Cavalheiro Félix
Keyword(s):  
Public Schools ◽  
Public School ◽  
Basic Education ◽  
State Of The Art ◽  
School Councils ◽  
Electronic Library ◽  
Democratic Management ◽  
Education School ◽  
Master's Thesis ◽  
Model C

RESUMOEste artigo bibliográfico, excerto de dissertação de mestrado em desenvolvimento, reflete sobre a gestão democrática na educação básica, na escola pública. Para tanto, foi consultada a plataforma de busca Scientific Electronic Library Online (Scielo), onde se selecionaram sete artigos, e bancos de teses e dissertações, onde foram escolhidos para análise três trabalhos, sendo duas dissertações e uma tese.  Utilizaram-se como descritores para a definição de objetos de análise, os seguintes termos: Gestão Democrática, Educação Básica e Escola Pública. Optou-se por publicações de mestres e doutores no período dos últimos dez anos, a fim de mapear tanto as permanências quanto as divergências e/ou inovações nas pesquisas da área.  Esses “estudos diagnósticos” revelaram que: a) a gestão democrática na escola pública brasileira está em processo de efetivação, a partir de sua constitucionalidade e legalidade, mesmo que com bastante morosidade; b)  o ambiente de gestão democrática está em permanente confronto com o modelo de gestão empresarial, burocrático e patrimonialista; c) o que potencializa as bases de efetivação da gestão democrática é a construção responsável do projeto político-pedagógico e a formação dos conselhos escolares.Palavras-chave: Educação Básica; Gestão Escolar; Gestão Democrática; Escola Pública; Estado da Arte. ABSTRACTThis bibliographic article, excerpt from a master's thesis in development, reflects on democratic management in basic education, in public schools. In order to do that, we consulted the Scientific Electronic Library Online (Scielo) search platform, from which we selected seven papers, and other thesis and dissertation banks, from which we chose two theses and one dissertation to analyze. The descriptors used to define the objects of analysis were the following: Democratic Management, Basic Education, and Public School. We selected works published by masters and PhDs over the last 10 years, in order to map the permanencies, the divergences and/or innovations found in research in the area. Those “diagnostic studies” have shown that: a) the democratic management in the Brazilian public school is in process of execution, based on its constitutionality and legality, despite its slowness; b) the democratic management environment has been permanently faced with the entrepreneurial, bureaucratic, patrimonial management model; c) the responsible construction of the Pedagogical Political Project and the formation of school councils potentiate the bases for the concretization of democratic management.Keywords: Basic Education; School Management; Democratic Management, Public School; State of the Art.

scholarly journals Cooperative learning as a strategy to teach English Language in the Public Schools of Ecuador

2019 ◽  
Vol 3 (10) ◽  
pp. 601
Author(s):  
Mary T. Cifuentes-Rojas ◽  
Rosa M. Contreras-Jordan ◽  
Gabriela K. Almache-Granda
Keyword(s):  
Public Schools ◽  
Cooperative Learning ◽  
English Language ◽  
Basic Education ◽  
Multiple Choice ◽  
English Teachers ◽  
Quantitative Approach ◽  
Learning Activities ◽  
The Public ◽  
Individual Work

<p style="text-align: justify;">Cooperative learning is a highly motivating strategy to achieve the learning of another language. Under this notion, this article is presented whose objective is to propose cooperative learning activities for teachers working in the Ecuadorian Public Schools in order to motivate students to learn English. For this, a mixed qualitative-quantitative approach was used. The population was constituted by the students of the eighth year of basic education of the Ecuadorian public schools of the province of Tungurahua and whose sample was of 32 students and 3 English teachers. The applied instrument was a survey of 10 questions, whose alternatives of answers were Yes / No and multiple choice, the analysis of the obtained information allowed to conclude that the English teachers of the Ecuadorian Public Schools investigated did not apply cooperative learning activities in their classes They preferred individual work to facilitate evaluation and make individual comments on the structure of grammar and the use of vocabulary.</p>

Mídias educativas e aulas de orientação sexual – uma proposta viável para interligar os saberes da vida e da escola?

1969 ◽  
Author(s):  
Myrna Wolff Brachmann dos Santos
Keyword(s):  
Educational Technology ◽  
Public Schools ◽  
Sexual Orientation ◽  
Low Frequency ◽  
Educational Process ◽  
Educational Media ◽  
The Public ◽  
Construction Of Knowledge ◽  
School Network ◽  
Medios De Comunicacion

Este texto foi organizado com o objetivo de discutir a relação entre o uso das Salas de Tecnologias Educacionais e a proposição de aulas de Orientação Sexual para os escolares. Embora haja estudos relatando a realização de orientação sexual nas escolas públicas de campo Grande, a utilização das mídias educativas é desconhecida nesses casos. Partindo de uma investigação feita em dez instituições com dezesseteprofessores de Salas de Tecnologias Educacionais da Rede Pública de Ensino da cidade de Campo Grande, MS, foram levantados dados e estabelecidas algumas relações entre as duas temáticas. Dentre os resultados obtidos destaca-se a) a pequena frequência com que acontecem aulas de orientação sexual nas escolas pesquisadas; b) a ênfase nos aspectos de saúde e prevenção, com menor preocupação com aspectos como prazer, desprazer e o conhecimento de si próprio; c) o consenso entre os professores de Salas de Tecnologias Educacionais quanto à importância da utilizaçãodas mídias educativas no processo educativo; d) o aparecimento de apenas um professor questionando a qualidade do uso das mídias educativas no processo pedagógico ou nas aulas de orientação sexual. A pesquisa sinaliza a viabilidade das aulas de orientação sexual e de sua facilitação por meio das mídias educativas indicando haver experiências pedagógicas que possibilitam a construção do conhecimento, a reflexão e a mudança de paradigmas.Palavras-chave: Mídias educativas. Salas de tecnologias educacionais. Orientação sexual. AbstractEducational media and sexual orientation classes – a viable proposal to reconnect life and school knowledges?The text in hand was organized with the aim of discussing the relationship between the use of Educational Technology Classrooms and a proposal for classes in Sexual Orientation for schools. Although there are studies of the completion of sexual orientation in the public schools of Campo Grande, the use of educational media is unknown in these cases. Beginning with an investigation carried out in ten institutions with seventeen teachers in Educational Technology Classrooms in the Public School Network in the city of Campo Grande, MS, data had been raised and established, it is possible to present data, establish some relationships between the two themes. Within the results obtained and the following stand out: a) the low frequency with which classes in sexual orientation take place in the schools researched; b) the emphasis on the aspect of health and prevention in the aforementioned classes of sexual orientation, presenting less concern with aspects such as pleasure, displeasure and self-knowledge; c) the consensus among the teachers in the Educational Technology Classrooms as to the importance of the use of educational media in the educational process; d) the appearance of only one teacher questioning the quality of the use of the technological resources in the educational process or in the classes on sexual orientation. The survey signals the viability of sexual orientation classes and its facilitation through educational media indicating there is pedagogical experiences that enable the construction of knowledge, reflection and change of paradigms.Keywords: Educational media. Educational technology classrooms. Sexual orientation. ResumenClases de medios de comunicación y de educación sobre la orientación sexual – es un vínculo más viable para el conocimiento de la vida y la propuesta de la escuela?Este texto se organizó con el fin de discutir la relación entre el uso de las reuniones y Tecnologías Educativas y la proposición de clases de Orientación Sexual para la escuela. Aunque hay estudios que informaron el logro de la orientación sexual en las escuelas públicas de Campo Grande, se desconoce el uso de los medios educativos en estos casos. A partir de una investigación realizada en diez instituciones con diecisiete profesores de clases de Tecnologías Educativas de las Escuelas Públicas de la ciudad de Campo Grande, MS, se recogieron y se establecieron algunas relaciones entre los dos temas de datos. Entre los resultados se destaca a) la frecuencia con que se producen pequeñas clases de orientación sexual en las escuelas encuestadas b ) elénfasis en los aspectos de salud y prevención , con menos preocupación por aspectos tales como el placer, desagrado y autoconocimiento; c ) el consenso entre los profesores de las clases de Tecnologías Educativas sobre la importancia del uso de los medios educativos en el proceso de la educación; d ) la aparición de un solo profesor en duda la calidad de la utilización de medios educativos en el proceso educativo en el aula o la orientación sexual. La investigación indica que la viabilidad de las clases de orientación sexual y su facilitación a través de los medios de comunicación educativa que indica que hay experiencias de enseñanza que permitan la construcción del conocimiento, la reflexión y el cambio de paradigma.Palabras-clave: Educación media. Clases tecnologías educativas. Orientación sexual. Revisor do inglês: Prof. Ms. Wellington da Silva OliveiraRevisor do espanhol: Prof. Lilian de Souza

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