scholarly journals Trabalho e formação do engenheiro

2019 ◽  
Vol 81 (199) ◽  
Author(s):  
João Bosco Laudares ◽  
Shirlene Ribeiro
Keyword(s):  
Curriculum Studies ◽  
Teaching History ◽  
The Social ◽  
Engineer Work

Discute a atuação e qualificação do engenheiro a partir das mudanças ocorridas no cenário sociopolítico-econômico. Discute a formação do engenheiro recuperando alguns tópicos da história do ensino de Engenharia no Brasil e faz uma incursão no estudo do currículo dos cursos de Engenharia. Apresenta também resultados de pesquisa em fábricas montadoras quanto à atuação e novas exigências qualificacionais do engenheiro. Palavras-chave: engenheiro; trabalho; qualificação; educação. Abstract This article has the objective to discuss the engineers' qualification to deal with recent changes that have been occurring in the social, political and economical scenery. It talks about the engineers' formation, recalling some topics about the Engineering teaching history in Brazil and shows a better raid in the courses curriculum studies in Engineering. This article also presents the result of the research and automobile industries regarding the engineers' role and new qualifying demands. Keywords: engineer; work; qualification; education.

scholarly journals The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers

2020 ◽  
Vol 9 (2) ◽  
pp. 9 ◽  
Author(s):  
Delfín Ortega-Sánchez ◽  
Joan Pagès Blanch
Keyword(s):  
Social Sciences ◽  
Primary Education ◽  
Social Problems ◽  
Creative Thought ◽  
Trainee Teachers ◽  
Qualitative And Quantitative ◽  
Teaching History ◽  
The Social ◽  
Social Critical ◽  
Educational Potential

The principal objective of the present study is to analyze the representations of Primary Education trainee teachers (n = 232) involving the end-purposes of teaching History and, in particular, their views on the didactic treatment and curricular inclusion of social problems at this educational stage. A mixed investigation method is applied, which combines both qualitative and quantitative approaches. The results pointed to a predictive influence of the degree of importance attached to the didactic treatment of social problems and the frequency with which they were covered on the Degree Course, for the assessment of their explicit inclusion in the Social Sciences curriculum. Likewise, the educational potential of the social problems appeared to be unconnected to the most highly assessed end-purposes, which are related to the development of social, critical, and creative thought for participation and social intervention.

scholarly journals Hidden Curriculum dalam Pembelajaran Sejarah dan Penanaman Nasionalisme

2015 ◽  
Vol 11 (2) ◽  
Author(s):  
Dyah Kumalasari
Keyword(s):  
Physical Condition ◽  
Qualitative Method ◽  
Hidden Curriculum ◽  
Social Climate ◽  
History Teaching ◽  
Teaching History ◽  
The Social ◽  
Role Of Parents ◽  
Culture And Language

This study aims to flash back on the extent of the hidden curriculum in the teaching of history can affect the formation of the spirit of nationalism among students/students in university. The method used in conducting this research is descriptive qualitative method. The results showed that the plurality of the Indonesian nation as objective conditions, particularly with regard to ethnicity, religion, culture, and language appears to be very vulnerable and would potentially be the cause of disintegration. The concept of the hidden curriculum includes the development of values in school attention and emphasis varies according to the level of lecturers spirit and physical condition as well as the social climate of the school/college. The concept of hidden curriculum in history teaching aims to rebuild the bond of nationality (rebuilding the nation), which is the problem of rebuilding the humanities, society, and culture. In this respect the role of parents and the community in growing nationalism in the context of the hidden curriculum is needed. Keywords: Hidden Curriculum, Teaching History, Nationalism Soul.

scholarly journals LA FORMACIÓN INICIAL DE PROFESORES DE HISTORIA Y CIENCIAS SOCIALES DESDE LA PERSPECTIVA DE LA DIDÁCTICA DE LA ESPECIALIDAD: FUNDAMENTOS, DESAFÍOS Y PROYECCIONES

2015 ◽  
pp. 13
Author(s):  
Laura Valledor Cuevas
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
Anglo Saxon ◽  
Pedagogical Content ◽  
Teaching History ◽  
The Social ◽  
The Impact ◽  
Early Training ◽  
Formación Docente

RESUMENEste artículo aborda el rol de la Didáctica de la Historia y las Ciencias Sociales en laformación de profesores del área. Partiendo desde la evidencia disponible al respecto,generada por la tradición investigativa hispana y por la anglosajona, se afronta el análisisdel impacto en la formación docente de las demandas sociales hacia el estudio escolar dela historia, así como también de las demandas provenientes desde la epistemología de lasdisciplinas sociales. Asimismo, se releva el problema de la tensión entre teoría y práctica enla formación de docentes y se expone una propuesta de trabajo para su superación.Palabras clave: formación docente, enseñanza de la historia, conocimiento pedagógicodel contenido. The early training of teachers of historyand social science from the perspective ofmethodology: fundamentals, challengesand projections ABSTRACTThis article describes the role of History Didactics and Social Sciences in teacher education.The analysis of the impact in teacher education of the social requirements toward the schoolstudy of history is confronted, as well as the originating demands since the epistemologiesof social disciplines from both the Hispanic and the Anglo-Saxon investigative traditions.Likewise, the problem of the tension between theory and practice in the teacher educationis examined and finally, a proposal to approach this tension is exposed.Keywords: teacher education, teaching history, pedagogical content knowledge

Learning from the past to envision the future: a five-year review 2005-2009

2015 ◽  
Vol 21 (4) ◽  
pp. 453-493
Author(s):  
Madeline Crocitto
Keyword(s):  
Social Responsibility ◽  
Historical Analysis ◽  
Historical Background ◽  
Content Type ◽  
The Past ◽  
Teaching History ◽  
Time Period ◽  
The Social ◽  
Business In Society ◽  
Practical Implications

Purpose – The purpose of this paper is to identify and analyze the topics published in the journal in the five-year period from 2005 to 2009. Design/methodology/approach – A qualitative examination of content by year identifies prevalent themes. Findings – The beginning and ending of the time period demonstrate continued interest in major figures of our field and the context of their thinking. Quality, excellence and continuous improvement were recurrent topics as were those of business in society, ethics and social responsibility. The value of historical analysis with suggested methodologies for further study was included. Research limitations/implications – The paper is limited to the topical papers within this five-year timeframe and a qualitative analysis of themes. Fewer than expected papers were published on leadership and international subjects given their important to the field. Practical implications – Aspiring authors may find the historical background for the current topics of entrepreneurship, quality, ethics and social responsibility convenient. Helpful advice from experts about how to study management history is highlighted. Cross-cultural and international historical linkages on themes and concepts are identified as areas in need of additional research. Social implications – The social construction of studying and teaching history is discussed. The context in which major writers lived and events occurred is recognized as a major factor in interpreting situations. Originality/value – The paper reviews over 100 articles to categorize the historical origins of current and recurring topics into major themes. Papers are organized by topic, person or event into a chart by year.

scholarly journals Teaching Gender in the History Classroom: An Investigation into the Initial Training of Primary Education Teachers

2019 ◽  
Vol 9 (2) ◽  
pp. 114 ◽  
Author(s):  
Delfín Ortega-Sánchez
Keyword(s):  
Primary Education ◽  
Critical Literacy ◽  
Prospective Teachers ◽  
Social Representations ◽  
Training Programme ◽  
Thinking Skills ◽  
Control Group ◽  
Teaching History ◽  
The Social ◽  
Literacy Resources

In this article, we aim to, firstly, examine the social representations of a group of trainee Primary-Education teachers (n = 62) with regard to both the procedures and the social purposes of teaching History at school and, particularly, the role of women in History lessons. Secondly, we attempt to intervene in those representations and to evaluate the potential impact of a teacher training programme both in and for education in gender equality. Empirically, we employ a quantitative (means and standard deviations) and inferential (Wilcoxon’s signed-rank and Kendall’s tau-b tests) pre-experimental, pre-test/post-test design with no control group. The results shed light on the generalised acceptance of critical curricular focuses in History lessons that are directed towards training in historical and social thinking skills from a gender perspective. The sex of prospective teachers does not seem to influence these results. Likewise, these results confirm the didactic potential of using critical literacy resources in the classroom for improving the visibility of women and the female experience in the historic–social discourse of History as it is taught and in the promotion of models of global citizenship.

scholarly journals The construction and representation of social stereotypes of peasants and the rural world: A comparative research from historiography to classrooms

2017 ◽  
Vol 9 (1) ◽  
pp. 284-297
Author(s):  
Cosme J. Gómez Carrasco ◽  
Francisco García González
Keyword(s):  
Early Modern ◽  
Comparative Research ◽  
Scientific Journals ◽  
Specific Topic ◽  
Social Stereotypes ◽  
Teaching History ◽  
Modern Age ◽  
Starting Point ◽  
The Social ◽  
Rural World

Abstract   The purpose of this paper is to analyse the construction and transmission of social stereotypes when teaching history through a specific topic; the rural world of Spain and France in the Early Modern Age. The starting point is the study of the historiographic reconstruction based on this topic found in the main scientific journals. This is followed by seeing how this knowledge is transmitted in the classroom through the curriculum and textbooks. Finally, we analyse students’ perception of the social stereotypes related to the topic. The findings show that historiography is advancing in the opposite direction to the history knowledge taught in the classroom. There is also a noticeable difference between the representation of the urban and the rural world, which is due to the persistence of the theory of modernization in historical explanations. Keywords: social stereotypes, history education, textbooks, peasantry, historiography.    

scholarly journals Obstetrical nurse development at Universidade de Pernambuco, Brazil: a 35-year history

2008 ◽  
Vol 21 (2) ◽  
pp. 361-366
Author(s):  
Arabela Antônia Nery de Melo Costa ◽  
Kátia Rejane Vergueiro César ◽  
Janine Schirmer ◽  
Márcia Maia Ferreira Tavares
Keyword(s):  
Life Quality ◽  
Nursing School ◽  
Historical Evolution ◽  
Teaching History ◽  
The Social ◽  
The Right ◽  
The University ◽  
Curriculum Reforms ◽  
The City

Aiming at presenting the social, professional, legal and educational contexts which have founded the curriculum reforms in the Obstetrical Nursing major and specialization, the 35-year teaching history, experienced in the Nossa Senhora das Graças Nursing School of the Universidade de Pernambuco, in the city of Recife, Brazil, built based on documental analysis. The syllabuses of four reformulations performed in the Obstetrical Nursing major and two syllabuses of specialization courses in the same area, with explanation of the guiding framework of the reformulations concerned with humanized attention towards labor and birth. The historical evolution of this experience demonstrates how the university can build the social awareness role in the faculty, which can improve life quality of puerperae and their children, awarding them the right to perform their citizenship.

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