scholarly journals Heterogeneidade, ciclos e a prática pedagógica

2019 ◽  
Vol 89 (222) ◽  
Author(s):  
Maria de Lourdes Tura ◽  
Maria Marcondes
Keyword(s):  
Elementary School ◽  
School Culture ◽  
Educational Reform ◽  
School Organization ◽  
Educational Reforms ◽  
Reform School ◽  
Cultura Escolar ◽  
Class Divisions ◽  
Teaching Conceptions ◽  
Heterogeneous Class

Neste texto pretende-se analisar, no contexto de produção das novas reformas educacionais, a questão das turmas homogêneas/ heterogêneas que tem sido um problema discutido em vários estudos sobre o sistema de ciclos adotado em muitos municípios brasileiros. No curso dessa discussão, traremos para a análise concepções de professoras dos primeiros anos do Ensino Fundamental – que trabalhavam em escolas da rede municipal do Rio de Janeiro, onde foi instituído um Primeiro Ciclo de Formação, a partir de 2000. A pesquisa utilizou como instrumento de coleta de dados um questionário respondido por 127 professoras. A análise dos dados revelou as dificuldades das professoras em romperem com os padrões tradicionais a respeito da organização escolar e também as insuficiências ou incompletudes do projeto implementado. Esses problemas precisam ser superados para que aqueles sinais, que observamos como indicadores da resignificação das concepções docentes a respeito da organização das turmas, possam se concretizar em novas posturas para o trabalho pedagógico. Palavras-chave: política de ciclos; reforma educacional; cultura escolar. This text analyzes, in the context of the new educational reforms being produced, homogeneous and heterogeneous class divisions, a problem discussed in many studies in the system of cycles used in various Brazilian municipalities. During this discussion, we will analyze conceptions of a teacher of the initial grades of Elementary School – those who work in schools where a First Cycle of Education has been introduced in 2000. The research used as an instrument to collect data a questionnaire that was responded by 127 teachers. Data revealed the difficulties of teachers when breaking away from traditional standards of school organization and also the insufficiencies or incompleteness of the implemented project. These problems need to be overcome so that those signs, which we saw as indicators of the resignification of teaching conceptions about the organization of class divisions, may materialize in new attitudes to pedagogic work. Keywords: cycle policy; educational reform; school culture.

scholarly journals Mecanismo de gestão na instituição escolar

2016 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Rosely de Fátima Morais Barbosa ◽  
Rogério Dos Reis Brito
Keyword(s):  
School Culture ◽  
Historical Context ◽  
School Organization ◽  
Organizational Management ◽  
Wide Scope ◽  
Democratic Management ◽  
The People ◽  
Great Responsibility ◽  
Cultura Escolar ◽  
Management Thinking

A gestão organizacional de uma instituição escolar é o eixo de articulação responsável pelo desencadeamento de toda a estrutura organizacional da escola. A maneira com que ela se caracteriza identifica. Essa pesquisa teve como objetivo apresentar uma visão mais integrada sobre cultura, estrutura e organização escolar. Com isso, perceberam-se as grandes atribuições e mudanças que agregam à gestão pensando a partir desse perfil e do seu contexto social. Os referenciais teóricos tiveram uma grande abrangência no tocante da gestão como um todo, as concepções que emergiram e continuam emergindo dentro do contexto histórico, o confronto entre os diferentes perfis e as pessoas envolvidas na escola e com a cultura escolar, sendo que o alvo dessa gestão, é flexibilidade, exercício da autonomia, inovações, o compartilhar, a participação e adesão ao trabalho coletivo, considerando essa variáveis dentre outros como molas que sustentam  e garantem o exercício da gestão democrática. Com isso chega-se a conclusão de que a gestão participativa tem uma grande responsabilidade em ser um diferencial na educação, por ser caracterizar uma escola em contínua transformação, onde as mudanças são processuais, decorrente de várias competências que caracterizam a gestão. Não podendo esquecer que paralelo a essa gestão, se faz também presente as diversas tendências e estudos relacionados à gestão, caracterizados pela cultura escolar e pela diversidade de conhecimento, valores, crença e experiências.Palavra-chave: Cultura. Mudanças. Organização. Processo. Gestão.ABSTRACTThe organizational management of an academic institution is the articulation axis responsible for the development of every school organizational structure. The way that it is characterized identifies the school. This research has the objective to introduce a more integrated vision about culture, structure and school organization. Thus, it is perceptible the great attributions and changes that add to the management thinking about it from that profile and its social context. The theoretical framework had a wide scope in terms of the management as a whole, the conceptions that emerged and continue to emerge within the historical context, the confrontation between the different profiles and the people involved in school and with the school culture, since the target of this management, is flexibility, exercise of independence, innovations, the sharing, the participation and the adhesion to the aggregate work, considering these variables among others as springs that sustain and assure the exercise of the democratic management. Therefore, it comes to conclusion that a management with communication has a great responsibility of being a differential in education, for its characterization as a school with continuing transformation, where the changes are procedural, due to various   competences that describe the management. Without forgetting that along with this management, there is also the presence of several tendencies and studies related to the management, characterized by the school culture and the diversity of knowledge, values, beliefs and experiencesKeywords: Culture. Changes. Organization. Procedure. Management. 

scholarly journals O COLÉGIO UNIVERSITÁRIO DA UFMA NO CONTEXTO DAS REFORMAS EDUCACIONAIS (1968-2018)

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Samuel Luis Velázquez Castellanos ◽  
Wilson Raimundo de Oliveira
Keyword(s):  
High School ◽  
School Culture ◽  
Cultural History ◽  
Educational Reforms ◽  
School Cultures ◽  
Human And Social Sciences ◽  
The Status ◽  
Cultura Escolar ◽  
Comprehensive Curriculum ◽  
The University

Investiga-se a trajetória do ensino médio no Colégio Universitário da Universidade Federal do Maranhão (1968-2018) no intuito de avaliar sua inserção no contexto das reformas educacionais que trouxeram implicações para o currículo, problematizando-se sua identidade institucional desde sua origem no cenário de criação da própria Universidade em 1966. Analisa-se a trajetória do Colégio relacionando-a com as políticas educacionais para o ensino médio, ao focalizar-se nas disciplinas Filosofia, Sociologia, História e Geografia e, no debate em torno da Base Nacional Comum Curricular (2018), que lhes retira o estatuto de disciplina escolar ao denominá-las de “práticas e estudos” e as dilui no itinerário formativo das “ciências humanas e sociais aplicadas”. Utiliza-se como pressuposto teórico-metodológico a história cultural e faz-se uso da pesquisa bibliográfica e documental, auxiliando-nos de categorias norteadoras como a cultura escolar, culturas escolares, capital cultural  e disciplinas escolares, assim como da historiografia educacional maranhense, para situar nosso objeto em discussão; lugar onde se percebe um panorama histórico de resistência daqueles que têm lutado por um ensino médio unificado, com currículo abrangente e voltado para a formação integral.Palavras-chave: Ginásios e Colégios de Aplicação. Colégio Universitário. Cultura Escolar. Ensino Médio. Maranhão.UFMA'S UNIVERSITY SCHOOL IN THE CONTEXT OF EDUCATIONAL REFORMS (1968-2018)AbstractThe trajectory of high school is investigated at the University School of the Federal University of Maranhão (1968-2018), in order to evaluate its insertion in the context of the educational reforms that had implications for the curriculum, questioning its institutional identity since its origin in Brazil setting of the University itself in 1966. It analyzes the trajectory of this School relating it to the educational policies for high school, focusing on the subjects Philosophy, Sociology, History and Geography and, in the debate around the National Base Common Curriculum (2018), which removes the status of school discipline by calling them "practices and studies" and dilutes them in the formative itinerary of "applied human and social sciences". The theoretical-methodological assumption is the cultural history  and makes use of bibliographical and documentary research, helping us from guiding categories such as the school culture, school cultures, cultural capital and school subjects, as well as Maranhão educational historiography, to situate our object under discussion; This is a place where we can see a historical panorama of resistance of those who have struggled for a unified high school, with a comprehensive curriculum focused on integral formation.Keywords: Application Gymnasiums and Schools. University School. School culture. High school. Maranhão.EL COLEGIO UNIVERSITARIO DE UFMA EN EL CONTEXTO DE LAS REFORMAS EDUCACIONALES (1968-2018) ResumenSe investiga el trayecto de la preparatoria en el Colegio Universitario de la Universidad Federal de Maranhão (1968-2018) con el objetivo de evaluar su inserción en el contexto de las reformas educacionales que hicieron implicaciones para el currículo, problematizándose su identidade institucional desde su origen en el contexto de creacón de la propia Universidad en 1966. Se analisa el trayecto del Colegio relacionándolo con las políticas educacionales para la preparatoria, por enfocar en las asignaturas Filosofía, Sociología, Historia y Geografía y, en la conversación sobre la Base Nacional Común Curricular (2018), que les saca el estatuto de asignatura escolar al denominarlas de “prácticas y estúdios” y las disminuye en el trayecto formativo de las “ciencias humanas y sociales aplicadas”. Se utiliza como conyectura teórico-metodológico la historia cultural y se utiliza la investigación bibliográfica y documental, ayudándonos en las categorias norteadoras como la cultura escolar, culturas escolares, capital cultural y asignaturas escolares escolares, bien como de la historiografia educacional maranhense, para situar nuestro objeto en cuestión; lugar donde se percibe un panorama histórcio de resistencia de aquellos que luchan por una preparatoria unificada, con currículo amplio para la formación integral.Palabras-clave: Escuelas y Colegios de Aplicación. Colegio Universitario. Cultura Escolar. Preparatoria. Maranhão.  

scholarly journals Deutsche Schule urbana - Collegio Allemão de Pelotas na rota da Verein Für das Deutschtum im Ausland (V.D.A.), 1921-1925, 1933 / Urban Deutsche Schule – German College of Pelotas on the Verein Für das Deutschtum im Ausland (V.D.A.) Route, 1921-1925, 1933

2019 ◽  
Vol 2 (6) ◽  
pp. 80
Author(s):  
Maria Angela Peter da Fonseca ◽  
Elomar Antonio Callegaro Tambara
Keyword(s):  
School Culture ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The South ◽  
Educational Project ◽  
Cultura Escolar ◽  
Didactic Material ◽  
German College

Neste artigo enfoca-se o papel dos visitantes que chegavam à Deutsche Schule urbana, Collegio Allemão de Pelotas, no sul do Rio Grande do Sul, provenientes da Verein für das Deutschtum im Ausland (V.D.A.), (Sociedade de Apoio ao Deutschtum no Exterior), em 1921, 1923, 1924, 1925 e 1933, situada em Hamburgo e Berlim, na Alemanha. O objetivo desses visitantes era inspecionar o projeto educacional alemão e a manutenção do Deutschtum, que mesclava elementos do nacionalismo alemão, vigente, à cultura escolar deste educandário em tempos de Nacionalização do Ensino no Brasil. Consequência dessas visitas era o envio de livros, material didático e professores alemães, bem como a troca de correspondência entre os alunos do educandário de Pelotas e alunos alemães. Trata-se de pesquisa qualitativa, bibliográfica e documental cujas fontes principais são os Relatórios Escolares da Deutsche Schule de Pelotas dos anos 1921, 1923, 1924, 1925 e 1933.* * *This paper focuses on the role of visitors arriving at the urban Deutsche Schule, German College of Pelotas, in the south of Rio Grande do Sul from the Verein für das Deutschtum im Ausland (VDA), a Society for Supporting Deutschtum Abroad, in 1921, 1923, 1924, 1925 and 1933, located in Hamburg and Berlin, Germany. The purpose of these visitors was to inspect the German educational project and the maintenance of the Deutschtum, which merged elements of German nationalism, in force, into the school culture of this educandário in times of Nationalization of Teaching in Brazil. The consequence of these visits was the sending of books, didactic material and German teachers, as well as the exchange of correspondence between the students of the educator of Pelotas and German students. It is a qualitative, bibliographical and documentary research whose main sources are the School Reports of the Deutsche Schule of Pelotas of years 1921, 1923, 1924, 1925 and 1933.

Open But Segregated? Class Divisions And the Network Structure of Social Capital in Chile

Social Forces ◽  
2021 ◽  
Author(s):  
Gabriel Otero ◽  
Beate Volker ◽  
Jesper Rozer
Keyword(s):  
Social Capital ◽  
Social Class ◽  
Large Scale ◽  
Lower Class ◽  
Social Resources ◽  
Economic Capital ◽  
Economic Disadvantage ◽  
Occupational Class ◽  
Class Divisions ◽  
Heterogeneous Class

Abstract This paper studies how social capital is divided across classes in Chile, one of the most unequal countries in the world. We analyse the extent to which upper-, middle-, and lower class individuals congregate in social networks with similar others, while following Bourdieu and expecting that in particular the networks of the higher social strata are segregated in terms of social capital. We test our argument with large-scale, representative survey data for the Chilean urban population aged 18–75 years (n = 2,517) and build an integrated indicator of people’s social class that combines measures of education, occupational class, and household income. Our regression analyses show that upper-class individuals have larger networks and access to more varied and prestigious social resources than their middle- and lower class counterparts. Interestingly, however, we found a U-shaped relationship between social class and class homogeneity, indicating that network segregation is high at the top as well as at the bottom of the class-based social strata. In contrast, the classes in the middle have more heterogeneous class networks, possibly forming an important bridge between the “edges” of the class structure. These findings demonstrate that whereas social and economic capital cumulates in higher classes, the lower classes are socially deprived next to their economic disadvantage.

Teachers’ Professional Development in a Climate of Educational Reform

1993 ◽  
Vol 15 (2) ◽  
pp. 129-151 ◽  
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Educational Reform ◽  
Subject Matter ◽  
Classroom Practice ◽  
School Organization ◽  
Reform Initiatives ◽  
Coaching Model ◽  
Development Policies ◽  
Teachers Professional Development ◽  
Policies And Practices

This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

Implementasi Kebijakan Pendidikan (Budaya) Bela Negara: Studi Kasus SD Katolik Karya Toboali, Kepulauan Bangka Belitung

Inovasi ◽  
2021 ◽  
Vol 18 (2) ◽  
pp. 149-167
Author(s):  
Fatkhuri Fatkhuri
Keyword(s):  
Elementary School ◽  
School Culture ◽  
Defense Policy ◽  
The State ◽  
Main Character ◽  
Defense Behavior ◽  
Modeling Approach ◽  
State Defense ◽  
Assessment Results ◽  
Descriptive Qualitative

This study aims to grasp the policy of state defense which embedded through the form of school culture which plays an important role to shape the character of state defense in Katolik Karya, Toboali Elementary School, Bangka Belitung. This also seeks to capture how state defense culture is effectivelly implemented to support the students’ character. This study uses descriptive qualitative, in which data and information are obtained through interviews, questionnaires, and documents involving principals, teachers, education staff, and students. This study found that the school already has developed policy to instill a state defense culture which is introduced by the Tunas Karya Foundation. The state defense policy is developed through a set of values which are arranged in the ten main character as a genuine of cultural product to form of student character. Schools conduct a state defense policy through habituation with a nurturing and modeling approach by teachers. This study also shows that the habituation of the ten main character values in making state defense behavior is quite effective. Based on the assessment results, the data shows that the majority of students have regularly employed the habituation of the state defense with average marks at 82 point.

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