scholarly journals Mudanças curriculares no Ensino Médio a partir da Lei n°13.415/2017: percepção de estudantes secundaristas | Curricular changes in High School Education from Law n°13.415/2017: Perception of High School Students

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Lurvin Gabriela Tercero Reyes ◽  
Suzane Da Rocha Vieira Gonçalves
Keyword(s):  
High School ◽  
High School Students ◽  
A Priori ◽  
Rio Grande ◽  
School Education ◽  
High School Education ◽  
School Students

O presente artigo objetiva problematizar as mudanças curriculares que a Lei n°13.415/2017 impõe ao Ensino Médio brasileiro, assim como verificar a percepção que estudantes secundaristas, da Escola Estadual Dr. Augusto Duprat na Cidade do Rio Grande (RS), têm sobre essas mudanças. A base empírica foi construída a partir de uma investigação dissertativa de cunho qualitativo, contando com a participação de 61 alunos de 1º, 2º e 3º ano do Ensino Médio. Como procedimento para produção dedados, formaram-se 4 grupos focais, um com cada turmada escola; ademais, também foi aplicado um questionário fechado. Para a análise dos dados utilizou-se a metodologia de análise do conteúdo, a partir de 4 categorias estabelecidas a priori, sendo o presente trabalho produto de uma dessas categorias. A partir da análise dos dados, aponta-se um discurso reprobatório por parte dos estudantes, no que se refere à determinação de dispor de Língua Portuguesa e matemática como únicas disciplinas obrigatórias nos três anos de Ensino Médio. Os estudantes também discordaram da proposta de tornar uma percentagem do Ensino a Distância, afirmando que atualmente o ensino é precário e que essas disposições iriam fragilizá-lo ainda mais. Nas falas, identificou-se também uma associação da retirada de disciplinas como Filosofia e História com intenções governamentais de controlar a população. Por fim, considera-se fundamental que os jovens sejam ouvidos, visto que são os sujeitos do Ensino Médio os mais afetados com essas mudanças. 

scholarly journals Mudanças curriculares no Ensino Médio a partir da Lei n°13.415/2017: percepção de estudantes secundaristas | Curricular changes in High School Education from Law n°13.415/2017: Perception of High School Students

2020 ◽  
Vol 25 ◽  
pp. 1
Author(s):  
Lurvin Gabriela Tercero Reyes ◽  
Suzane Da Rocha Vieira Gonçalves
Keyword(s):  
High School ◽  
High School Students ◽  
A Priori ◽  
Rio Grande ◽  
School Education ◽  
High School Education ◽  
School Students

O presente artigo objetiva problematizar as mudanças curriculares que a Lei n°13.415/2017 impõe ao Ensino Médio brasileiro, assim como verificar a percepção que estudantes secundaristas, da Escola Estadual Dr. Augusto Duprat na Cidade do Rio Grande (RS), têm sobre essas mudanças. A base empírica foi construída a partir de uma investigação dissertativa de cunho qualitativo, contando com a participação de 61 alunos de 1º, 2º e 3º ano do Ensino Médio. Como procedimento para produção dedados, formaram-se 4 grupos focais, um com cada turmada escola; ademais, também foi aplicado um questionário fechado. Para a análise dos dados utilizou-se a metodologia de análise do conteúdo, a partir de 4 categorias estabelecidas a priori, sendo o presente trabalho produto de uma dessas categorias. A partir da análise dos dados, aponta-se um discurso reprobatório por parte dos estudantes, no que se refere à determinação de dispor de Língua Portuguesa e matemática como únicas disciplinas obrigatórias nos três anos de Ensino Médio. Os estudantes também discordaram da proposta de tornar uma percentagem do Ensino a Distância, afirmando que atualmente o ensino é precário e que essas disposições iriam fragilizá-lo ainda mais. Nas falas, identificou-se também uma associação da retirada de disciplinas como Filosofia e História com intenções governamentais de controlar a população. Por fim, considera-se fundamental que os jovens sejam ouvidos, visto que são os sujeitos do Ensino Médio os mais afetados com essas mudanças. 

Abstract 22: When Laws Save Lives: Impact of Legislation Requiring Cardiopulmonary Resuscitation Education in High Schools on Survival After Sudden Cardiac Arrest

Circulation ◽  
2018 ◽  
Vol 138 (Suppl_2) ◽  
Author(s):  
Victoria L Vetter ◽  
Katherine F Dalldorf ◽  
Joseph Rossano ◽  
Maryam Y Naim ◽  
Andrew C Glatz ◽  
...  
Keyword(s):  
High School ◽  
Cardiac Arrest ◽  
High School Students ◽  
Cardiopulmonary Resuscitation ◽  
Hospital Discharge ◽  
Cerebral Performance Category ◽  
School Education ◽  
High School Education ◽  
School Students ◽  
Bystander Cpr

Introduction: Thirty eight states have laws requiring education of high school students on cardiopulmonary resuscitation (CPR) and the use of automated external defibrillators (AED). No study has measured the association of these laws and outcomes. Hypothesis: Out of hospital cardiac arrests (OHCAs) occurring in states with CPR high school education laws will have higher bystander CPR, survival, and favorable neurological survival than states without such laws. Methods: We conducted an analysis of the Cardiac Arrest Registry to Enhance Survival database and included all nontraumatic OHCAs with at least 50% population catchment from 1/2013-12/2017 in all ages. We excluded OHCAs witnessed by 911 responders, in healthcare facilities, or nursing homes. Outcomes were bystander CPR, survival to hospital discharge and neurologically favorable survival (Cerebral Performance Category score of 1 or 2 at hospital discharge). Chi-square tests were used to assess associations. Results: The 110,902 subjects with OHCA included Male, 64.0%; <18 yrs., 3.2%; <35 yrs., 10.7%; <50 yrs., 23.9%; White, 49.3%; Black, 19.1%; Hispanic, 2.3%; Other, 2.9%; Unknown, 26.5%. Most OHCAs occurred at home, 81.4%. 44.4% were witnessed by bystanders. 75.5% occurred in states with CPR high school education laws. A higher percent of OHCAs received bystander CPR prior to emergency medical services (EMS) arrival in states with CPR high school education laws (40.1%) compared to states without laws (37.0%) (p<0.001). Bystander CPR was less common in males (40.3% vs. 37.7% for females), those >50 yrs. (38.9% vs. 40.7% for ≤50 yrs.), Black and Hispanic subjects (25.7% and 34.9%, respectively, vs. 42.4% for Whites) (p<0.001 for all). Overall survival to hospital discharge was 10.4%; 8.8% had a favorable neurological outcome. A higher percent survived to hospital discharge in states with CPR high school education laws (11.0%) compared to states without laws (8.7%) (p<0.001). Neurologically favorable survival was more likely in states with CPR high school education laws, (9.3%) compared to states without laws (7.5%) (p<0.001). Conclusions: Bystander CPR, survival to hospital discharge, and neurologically favorable survival was higher in states that had CPR high school education laws.

Ewigkeit – Wie gehen junge Menschen damit um? Erfahrungen im Religionsunterricht am Gymnasium

2016 ◽  
Vol 76 (5) ◽  
pp. 366-377
Author(s):  
Claudia Rehberger
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Experience ◽  
School Education ◽  
High School Education ◽  
Eternal Life ◽  
School Students ◽  
Practical Experiences ◽  
Practice Of Teaching

AbstractThis contribution explores young peoples’ view on eternity and practical experiences with this topic in high school education. First it analyses the importance of eschatological topics in religious high school education. Then it discusses the necessity and the possibilities of exploring eschatological questions together with high school students. Based on teaching experience with the topics of Christian hope, resurrection and eternal life, the essay concludes with some specific ideas for the practice of teaching

scholarly journals The Humanities and Social Sciences Laboratory as a Motivating and Innovative Strategy in High School Education

Proceedings ◽  
2018 ◽  
Vol 2 (21) ◽  
pp. 1324
Author(s):  
Mario Corrales Serrano ◽  
José Moreno Losada ◽  
Jesús Sánchez Martín ◽  
Francisco Zamora Polo
Keyword(s):  
Social Sciences ◽  
High School ◽  
High School Students ◽  
School Education ◽  
High School Education ◽  
School Students ◽  
Innovative Strategy ◽  
Humanities And Social Sciences ◽  
Humanistic Knowledge ◽  
The University

The present work is the result of a research carried out in the stage of High School education, in the area of Humanities and Social Sciences. The data show that, at this stage, in which High School students begin to decide on a study modality that allows them access to the university, there is a majority of students who decide on the Science modality, to the detriment of the others. As a response to this situation, we have designed a tool that allows teachers in this area and this stage to transmit, in a more effective way, the practical and useful dimension of social and humanistic knowledge: The Humanities and Social Sciences laboratory. This experience, which is better known in the university field, is hardly used in secondary education. We offer the design of what could be a practical-didactic experience for this area and for its curricular contents.

scholarly journals Visões de professores e alunos do ensino médio profissionalizante sobre a ciência e as atividades experimentais

2017 ◽  
Vol 16 ◽  
pp. 3
Author(s):  
Kaiza Martins Cavalcanti ◽  
Glória Regina Pessôa Campello
Keyword(s):  
High School ◽  
High School Students ◽  
Science Teaching ◽  
Nature Of Science ◽  
Rio De Janeiro ◽  
A Priori ◽  
Education Institution ◽  
Modern World ◽  
School Students ◽  
Philosophical Approach

ResumoAs atividades experimentais no ensino de ciências vêm sendo defendidas por professores e pesquisadores que destacam que o laboratório didático pode trazer melhor compreensão da ciência no mundo mo­derno e a compreensão de visões mais complexas sobre a natureza da ciência. Com o objetivo de compreender quais as visões de ciência de professores de química que lecionam atividades experimentais em laboratórios didáticos e quais visões de ciência são construídas com os alunos do ensino médio profissional de uma instituição de ensino federal do Rio de Janeiro nessas aulas de laboratório, desenvolvemos essa pesquisa por meio da qual foram analisadas três fontes de dados: um questionário para dez professores sobre como em suas aulas experimentais o uso da abordagem histórico-filosófica era realizada; um outro questionário para uma turma do segundo ano do ensino médio com vinte e cinco alunos no qual questionava o objetivo dessas atividades experimentais para eles e a análise de 108 procedimentos dessas aulas experimentais desenvolvidas em laboratório didático em doze disciplinas de química teórico-experimentais. A metodologia utilizada para a compreensão das características dos discursos dos roteiros e das concepções sobre abordagem histórico-filosófica nos questionários de professores e alunos foi orientada pelos princípios da análise textual discursiva. Concluímos que apesar da grande quantidade de aulas práticas, há pouca variação dos objetivos e propostas dos experimentos, pois se restringiam a desenvolver habilidades técnicas e instrumentais ou comprovar teorias científicas. Não há experimentos históricos ou que proponha uma discussão sobre natureza da ciência. Os roteiros são corroborados pelas respostas dos professores que em parte dizem não fazer abordagem histórico-filosófica em aulas práticas ou, quando a realizam, não demonstram clareza sobre o que seria essa abordagem. O discurso dos alunos sobre os objetivos das aulas experimentais e suas abordagens claramente se assemelham aos dos professores focando na preocupação da apreensão da técnica e da comprovação das teorias que foram ensinadas apriori em sala de aula. Acreditamos que o uso do laboratório didático deva ser repensado pedagogicamente e epistemologicamente devido a equívocos que possam levar a um ensino de ciências simplificado, dogmático, ultrapassado, a-histórico, descontextualizado e desinteressante, sem qualquer contribuição para o processo de ensino-aprendizagem. Palavras-chave: Ensino de Ciências; Atividades Experimentais; Natureza da Ciência.AbstractExperimental activities in science teaching have been advocated by teachers and researchers who point out that the didactic laboratory can bring better understanding of science in the modern world and the understanding of more complex visions about the nature of science. In order to understand what the visions of science of chemistry teachers that teach experimental activities in didactic laboratories and what visions of science are constructed with the high school students of a federal education institution of Rio de Janeiro in these laboratory classes, we developed this research through which three sources of data were analyzed: a questionnaire for ten teachers about how in their experimental classes the use of the historical-philosophical approach was carried out; Another questionnaire for a second-year high school class with twenty-five students in which he questioned the purpose of these experimental activities for them and the analysis of 108 procedures of these experimental classes developed in didactic laboratory in twelve theoretical-experimental chemistry disciplines. The methodology used to understand the characteristics of the discourses of the scripts and the conceptions about historical-philosophical approach in the questionnaires of teachers and students was guided by the principles of discursive textual analysis. We conclude that despite the large number of practical classes, there is little variation of the objectives and proposals of the experiments, since they were restricted to developing technical and instrumental skills or to prove scientific theories. There are no historical experiments or a discussion of the nature of science. The scripts are corroborated by teachers' responses, which in part say they do not make a historical-philosophical approach in practical lessons or, when they do it, do not demonstrate clarity about what that approach would be. The students' discourse on the objectives of the experimental classes and their approaches clearly resemble those of the teachers focusing on the concern of the apprehension of the technique and the proof of theories that were taught a priori in the classroom. We believe that the use of the didactic laboratory should be rethought pedagogically and epistemologically due to misunderstandings that may lead to a simplified, dogmatic, outdated, a-historical, decontextualized and uninteresting science education without any contribution to the teaching-learning process.Keywords: Science teaching; Experimental Activities; Nature of Science.

scholarly journals IDEAS OF STUDENTS ON THE ATOMISTIC NATURE OF MATTER

2018 ◽  
Vol 15 (30) ◽  
pp. 268-276
Author(s):  
A. F. CAMPOS ◽  
M. D. P. LUCENA
Keyword(s):  
High School ◽  
High School Students ◽  
A Priori ◽  
Chemistry Teaching ◽  
School Students ◽  
Private Institution ◽  
Open Questions ◽  
Starting Point ◽  
Second Year ◽  
Nature Of Matter

The alternative concepts movement that emerged in the 1970s continues to be highly relevant in the teaching of sciences, particularly chemistry, given that it can be the starting point for teachers to revisit their pedagogic practices. In this respect, the alternative concepts movement currently discusses the tendencies of chemistry teaching research, such as problem-solving, experimental chemistry teaching, the scientific, technological and societal approach, among others. As such, the present study aimed to analyze the alternative ideas of high school students regarding the atomistic nature of matter and whether they reflect the results obtained in other research on the issue. The methodology involved preparing two open questions and their subsequent application to 20 second-year high school students at a private institution. Categories were established a priori as follows: satisfactory, partially satisfactory, not satisfactory or evasive answers. The findings were satisfactory, with most of the students presenting scientifically accepted ideas. Moreover, they did not exhibit the same pattern as in other investigations involving students from different teaching levels.

scholarly journals Pedagogical conditions for the development of high school students' readiness for entrepreneurship in the digital environment

2021 ◽  
Author(s):  
Е.В. Кошелев
Keyword(s):  
High School ◽  
High School Students ◽  
Career Guidance ◽  
School Education ◽  
Theoretical Development ◽  
Russian Society ◽  
Digital Environment ◽  
School Students ◽  
Modern School ◽  
Development Of Competencies

Актуальность темы определяется значимостью для современного этапа развития российского общества процесса развития готовности старшеклассников к предпринимательской деятельности в цифровой среде. Цель статьи заключается в выявлении необходимых для этого педагогических условий. Автором доказывается, что теоретическое освоение знаний в области предпринимательской деятельности, осуществляемое в настоящее время в рамках школьных дисциплин Экономика и Обществознание, недостаточно, и необходимо проектировать особые педагогические условия, способные обеспечить эффективность процесса развития готовности старшеклассников к предпринимательской деятельности. В качестве основных результатов и выводов определяется, что к числу таких педагогических условий, относятся: профессиональная диагностика и профориентация; участие в педагогическом процессе учителей, имеющих опыт предпринимательской деятельности, проектирование специализированных образовательных ситуаций, способствующих выработке предпринимательских качеств, и включающих активные методы обучения; развитие компетенций в области маркетинговой аналитики и менеджмента. Статья предназначена для практиков современного школьного образования и педагогов-теоретиков, изучающих проблемы совершенствования школьного образования. The relevance of the article is determined by the significance for the current stage of the development of Russian society of the process of developing the readiness of high school students for entrepreneurship in the digital environment. The purpose of the article is to identify the necessary pedagogical conditions for this. The author proves that the theoretical development of knowledge in the field of entrepreneurship, currently carried out within the school disciplines of Economics and Social Studies, is not enough, and it is necessary to design special pedagogical conditions that can ensure the effectiveness of the process of developing the readiness of high school students for entrepreneurship. As the main results and conclusions, it is determined that such pedagogical conditions include: professional diagnostics and career guidance; participation in the pedagogical process of teachers with experience in entrepreneurship, designing specialized educational situations that contribute to the development of entrepreneurial qualities, and include active teaching methods; development of competencies in the field of marketing analytics and management. The article is intended for practitioners of modern school education and theoretical teachers who study the problems of improving school education.

scholarly journals ATIVIDADES DE GEOMETRIA PARA O ENSINO MÉDIO

2015 ◽  
Vol 37 ◽  
pp. 254
Author(s):  
Marângela Andrade Martinatto ◽  
Cinthya Maria Schneider Meneghetti ◽  
Fabíola Aiub Sperotto
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Rio Grande ◽  
Direct Consequence ◽  
Limited Resources ◽  
Rio Grande Do Sul ◽  
School Students ◽  
Southern State ◽  
Solid Geometry

http://dx.doi.org/10.5902/2179460X14227This work suggests activities to introduce and develop content for Solid Geometry, particularly prisms and pyramids with High School students, prioritizing the visualization of solids in space, identifying the differences in the shape and characteristics of its elements, without requiring memorization formulas. Also emphasizes the importance of recapitulation of concepts of Plane Geometry. With the passing of years, students have encountered difficulties in mathematics in Middle school and this has a direct consequence on learning of these students in contents related to the High School. To check the veracity of this statement, a survey was conducted through a questionnaire with teachers working with Solid Geometry in seven High Schools in southern State of Rio Grande do Sul. Suggested activities that introduce and complement the contents found in traditional textbooks. Teachers, even with limited resources may use these activities with their students to improve the learning of Solid Geometry in High School.

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