scholarly journals Teaching zoology in basic education in Brazil: an analysis of bibliographic publications (2010-2020)

2021 ◽  
Vol 12 (4) ◽  
pp. 1-18
Author(s):  
Jailma Ferreira da Silva ◽  
Jéssica Prata ◽  
Martin Lindsey Christoffersen
Keyword(s):  
Geographic Distribution ◽  
Basic Education ◽  
Temporal Distribution ◽  
Pedagogical Practices ◽  
Education In Brazil ◽  
Insight Into

The teaching of zoology, although recent in basic education, is questioned methodologically. The main criticisms are that zoology teaching still follows an Aristotelian essentialist view. It is based on traditional expositions in the classroom, and it fragments and decontextualizes contents. All this hinders learning, especially when we are dealing with such a complex area with a wide variety of names and concepts. Thus, through bibliographic research, we seek to identify, analyze, and describe some study trends in Brazil, during the period 2010-2020. We also verify the challenges involved in attaining improvement in pedagogical practices. A total of 197 articles, 32 dissertations, and one thesis were identified. The following descriptors were used: a) type of production; b) temporal distribution; c) geographic distribution; d) institution of origin of the publications; e) levels of education; f) thematic focus; g) type of research. With this, it was possible to describe the main aspects related to the teaching of zoology in basic education in Brazil, providing an insight into the direction of academic productions towards this theme, thus serving as a basis for other investigations

Factors Associated With the Limitation at Work Because of the Voice: Study With Teachers of Basic Education In Brazil

2020 ◽  
Author(s):  
Bárbara Antunes Rezende ◽  
Mery Natali Silva Abreu ◽  
Ada Ávila Assunção ◽  
Adriane Mesquita de Medeiros
Keyword(s):  
Basic Education ◽  
Factors Associated ◽  
The Voice ◽  
Education In Brazil

scholarly journals HOME CLASS: EDUCATIONAL ALTERNATIVE IN TIMES OF PANDEMIC FOR STUDENTS ENROLLED IN BASIC EDUCATION IN THE STATE OF AMAZONAS, BRAZIL

2021 ◽  
pp. 113-114
Author(s):  
Melise Maia Ribeiro
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Formal Education ◽  
Basic Education ◽  
The State ◽  
Pedagogical Practices ◽  
New Directions ◽  
The Government

The objective of this research is to know new decisions about the teaching and learning process in the context of the pandemic in the state of Amazonas, Brazil. The pandemic suspended classroom classes at more than 200 schools, causing the reorganization of pedagogical practices in distance education. The result was the applicability of the Special Regime of Non-Attendance Classes adopted by the Government of Amazonas (Aula em Casa Project). It is concluded that new directions can be taken from formal education in view of this new reality.

scholarly journals Iniciação à docência em Física e as indagações dos estudantes da educação básica - um relato

2020 ◽  
Vol 11 (3) ◽  
pp. 289-300
Author(s):  
Pedro Donizete Colombo Junior ◽  
Daniel Fernando Bovolenta Ovigli ◽  
Sabrina Eleutério Alves
Keyword(s):  
Scientific Knowledge ◽  
Scientific Literacy ◽  
Basic Education ◽  
Pedagogical Practices ◽  
Education Students ◽  
Physics Teaching ◽  
Interest In Science ◽  
The Face ◽  
The One ◽  
Didactic Strategies

Atividades extensionistas que visem propiciar a educação em ciências são cada vez mais presentes em discussões educacionais, sejam como forma de pensar novas roupagens para conteúdos programáticos ou para novos vieses metodológicos e de avaliação dos processos educativos. Este trabalho apresenta e discute a atividade “Pílula da ciência: o conhecimento está no ar!”, desenvolvida no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (PIBID/CAPES), junto a uma escola pública de Uberaba/MG, em parceria com o grupo PIBID-Física-UFTM, com ênfase em suas contribuições à formação dos envolvidos, licenciandos em Física. O objetivo da atividade desenvolvida foi promover uma dinâmica que permitisse, por um lado, ouvir as inquietações e indagações dos estudantes da Educação Básica frente às suas dúvidas em relação ao conhecimento científico e, por outro lado, proporcionar novas vivências em sala de aula por parte de pibidianos, professores em formação. Para tanto, estudantes da Educação Básica depositavam questionamentos (aqui denominados pílulas) sobre temas voltados às Ciências da Natureza em uma caixa de dúvidas, para posterior socialização das respostas em sala de aula com os pibidianos. Evidenciamos que ouvir e discutir as percepções dos estudantes frente à visão que estes têm do conhecimento científico é um caminho promissor para despertar seu interesse pela ciência, sendo os primeiros passos para o letramento científico, além de ser uma estratégia para sensibilizar os futuros professores a considerarem estas abordagens em suas futuras práticas pedagógicas. Palavras-chave: Ensino de Física; Iniciação à docência; Estratégias didáticas   Physics teaching initiation and the students´ questions in basic education - a report   Abstract: Extension activities that aim to provide science education are increasingly present in educational discussions, whether as a way of thinking about new approaches for curricular contents or new methodological biases and evaluation. This paper presents and discusses the activity "Pill of science: the knowledge is in the air!" developed under the Institutional Program of Initiation to Teaching Scholarship (PIBID/CAPES), at a public school in Uberaba, Brazil, in partnership with the PIBID-Physics-UFTM group, with an emphasis on their contributions to the training of those involved, undergraduates in Physics. The objective of the activity developed was to promote a dynamic that would allow, on the one hand, to listen to the concerns and questions of Basic Education students in the face of their doubts regarding scientific knowledge and, on the other hand, to provide new experiences in the classroom by teachers in training. To this end, Basic Education students deposited questions (here called "pills") about topics related to the Natural Sciences in a box of doubts, for later socialization in the classroom with the undergraduates in Physics. We show that listening and discussing students' perceptions of their view of scientific knowledge is a promising way to awaken their interest in science, being the first steps towards scientific literacy, in addition to being a strategy to sensitize future teachers to consider these approaches in their future pedagogical practices. Keywords: Physics Teaching; Teaching Initiation; Didactic Strategies

Are Teaching Practices Suitable for Classes of Six-Year-Old Children?

2016 ◽  
pp. 183-195
Author(s):  
Gisela Wajskop
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Public Education ◽  
Young Children ◽  
Education System ◽  
Teaching Practices ◽  
Basic Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Teacher Students

The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

Artificial Intelligence in Education

2021 ◽  
pp. 256-277
Author(s):  
Rashmi Khazanchi ◽  
Pankaj Khazanchi
Keyword(s):  
Artificial Intelligence ◽  
Intelligent Tutoring Systems ◽  
Intelligent Tutoring ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Tutoring Systems ◽  
Artificial Intelligence In Education ◽  
K 12 ◽  
Insight Into

Current educational developments in theories and practices advocate a more personalized, student-centered approach to teach 21st-century skills. However, the existing pedagogical practices cannot provide optimal student engagement as they follow a ‘one size fits all' approach. How can we provide high-quality adaptive instructions at a personalized level? Intelligent tutoring systems with embedded artificial intelligence can assist both students and teachers in providing personalized support. This chapter highlights the role of artificial intelligence in the development of intelligent tutoring systems and how these are providing personalized instructions to students with and without disabilities. This chapter gives insight into the challenges and barriers posed by the integration of intelligent tutoring systems in K-12 classrooms.

scholarly journals As políticas educacionais e o ensino superior no Brasil: um olhar a partir da década de 1990 / Educational policies and higher education in Brazil: a look from the 1990s

2019 ◽  
Vol 9 (2) ◽  
pp. 88
Author(s):  
Flávia Verônica Silva Jacques
Keyword(s):  
Higher Education ◽  
International Organizations ◽  
University Education ◽  
Pedagogical Practices ◽  
Educational Policies ◽  
Main Method ◽  
Economic Changes ◽  
International Agencies ◽  
The World Bank ◽  
Education In Brazil

No Brasil, as reformas educacionais implementadas a partir da década de 1990 orientadas por agências internacionais, principalmente pelo Banco Mundial, revelam-se como um modelo ultrapassado de práticas pedagógicas voltadas ao assistencialismo e ao preparo para o mercado de trabalho que pouco contribuem ao desenvolvimento da ciência. A disseminação de um consenso ideológico congruentes à dinâmica econômica internacional neoliberal aparece como pano de fundo dessas políticas, cuja a análise econômica tornou-se a principal metodologia para a definição de políticas educativas. O presente artigo busca apresentar a influência das orientações de organismos internacionais nas políticas educacionais brasileiras voltadas ao ensino superior, em um contexto de políticas neoliberais, que se perpetuam na contemporaneidade. Percebe-se por meio deste estudo que apesar das mudanças políticas e econômicas ocorridas em nosso país desde a década de 1990, as políticas educacionais estabelecidas nunca romperam com a agenda imposta pelo capital internacional.Palavras-chave: Políticas educacionais; Ensino superior; Neoliberalismo. ABSTRACT: In Brazil, educational reforms implemented since the 1990s, guided by international agencies, especially the World Bank, revealed as an outdated model of pedagogical practices aimed at assisting and preparing for the labor market that contributes little to the development of science. The spread of a congruent ideological consensus for neoliberal international economics appears as the background of these policies, whose economic analysis has become the main method of defining educational policies. This paper presents the influence of the orientations of international organizations in the Brazilian educational policies directed to higher education, in a context of neoliberal policies that perpetuate the contemporaneity. See through this study that, despite the political and economic changes that have occurred in our country since the 1990s, how educational policies have never broken with an agenda imposed by international capital.Keywords: Educational policies; University education; Neoliberalism.

scholarly journals The Effectiveness of Public Investment in Basic Education in Brazil

2020 ◽  
Vol 16 (31) ◽  
pp. 1-32
Author(s):  
Joysi Moraes ◽  
Bruno Francisco Batista Dias ◽  
Sandra R. H. Mariano
Keyword(s):  
Basic Education ◽  
Public Investment ◽  
Educational Systems ◽  
Least Squares Regression ◽  
Education Development ◽  
Learning Rates ◽  
Historical Series ◽  
Improved Learning ◽  
The Relationship ◽  
Education In Brazil

The analysis of educational systems involves four central dimensions: economic, pedagogical, political and cultural. This paper focuses on the economic perspective, which has gained strength with the creation of the Basic Education Development Index (Ideb), and facilitates comparative analyzes of the performance of Brazilian educational systems. This research uses a linear least squares regression in which the dependent variables were the Ideb scores of Brazilian states and the independent variables were the corresponding investments in the maintenance and development of education (MDE), in the period 2005-2015. The results allow a comparative picture to be drawn of the effectiveness of the use of state resources invested by the states. It is verified that the investments in basic education in the states only partially explain the improved learning rates measured by the Ideb. Three distinct situations were observed. In 23 states there was an increase in investment in education accompanied by improvement in the Ideb. In 18 states, the increase in investments accompanied the improvement in the Ideb over a certain period, although this effect was not sustained throughout the historical series. In only 05 states, the relationship between investment and improvement in the Ideb remained positive throughout the analyzed period.

scholarly journals FORMAÇÃO CONTINUADA DOS PROFESSORES DE GEOGRAFIA E O PROCESSO ENSINO-APRENDIZAGEM DO RELEVO NO DISTRITO FEDERAL

2019 ◽  
Vol 8 (16) ◽  
pp. 95-111
Author(s):  
Jean Volnei Fernandes ◽  
Valdir Adilson Steinke
Keyword(s):  
Undergraduate Students ◽  
Basic Education ◽  
Federal District ◽  
Great Difficulty ◽  
Pedagogical Practices ◽  
Structural Element ◽  
Continuous Formation ◽  
Knowledge Deficit ◽  
Distrito Federal ◽  
Teaching Learning

Este trabalho tem como pressuposto, fazer uma análise da importância do processo de formação continuada e das práticas pedagógicas utilizadas pelos professores de Geografia, no tocante ao ensino do relevo praticado na educação básica do Distrito Federal. Os dados aqui apresentados, são oriundos de uma pesquisa realizada pelo Laboratório de Geoiconografia e Multimídia (LAGIM-UnB), que contou com a participação de cem entrevistados, entre professores e estudantes de graduação. Foram utilizados, enquanto elementos estruturantes da pesquisa, questionário e mapa sobre o relevo do Distrito Federal, através dos quais os participantes responderam a perguntas pré-estabelecidas sobre o relevo do DF, e sobre as práticas pedagógicas utilizadas para o desenvolvimento de conteúdos relacionados ao relevo. Após a análise dos dados, foi possível identificar a grande dificuldade que os entrevistados apresentam, em relação aos aspectos inerentes as representações cartográficas, e o déficit de conhecimentos sobre a configuração do relevo do DF, tendo em vista que os mesmos deveriam identificar ao menos os quatro padrões de unidades do relevo para o território do DF, ou seja, conhecer seu local de atuação escolar.Palavras-chaveFormação continuada, Ensino de Geografia, Relevo do DF.CONTINUING EDUCATION OF GEOGRAPHY'S TEACHER AND THE TEACHING-LEARNING PROCESS OF RELIEF IN THE FEDERAL DISTRICTAbstractThis work has as presupposition, to make an analysis of the importance of the process of continuous formation and the pedagogical practices used by Geography teachers, in relation to the teaching of the relief practiced in the basic education of the Federal District. The data presented here, come from a research carried out by the Laboratory of Geoiconography and Multimedia (LAGIM-UnB), which had the participation of one hundred interviewees, among teachers and undergraduate students. As a structural element of the survey, a questionnaire and a map about the relief of the Federal District were used, through which the participants answered pre-established questions about the relief of the DF, and about the pedagogical practices used for the development of contents associated to relief. After the analysis of the data, it was possible to identify the great difficulty that the interviewees present, in relation to the inherent aspects of the cartographic representations, and the knowledge deficit on the configuration of the DF relief, considering that they should identify at least the four patterns of relief units for the territory of the Federal District, that is, to know its place of school performance.KeywordsContinuing education, Teaching of Geography, Relief of the DF.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals KINEMATIC MODEL OF THE SLOW-MOVING KOSTANJEK LANDSLIDE IN ZAGREB, CROATIA

2021 ◽  
Vol 36 (2) ◽  
pp. 59-68
Author(s):  
Martin Krkač ◽  
Sanja Bernat Gazibara ◽  
Marin Sečanj ◽  
Marko Sinčić ◽  
Snježana Mihalić Arbanas
Keyword(s):  
Kinematic Model ◽  
Temporal Distribution ◽  
Landslide Risk ◽  
Landslide Area ◽  
Vertical Displacements ◽  
Direction Of Movement ◽  
Slow Moving ◽  
Landslide Kinematics ◽  
The City ◽  
Insight Into

The interpretation of landslide kinematics provides important information for those responsible for the management of landslide risk. This paper presents an interpretation of the kinematics of the slow-moving Kostanjek landslide, located in the urbanized area of the city of Zagreb, Croatia. The sliding material (very weak to weak marls, often covered with clayey topsoil) exhibits plastic, rather than rigid behavior. Due to this reason, and low landslide velocities, landslide features, such as main scarps or lateral flanks, are barely noticeable or do not exist in most of the landslide area. The data used for the kinematic interpretation were obtained from 15 GNSS sensors, for the period of 2013-2019. The monitoring data revealed a different spatial and temporal distribution of landslide velocities, resulting as a consequence of geomorphological conditions and forces that govern the landslide movements. Temporally, eight periods of faster movements and seven periods of slower movements were determined. Spatially, velocities measured in the central part of the landslide were higher than on its boundaries. The interpretation of the surface (horizontal and vertical) displacements and the direction of movement reveal a new insight into the engineering geological model and provide important information for the management of the Kostanjek landslide risk.

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