scholarly journals Vivências de Jongo com crianças na escola: educação das relações étnico-raciais

2020 ◽  
Vol 4 (3) ◽  
pp. 354
Author(s):  
Vívian Parreira da Silva ◽  
Aida Victória Garcia Montrone
Keyword(s):  
School Education ◽  
Educational Practices ◽  
Racial Relations ◽  
Doctoral Research ◽  
Educational Processes ◽  
The City

ResumoO ensaio apresenta experiências fundamentadas em vivências de Jongo na escola como caminho possível para práticas educativas antirracistas. Este trabalho é fruto de pesquisa de doutorado e o objetivo é apresentar como os processos educativos decorrentes de vivências de Jongo realizadas em uma escola da cidade de São Carlos com crianças de seis e sete anos podem contribuir para a implementação da lei 10.639/03. As reflexões aqui apresentadas buscaram trazer nossos anseios e apontar os desafios e caminhos que percorremos na construção do diálogo entre universidade, escolas e as comunidades. Podemos destacar que os processos educativos vivenciados em diálogo com os saberes jongueiros, são ferramentas de luta ancestral para esperançarmos uma educação que promova vida, diversidade, afeto e coragem.Palavras-chave: Processos Educativos. Jongo. Educação das Relações Étnico-Raciais. Esperançar.Jongo experiences with children at school: education of ethnic-racial relationsAbstractThe essay presents experiences based on experiences of Jongo at school as a possible way for anti-racist educational practices. This work is the result of doctoral research and the objective is to present how the educational processes resulting from experiences of Jongo carried out in a school in the city of São Carlos with children aged six and seven can contribute to the implementation of law 10.639/03. The reflections presented here sought to bring our desires and point out the challenges and paths we have taken in building the dialogue between universities, schools and communities. We can highlight that the educational processes experienced in dialogue with the jongueiro knowledge, are tools of ancestral struggle to hope for an education that promotes life, diversity, affection and courage.Keywords: Educative Processes. Jongo. Education of Ethnic-Racial Relations. To Hope.Vivencias  de Jongo con niños en la escuela: educación de las relaciones étnico-racialesResumenEl ensayo presenta experiências fundamentadas en vivencias de Jongo en la escuela como un camino posible para prácticas educativas antiracistas. Este trabajo és fruto de la investigación de doctorado y el objetivo és presentar como los procesos educativos que surgen de vivencias de Jongo realizadas en una escuela de la ciudad de São Carlos con niños de seis y siete anos pueden contribuir para la implementación de la ley 10.639/03. Las reflexiones presentadas buscan traer nuestros anhelos y apuntar los desafios y caminos que hemos tomado en la construcción del diálogo entre universidad, escuelas y comunidades. Podemos destacar que los procesos educativos vivenciados en diálogo con los conocimientos jongueros, son herramientas de lucha ancestral con la esperanza de una educacación que promueba vida, diversidad, afecto y coraje.Palabras clave: Procesos Educativos. Jongo. Educación de las Relaciones Étnico-Raciales. Esperanza.

scholarly journals Extension in popular environmental education: chores in the work community

2021 ◽  
Vol 12 (28) ◽  
pp. e10974
Author(s):  
Tiago Zanquêta de Souza
Keyword(s):  
Environmental Education ◽  
Participant Observation ◽  
Doctoral Research ◽  
Education Data ◽  
The People ◽  
Educational Processes ◽  
Work Community ◽  
Research In Education ◽  
Environmental Educators ◽  
The City

This article is the result of doctoral research in Education, which sought to understand the Popular Extension in Environmental Education, experienced by a Work Community, in the city of Uberaba, Minas Gerais, Brazil. It aims to present the educational processes linked to what to do in popular environmental education. Data collection took place through participant observation and data were analyzed based on content analysis. It was possible to understand that all the people involved and committed to the transformation of that reality experienced in and by the work community, become environmental educators, through their most varied what to do. Thus, an environmental educator is a mediator of the understanding of the relations that the community (s) in which she is inserted with the environment, so that Popular Environmental Education is in tune with the spirit of a popular extension of character. educational and transformative, based on a participatory methodology that allows the development of a practice in which the people involved seek the construction and systematization of knowledge that lead them to consciously focus on reality.

scholarly journals Educação escolar indígena na perspectiva da educação popular: em defesa da Pedagogia Cosmo-Antropológica

2017 ◽  
Vol 34 (3) ◽  
pp. 4-20
Author(s):  
Waldinéia Antunes de Alcântara Ferreira ◽  
Jaime José Zitkoski
Keyword(s):  
Mother Tongue ◽  
Popular Education ◽  
Paulo Freire ◽  
School Education ◽  
Doctoral Research ◽  
De Se ◽  
Diverse World ◽  
Investigación Cualitativa ◽  
Object Of Study ◽  
The City

A Educação Escolar Indígena na atualidade das Comunidades Mayrob, Apiaká e Kayabi no município de Juara-MT tem vivenciado uma constante ressignificação no intuito de se tornar diferenciada, intercultural e bilíngue. Esse movimento de ressignificação tem como base as tramas e as manhas empreendidas nos movimentos indígenas no contexto da educação popular. Esse processo ocorre com os empoderamentos, diálogos e vivências dos saberes indígenas, sempre na perspectiva da interculturalidade crítica. Pois se dá no esforço da afirmação étnica de cada povo que pelas práticas educativas pedagógicas e na valorização da cultura própria. Uma educação construtora de um currículo articulado à vida, à interculturalidade e a memória da cultura e da língua materna num mundo globalizado e diverso, um currículo negociado com tensões e protagonismo. Em outras palavras, uma educação própria, diferenciada, intercultural, feita pela Pedagogia Cosmo-Antropológica. O referido texto tem origem em uma pesquisa de doutorado realizada no período de 2012 a 2014, no Dinter UFRGS/UNEMAT. O caminho da investigação foi respaldado com as contribuições da pesquisa qualitativa do tipo etnográfico, com as orientações de Geertz (1989) e André (2003). Teve como objeto de estudo a educação escolar indígena e os principais autores que auxiliaram na construção desta pesquisa foram: Kusch (2000), Dussel (1993), Paulo Freire (1996; 2005) e Viveiros de Castro (2002). La Educación Escolar Indígena en la actualidad de las Comunidades Mayrob, Apiaká y Kayabi en el municipio de Juara-MT ha vivido una constante resignificación con el fin de convierterse diferenciada, intercultural y bilingüe. Este movimiento de resignificación tiene como base las tramas y los caminos emprendidos en los movimientos indígenas en el contexto de la educación popular. Este proceso ocurre con los empoderamientos, diálogos y vivencias de los saberes indígenas, siempre en la perspectiva de la interculturalidad crítica. Porque se da en el esfuerzo de la afirmación étnica de cada pueblo que por las prácticas educativas pedagógicas y en la valorización de la cultura propia. Una educación constructora de un currículo articulado a la vida, a la interculturalidad y la memoria de la cultura y de la lengua materna en un mundo globalizado y diverso, un currículo negociado con tensiones y protagonismo. En otras palabras, una educación propia, diferenciada, intercultural, hecha por la Pedagogía Cosmo-Antropológica. El referido texto tiene su origen en una investigación de doctorado realizada en el período de 2012 a 2014, en el Dinter UFRGS / UNEMAT. El camino de la investigación fue respaldado con las contribuciones de la investigación cualitativa del tipo etnográfico, con las orientaciones de Geertz (1989) y André (2003). En el caso de la educación escolar indígena y los principales autores que auxiliaron en la construcción de esta investigación fueron: Kusch (2000), Dussel (1993), Paulo Freire (1996, 2005) y Viveiros de Castro (2002). Indigenous School Education in the present time of the Mayrob, Apiaká and Kayabi Communities in the city of Juara-MT has experienced a constant re-signification in order to become differentiated, intercultural and bilingual. This movement of re-signification is based on the plots and the ways undertaken in the indigenous movements in the context of popular education. This process occurs with the empowerment, dialogues and experiences of indigenous knowledge, always in the perspective of critical interculturality. For it is in the effort of the ethnic affirmation of each people that by the pedagogical educational practices and in the valuation of the own culture. An education that builds a curriculum articulated to life, interculturality and the memory of culture and mother tongue in a globalized and diverse world, a curriculum negotiated with tensions and protagonism. In other words, an own, differentiated, intercultural education, made by the Cosmo-Anthropological Pedagogy. The aforementioned text originates in a doctoral research carried out in the period from 2012 to 2014, at Dinter UFRGS / UNEMAT. The research path was supported by the contributions of the qualitative research of the ethnographic type, with the orientations of Geertz (1989) and André (2003). Indigenous school education was the object of study, and the main authors who assisted in the construction of this research were: Kusch (2000), Dussel (1993), Paulo Freire (1996; 2005) and Viveiros de Castro (2002).

scholarly journals Professores(as)-pesquisadores(as) de educação física na educação básica: idiossincrasias e fomento à formação na região metropolitana de Fortaleza

2019 ◽  
Vol 17 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Amanda Taiane Correia de Oliveira ◽  
Liana Lima Rocha ◽  
Luciana Venâncio ◽  
Luiz Sanches Neto
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Basic Education ◽  
Metropolitan Region ◽  
Physical Education Teachers ◽  
Educational Practices ◽  
Female Teacher ◽  
One Year ◽  
Education Network ◽  
The City

Introdução: Investigamos as características dos processos formativos de três docentes e os motivos subjacentes à sua mobilização como professores(as) que se preocupam em pesquisar. Objetivo: O objetivo de nossa investigação é compreender as idiossincrasias desses(as) professores(as)-pesquisadores(as), que investigam suas próprias práticas educativas na educação básica, na área da educação física na cidade de Fortaleza e na região metropolitana. Métodos: O nosso estudo é fundamentado em uma pesquisa qualitativa com a colaboração de professores(as) de educação física de escolas públicas da rede estadual de educação básica de Fortaleza. A pesquisa colaborativa foi realizada com uma professora e dois professores ao longo de um ano e meio. Resultados: Temos como principal resultado da pesquisa, o engajamento efetivo dos(as) professores(as) com as suas práticas educacionais. Portanto, a responsabilidade com os processos de ensino está associada aos modos de investigação realizados pelos(as) docentes. Conclusão: Consideramos que o envolvimento com projetos e também com grupos de estudos das universidades, tanto durante a graduação quanto na pós-graduação, tornam o trabalho de cada professor(a) diferenciado em termos (auto)formativos. ABSTRACT. School physical education teachers-researchers: idiosyncrasies and support to teacher educa¬tion in Fortaleza’s (Brazil) metropolitan region. Background: We have investigated the characteristics of the educative processes of three teachers and the reasons underpinned by their mobilization as teachers who care about researching. Objective: The objective of our investigation is to understand the idiosyncrasies of these teachers, who investigate their own educational practices in basic education in the area of physical education in the city of Fortaleza and in the metropolitan region. Methods: Our study is based on qualitative research with the collaboration of physical education teachers from public schools of the State basic education network at Fortaleza. The collaborative research was carried out with one female teacher and two male teachers over one year and a half. Results: The main result of the research is the effective engagement of teachers with their educational practices. Therefore, responsibility for teaching processes is associated with the modes of research carried out by the teachers. Conclusion: We consider that the involvement with projects and also within academic groups at universities, both during undergraduate and postgraduate courses, differentiate the work of each teacher in (self) educative terms.

scholarly journals Roma in Special Education: Discriminating, Segregating, and Limiting Opportunities to Roma Students by Placing Them in Special Schools

2011 ◽  
Vol 9 (2) ◽  
pp. 175-194
Author(s):  
Maria Roth ◽  
Lorena Văetişi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Special Education ◽  
Ethnic Group ◽  
Educational Practice ◽  
Research Data ◽  
School Education ◽  
Educational Practices ◽  
Special Schools ◽  
Technical High School

Abstract In social and educational practices, a number of ‘negative’ descriptive categories such as minority or disability determines inequalities and deepens the vulnerability of such groups. We focus on the Roma students enrolled in Special Education and analyse the mechanisms of (re)producing stereotypes and discrimination. We interpret qualitative research data, conducted in a technical high-school from Cluj-Napoca. Our study concludes that Roma schoolchildren enrolled in special education, whether or not really disabled are discriminated against (on behalf of an educational practice that reinforces the stigma of an inferior ethnic group, socio-culturally marginalized) and thus, their opportunities are severely limited, since their very youthful years, spent in school education.

scholarly journals Speculation, segregation and (absence of) conflicts: In the production of the urban space of Palmas / TO

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Ana Carla de Lira Bottura
Keyword(s):  
Production Process ◽  
Urban Space ◽  
Western World ◽  
New Town ◽  
Doctoral Research ◽  
The Social ◽  
Object Of Study ◽  
Space Production ◽  
Short Time ◽  
The City

This article introduces partial discussions from a doctoral research in progress that has as object of study the tendency to paci cation and concealment of con icts veri ed in the production process of contemporary urban space - particularly in the most recent Brazil- ian cities - as well as its strategies and mechanisms of control. As a eld of study, it is proposed the city of Palmas, capital of Tocantins, last planned capital of the twentieth century, founded on May 20, 1989, a year that symbolizes the opening of the Western world to the neoliberal economic policy. Based on the observation of the absence of signi cant movements of resistance to the urban space production process at Palmas and interpreting it as a re ection of pacifying tendency of consensus and appeasement / masking of con icts as a feature of neoliberal city, we propose the hypothesis of physical and territorial con guration of the city as a laboratory of the neoliberal model of urban management, in which socio-spa- tial dynamics gradually developed in other contemporary cities through processes historically constructed, get explicit and take place, immediately or in a very short time. Through a historical ap- proach to the context of its creation and occupation, we propose an urban space production reading based on the recognition of char- acteristics relating to its conditions of New Town and neoliberal city as well as the incipient action of the social movements dedicated to the struggles for housing as social agents in this process. 

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

scholarly journals MAKING OUT WITH THE CITY: (HOMO)SEXUALITIES AND SOCIO-SPATIAL DISPUTES IN BRAZILIAN “PERIPHERIES”

2018 ◽  
Vol 14 (3) ◽  
Author(s):  
Ramon Reis
Keyword(s):  
Sao Paulo ◽  
Homosexual Men ◽  
São Paulo ◽  
Doctoral Research ◽  
Starting Point ◽  
Peripheral Areas ◽  
Space Production ◽  
The City

Abstract This article makes use of the constitution of (homo)sexualities and socio-spatial disputes in certain Brazilian “peripheries”. Specifically, it is the synthesis of the results of a doctoral research in anthropology concerning “peripheries”, sociabilities and disputes between homosexual men at bars situated in “peripheral” areas of the cities of São Paulo and Belém, Brazil. The starting point of the ethnography was the scrutiny of specific bars frequented by different publics, favouring the interlocutors’ handling of the manner in which they negotiate identifications and disputes, with a view to understanding the meanings and significations given to “periphery”. In this sense, the emic notion making out with the city served as a point of elucidation to qualify and materialise different modes of space production, especially in Brazilian urban “peripheries”, directly interfering in the ways in such cities are accessed and desired.

scholarly journals Pulsujące metafory dydaktyki w kleszczach języka. O lingwistycznych blokadach konstruktywistycznej zmiany w kształceniu

2020 ◽  
Vol 51 (4) ◽  
pp. 87-98
Author(s):  
Astrid Męczkowska-Christiansen
Keyword(s):  
School Education ◽  
Partial Answer ◽  
Educational Practices ◽  
Institutional Settings ◽  
General Didactics ◽  
The Subject ◽  
Linguistic Analyses ◽  
Linguistic Level ◽  
Paradigmatic Change

The content of the article includes analyses of the linguistic plane of the reception of constructivist didactics, carried out in order to seek a partial answer to the question: why does the paradigmatic change in the area of school education in Poland, which has been intensively postulated by scientific circles over the last thirty years, not materialise in the space of contemporary educational practices in their institutional settings? In particular, the subject of analyses refers to the dominant – “instructive” – linguistic level of general didactics, with regard to such concepts as: education, learning, knowledge. The purpose of the linguistic analyses was to show how the existing constellations of didactic metaphors have hindered the conceptualisation and reception of ideas coming from constructivist positions.

scholarly journals Neighbor connections and contemporary groups in a closed society, in the city of Hajdudoroz

2021 ◽  
pp. 134-141
Author(s):  
Tamás Sári
Keyword(s):  
Empirical Data ◽  
Research Question ◽  
Detailed Comparison ◽  
Field Work ◽  
Doctoral Research ◽  
Closed Society ◽  
Administrative Units ◽  
Temporal Focus ◽  
The City

Hajdúdorog is a local closed society, so the religious separation, the Hajdú military past and the agricultural nature of the settlement provide a specific approach to ethnographic researches. In my doctoral research, which includes this article, family and neighborhood relations are analyzed in this settlement. The temporal focus of the research is the 1940s which is the earliest decade that can be researched with informants through interviews. This article pays attention to the neighborhood of Hajdúdorog and contemporary groups, so locality is a key concept. The research question concerns the content of the relationships. How did the relationships in the environment of the neighborhood and contemporary groups, manifest themselves in Hajdúdorog in the 1940s? How did the above features affect this? The research was carried out within the framework of the ethnographic discipline. The article first presents the well-known works of the Hungarian ethnographic literature on the topic and then analyzes the empirical data. I applied the ethnographic method used in social disciplines to obtain empirical data. During the field work, I did in-depth interviews in Hajdúdorog with locals, all older than 75 years. I reached the inteview subjects using the snowball method and the interviews took place in the interviewees’ homes. The article examines the neighboring and contemporary groups separately. Based on the results it can be stated, that in Hajdúdorog the neighborly relations were daily. The tenths, the former special administrative units of the city, were still strong influencing factors in the development of relations in both groups, even during the researched period. The content of the neighborly relations was reflected in smaller household transactions, rental of tools, participation in pigslaughters (disznóvágás), assistance in fieldworks, special folk pastimes (tanyázás) which resulted in more intense relationships than with family relatives. The result of a closed society is that there was a closer relationship between those who lived within one part of the settlement than between relatives who lived in different parts of the settlement. In line with the above, the article seeks to contribute to the researches connected to locality. The subject of the article fits into the sociological neighborhood research category, such as Tönnies and Redfield's research and also fits into the neighborhood research of the Hungarian ethnography, which was also a base for this research. This work hopes to ultimately expand the row of Hajdúdorog’s literature. For further view, the article can encourage research that deals with a more detailed comparison of the role of the neighborhood and the role of neighbors and relatives in Hajdúdorog during the period that was examined in this article.

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