scholarly journals Brazilian Education, National Education Parameters and Quality for Education

2021 ◽  
Vol 9 (11) ◽  
pp. 364-370
Author(s):  
Davi Milan ◽  
Richardson Lemos de Oliveira ◽  
Cristina Brust ◽  
Adriana de Menezes ◽  
Claudemir Santos de Jesus ◽  
...  
Keyword(s):  
Reflective Practice ◽  
Federal Government ◽  
21St Century ◽  
Educational System ◽  
National Curriculum ◽  
Pedagogical Practice ◽  
National Education ◽  
Teaching Support ◽  
Dialogic Approach ◽  
The Subject

Under emergency conditions in the Brazilian educational system, since the turn of the 21st century, the National Curriculum Parameters consist of guidelines elaborated by the Federal Government with the purpose of guiding education, being separated by discipline. It is understood that reflective practice and critical involvement, in the context of extracting recreations in teaching, support debates and the development of teachers' productions and educational projects at the school, encourage reflection not only on pedagogical practice, but also about the planning of classes. Therefore, the objective of this work is to re-discuss, under the spectacles of the dialogic approach, some national parameters of education that govern Brazilian education, considering the expansion and potentializing of studies already carried out on the subject.

scholarly journals Línea de tiempo sobre la normatividad vigente en educación/ Timeline on the current regulations in education

2012 ◽  
Vol 3 (1) ◽  
pp. 199
Author(s):  
Karent Céspedes Garzón
Keyword(s):  
Educational System ◽  
National Education ◽  
El Sistema ◽  
The Subject ◽  
The Law

El ejercicio de investigación en clase para identificar la legislación que rige actualmente el sistema educativo resultó siendo el inicio de lo que posteriormente se convirtió en un proyecto de construcción de un multimedia que permitirá consultar los diferentes normatividades enmarcadas en determinadas categorías. Este ejercicio se basa en la legislación en educación publicada en la página del Ministerio de Educación Nacional y fue desarrollada durante las clases iniciales de la asignatura de P.E.I.ABSTRACT:The research class exercise to identify the law governing current educational system was still the beginning of what later became a project of building a multimedia which will see the various rules framed certain categories. This exercise is based on legislation education published in the website of the Ministry of National Education and was developed during the initial classes of the subject PEI. 

scholarly journals Islamic Versus Modern Western Education

1994 ◽  
Vol 11 (1) ◽  
pp. 116-119
Author(s):  
Anne Sofie Roald
Keyword(s):  
Identity Formation ◽  
Educational System ◽  
Educational Philosophy ◽  
Drop Out ◽  
Islamic Education ◽  
Educational Systems ◽  
National Education ◽  
Western Education ◽  
The Subject ◽  
Hair Style

The Islamization of education, which is part of the more overarchingdiscussion of Islamizing knowledge, has activated Muslim social and naturalscientists as well as scholars in the humanities. The wide extensionof scholarly fields involved has colored the discussion and multiplied itsviews. For a reader in the subject of Islamic education, this multiplexpicture can be confusing and make it hard to distinguish petween the differentcomponents.In his research, Kitaji has attempted to compare the modem westernand Islamic educational systems. He has divided his research into fourmain parts. First he gives an outline of national education. In this part, hedeparts from the problems faced by the Japanese educational system,where the drop-out rates have nearly doubled in the last ten years. In thecase of Japan, he finds that the curriculum is rigid and does not take intoaccount individual differences in the ability to absorb information. Hefurther argues that the psychological atmosphere discourages pupils, forthe system tries to control them by regulating their attitudes and psychicalappearance (i.e., hair-style and clothes).From the particularity of Japanese schooling, he turns to a descriptionof the western educational system in general. What Kitaji does is to generalizethe western educational system in terms of Japanese actual experiences,western educational philosophy (mostly French), and westerndomestic critics. This results in a generalization that is far too broad, andI, who live in Sweden, tecognize only a few of the author’s characteristicsof the western educational system. However, Kitaji makes an importantpoint, which I assume pertains nearly to all western countries’national educational system: neglecting the pupils’ identity formation, particularlythe spiritual part. He also emphasizes the fact that nationaleducation is based upon the state’s demands rather than the pupils’ individualneeds. Although Kitaji stresses the state’s role in the developmentof structure and of curriculum, his recurrent emphasis of the state’s rolein curriculum development makes it difficult to grasp whose conscious orunconscious forces are actually working. The research would maybe bemore substantial if some comments had been made on this subject ...

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

Psychological nature of intelligence officer

2020 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
P. Yu. Naumov ◽  
F. V. Povshednaya
Keyword(s):  
Social Groups ◽  
Pedagogical Practice ◽  
Value System ◽  
Level Of Education ◽  
Main Research ◽  
Social Trends ◽  
Deductive Method ◽  
Mechanisms Of Formation ◽  
The Subject ◽  
Method Analysis

Introduction. Based on modern social trends, the demand becomes not only for professionally trained people, but also for the level of their general culture, value system and, ultimately, intelligence. At the same time, there is no place for intellectuals and educating intellectuals in program documents on educational activities, although this task is very logical for the pedagogical practice of a developed society. This work presents the experience of the author's analysis of the psychological nature of the intelligence of an officer. Consistently considering the essence and structure of such a complex phenomenon, the structure and the real functioning of the values that allow characterizing the subject as an intellectual are ascertained.Materials and methods. As the main research methodology, the authors use sociological (I.S. Kon), culturological adapted to solve the problems of this work (M.S. Kagan), historiographic (A.V. Popov), systemic (I.V. Blauberg, V.A. Lektersky, V.N. Sadovsky, S.L. Rubinstein, M.S. Kagan, N.V. Kuzmina) and functional approaches (P.K. Anokhin, M.S. Kagan, N. Wiener). The main research methods were: hypothetical-deductive method; analysis, synthesis, comparison, analogy and abstraction; systemic method and modeling.Results. The result of the study is that the authors identified and justified the structural psychological qualities of intelligence as the subjective characteristics of an officer and examined the basic mechanisms of formation of intellectual values.Discussion and Conclusions. The required criteria for being intelligent as a  subject characteristics of an officer is the level of education (self education)of an officer, his manners, the scope of his values , existential assessment –correlating every fact he faces with general life-span problems of objective reality, having respect for values of others and being ready for talk to employees and  superiors as well as the representatives of other social groups, other cultures, nationalities, confessions and professions which requires dialog in search of optimal forms and options of interaction. The cornerstone principle for intelligence of the officer are, therefore, his education and upbringing, ideological conviction in his own values and readiness for self-sacrifice for their sake.

Revisiting Curricula for Deaf Students

2018 ◽  
Author(s):  
Stein Erik Ohna
Keyword(s):  
Sign Language ◽  
Educational System ◽  
School System ◽  
First Language ◽  
National Curriculum ◽  
Educational Context ◽  
Deaf Students ◽  
National Policies ◽  
Classroom Processes ◽  
The Right

The Norwegian National Curriculum in 1997 introduced four subject curricula for deaf students as part of new legislation giving deaf students who have acquired sign language as their first language the right to instruction in the use of sign language and through the medium of sign language. A few years later, new hearing technologies contributed to substantial changes in the educational context. This situation has challenged the school system, schools, and teachers. The chapter is organized in three sections. First, the educational system and the process leading to the introduction of new legislation is presented. The second section deals with information about the use of curricula for deaf students. The last section discusses issues of students’ achievements, classroom processes, and national policies.

scholarly journals Beyond Classical Definition: The Non-definition of Gamification

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Mario S. Staller ◽  
Swen Koerner
Keyword(s):  
Empirical Investigation ◽  
Working Life ◽  
Pedagogical Practice ◽  
Police Recruits ◽  
Design Elements ◽  
The Subject ◽  
Anchor Points ◽  
The One ◽  
Definition Of ◽  
Game Elements

AbstractGamification is regularly defined as the use of game elements in non-gaming contexts. However, discussions in the context of the pedagogical value of gamification suggest controversies on various levels. While on the one hand, the potential is seen in the design of joyful learning environments, critics point out the pedagogical dangers or the problems related to optimizing working life. It becomes apparent that the assumptions guiding action on the subject matter of gamification in educational contexts differ, which leads to different derivations for pedagogical practice—but also allows for different perspectives on initially controversial positions. Being aware of these assumptions is the claim of a reflexive pedagogy. With regard to the pedagogical use of gamifying elements and their empirical investigation, there are three main anchor points to consider from a reflexive stance: (a) the high context-specificity of the teaching undertaken and (b) the (non-)visibility of the design elements and (c) the (non-)acceptance of the gamified elements by the students. We start by providing a discussion of the definitional discourse on what is understood as gamification leading to our argument for a non-definition of gamification. We describe the potential of this non-definition of gamification and exemplify its use in a gamified concept of teaching police recruits professional reflexivity. The concept features the narrative of a potential crime that has been undertaken and that students decide for themselves if they want to engage with it.

scholarly journals Comparative Study of Iran and the UK national curriculum based on the principles of Mind, Brain and Education

2019 ◽  
Vol 8 (1) ◽  
pp. 46
Author(s):  
Nazanin Reza Zadeh Mottaghi ◽  
Mahmoud Talkhabi
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Quality Standard ◽  
Thinking Skills ◽  
Reflective Practices ◽  
Science Of Mind ◽  
High Quality Standard ◽  
The Uk ◽  
Collaborative Activities

This study compares the national curriculum of Iran and the UK to find out how the educational system indeveloping countries such as Iran can be improved. Because of implementing thinking skills and cognitive education,the educational system in the UK benefits from a high-quality standard. The science of mind, brain, educationintroduces some principles to improve teaching and learning methods and provide thoughtful and lifelong learnersfor the societies. In this study, we specified the main parts of the national curriculum in both countries and selectedsome of the principles to determine whether these two countries apply them in their national curriculum. Some ofthese principles focus on some significant issues: teaching models, the use of Meta-discipline and HolisticTechniques, authentic learning experiences, use of products, processing and progressing Evaluations, developingexplicit learning objectives, how to benefit from thinking and reflective practices, using collaborative and democraticactivities, preparing students to set personal objectives, giving themselves feedbacks, technology and flippedclassrooms, and beginning Year- Round Schooling. The results show that Iran needs more precise and detailedlearning objectives in its curriculum, use of democratic and collaborative activities with academics and students,develop thinking and reflective practices which play vital roles in upgrading the educational system. Moreover, it issuggested that the UK and Iran should consider embedded evaluations and flipped classrooms to meet the needs ofnew generation of learners.

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

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