scholarly journals O Pibid Diversidade na UFGD: conquistas e desafios

2018 ◽  
Vol 4 (7) ◽  
pp. 59
Author(s):  
Elâine da Silva LADEIA ◽  
Andréia SANGALLI
Keyword(s):  
Organizational Context ◽  
Indigenous Communities ◽  
Pedagogical Practice ◽  
Theoretical Concepts ◽  
Previous Edition ◽  
Politica Publica ◽  
Public Education Policy ◽  
Initiative Program ◽  
Teachers Training ◽  
Structural Aspects

O presente texto traz reflexões sobre o Programa Institucional de Bolsa de Iniciação à Docência - PIBID Diversidade, desenvolvido pelo curso de Licenciatura Intercultural Indígena - Teko Arandu, na Universidade Federal da Grande Dourados (UFGD). O PIBID D iniciou suas atividades em 2011. A metodologia para construção do texto pautou-se em discutir o contexto do pibid diversidade na UFGD e na formação de professores; pibid diversidade como política pública de educação; quem são e onde estão os sujeitos indígenas? Ações/atividades desenvolvidas pelos subprojetos; resultados e os impactos da edição atual e anterior; as conquistas e os desafios do Pibid Diversidade. Dentre os resultados alcançados destacam-se: Maior interação entre os docentes do curso de Licenciatura Indígena e entre os docentes e as escolas e comunidades indígenas, permitindo um conhecimento mais aproximado da realidade vivida nessas escolas (aspectos estruturais, recursos didáticos e dificuldades enfrentadas pelos professores que atuam nessas escolas);  Contribuir no desenvolvimento de conceitos teóricos através de oficinas práticas com os bolsistas e estudantes das escolas indígenas possibilitando a discussão de conhecimentos tradicionais e ocidentais sobre esses conceitos; Discutir conteúdos nas diversas áreas de conhecimento e a sua (re) elaboração no âmbito do ensino escolar indígena, a partir da prática pedagógica dos professores, da abordagem dos livros didáticos disponíveis e da contextualização do ensino associado aos conhecimentos tradicionais; Desenvolver habilidades para a escolha de metodologias, procedimentos didáticos e paradigmas científicos/tradicionais englobando processos que melhorem seu conhecimento profissional.PIBID. Diversidade. Universidade Federal de Grande Dourados. The Pibid Diversidade in the UFGD: achievements and challenges ABSTRACTThe present text reflects on the Institutional Scholarship Initiative Program for Diversity - PIBID Diversidade, carried out by the Indigenous Intercultural Licentiate course - Teko Arandu, at the Grande Dourados Federal University (UFGD). The PIBID started its activities in 2011.The methodology for the text construction was intended to discuss the Pibid Diversidade organizational context at UFGD and on the teachers training; Pibid as public education policy; who are and where are the indigenous individuals? Actions/activities promoted by subprojects; Results and the impacts of the current and previous edition; The achievements and challenges of the Pibid Diversity. Among the results achieved, stands out: Greater interaction between Indigenous Licentiate course teachers and among teachers, schools and the indigenous communities, allowing a closer knowledge about the reality lived in these schools (structural aspects, didactic resources and difficulties faced by the teachers who work in these schools); To contribute in the theoretical concepts development through practical workshops with the scholarship holders and the indigenous schools students enabling the discussion of traditional and Western knowledge about these concepts; To discuss content in the various areas of knowledge and their (re)elaboration in the scope of indigenous school education, based on the teachers pedagogical practice, on approach to available textbooks and contextualization of teaching process associated with traditional knowledge; To Develop skills to choose methodologies, didactic procedures and scientific / traditional paradigms encompassing processes that improve their professional knowledge.PIBID. Diversity. Grande Dourados Federal University.

scholarly journals Social Sustainable Education in a Refugee Camp

2021 ◽  
Vol 13 (7) ◽  
pp. 3925
Author(s):  
Marit Heldal ◽  
Trond Løge Hagen ◽  
Ingvild Olsen Olaussen ◽  
Gry Mette D. Haugen
Keyword(s):  
Refugee Camp ◽  
Three Dimensions ◽  
Pedagogical Practice ◽  
Highly Qualified ◽  
Structured Interviews ◽  
Theoretical Concepts ◽  
Sustainable Education ◽  
Cultural Mediator ◽  
Education And Care ◽  
Children's Activities

The main objective of this article is to discuss how an Early Childhood Education and Care (ECEC) institution in a refugee camp can promote social sustainable education. By giving empirical examples of innovative pedagogical ideas and practices inside a Greek ECEC institution, this article argues that concepts of formation are ways to promote social sustainable education. The article draws on data from an ECEC institution in which both the children living in a refugee camp and Greek children are located together. With nature as a neutral cultural mediator, serving as a pedagogical framework, children can make new experiences based on participation, equality and mutual respect. Data were produced through field observations, semi-structured interviews and one group interview from March 2019 until September 2019. The empirical data reveal three dimensions that we suggest work as markers for social sustainable pedagogical practice: the importance of nature and play as a facilitator for children’s activities; the importance of participation and equality; and the importance of commitment to the community. The findings are discussed in relation with theoretical concepts of formation, with a particular focus on children as active agents and the value of experiences, and the importance of highly qualified educators.

scholarly journals THE FORMATION OF THE METHODOLOGICAL COMPETENCE OF FUTURE TEACHERS BY MEANS OF PEDAGOGICAL PRACTICE

2019 ◽  
pp. 41-47
Author(s):  
О. Plakhotnik ◽  
A. Kondratiuk
Keyword(s):  
Empirical Study ◽  
Practical Experience ◽  
Training And Development ◽  
Pedagogical Practice ◽  
Future Teachers ◽  
Key Competencies ◽  
Teachers Training ◽  
Relationship Of ◽  
The Relationship ◽  
Experimental Group

The article reveals pedagogical practice as an important component of the formation of the methodological competence of future teachers. Methodological competence as an important tool for the teacher training is examined in the relationship of its structural components. It has been shown that among all key competencies for future teachers training the mastering the methodical competence means of pedagogical practice is absolutely important since it reflects the ability of future teachers to effectively engage in educational activities, to creatively implement the acquired theoretical and practical experience involving effective technology training and development. The article reveals the results of an empirical study aimed at revealing the dynamics of the formation of key competencies in the context of early professionalization. The lack of methodological competence as a new integrative personality issue of future teachers is assumed to become a barrier in the situation of the fulfilling professional tasks. The following methodologies were used in the empirical study: B.Dodonov's methodology "The Formula of Motivation"; the methodology of T. Dubovitska "The Level of Professional orientation". In order to study the personality-reflexive criterion as one of the components of the methodological competence of future teachers, the methodology of A. Lazukin and N. Kalin "Creativity Manifestation" has been adapted and, moreover, the author's questionnaire has been used. The sample consisted of 111 teachers and 362 students, 186 students of which belonged to the experimental group (EG), and 176 – to the control one (CG).

Team Training in the Organizational Context

2018 ◽  
pp. 252-270
Author(s):  
Norbert K. Semmer ◽  
Franziska Tschan
Keyword(s):  
Organizational Context ◽  
Team Training ◽  
Knowledge And Skills ◽  
Supportive Behaviors ◽  
Transfer Success ◽  
Individual Variables ◽  
Supportive Messages ◽  
Structural Aspects ◽  
Over Time

Many formal and informal units at various levels provide a heterogeneous organizational context for team training. Consolidating and adapting newly acquired knowledge and skills needs time and resources, encouragement, and feedback. It also requires supportive messages that are consistent over time, across sources, and in terms of content (e.g., general value statements as compared to specific messages). Our chapter focuses on “transfer climate,” characterized by transfer-related cues and consequences, supportive behaviors, and opportunities to perform. Discussing structural aspects, we emphasize aligning messages and actions with the goal of supporting transfer. Next we discuss the role of episodes, which unfold over time and give meaning to trainings. Finally, we discuss configurations, that is, specific constellations of influences not captured by studying the contribution of individual variables; we advocate focusing more strongly on the trainee perspective; and we emphasize fairness and appreciation as an overarching issue that may be decisive for transfer success.

scholarly journals Exploring frontliners' knowledge, participation and evaluation in the implementation of a pay-for-performance program (PMAQ) in primary health care in Brazil

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fabiana da Cunha Saddi ◽  
Matthew Harris ◽  
Fernanda Ramos Parreira ◽  
Raquel Abrantes Pêgo ◽  
Germano Araujo Coelho ◽  
...  
Keyword(s):  
Primary Care ◽  
Organizational Context ◽  
Health Workers ◽  
Organizational Capacity ◽  
Successful Implementation ◽  
Policy Feedback ◽  
Implementation Theory ◽  
Content Type ◽  
Theoretical Concepts ◽  
The City

PurposeThis paper employs implementation theory and the political literature on performance measurement to understand how frontline health workers know, participate and evaluate the Brazilian National Program for Improving Access and Quality of Primary Care (PMAQ, 2nd round).Design/methodology/approachThis paper develops an implementation theory-driven qualitative analysis. The research is developed in the city of Goiania (Brazil): a challenging organizational context in primary care (PHC). Interviews were carried out with 25 frontliners – managers, doctors, nurses and community health workers. Data were thematically and hierarchically analysed according to theoretical concepts such as policy knowledge, policy adherence, forms of accountability, alternative logics, organizational capacity and policy feedback.FindingsResults show the need to foster organizational capacity, knowledge, participation and policy feedback at the frontline. Successful implementation would require those adaptations to counteract policy challenges/failures or the emergence of alternative logics.Research limitations/implicationsThe study was conducted in only one setting, however, our sample includes different types of professionals working in units with different levels of organization capacity, located in distinct HDs, expressing well the implementation of PMAQ/P4P. Qualitative researches need to be developed for further exploring the same/other factors.Social implicationsFindings can be used to improve discussions/planning and design of P4P programs in the city and State of Goias.Originality/valueThe majority of analysis of PMAQ are of a quantitative or results-based nature. This article focuses on politically significant and unanswered questions regarding the implementation of PMAQ.

scholarly journals Hacia la construcción de una propuesta educativa situada en el territorio: Una mirada a la educación desde la perspectiva local.//To the construction of an educational proposal located in the territory: A perspective for education from the local perspective.

Ciencia Unemi ◽  
2019 ◽  
Vol 12 (30) ◽  
pp. 103-117
Author(s):  
María Montalvo-Cepeda
Keyword(s):  
Public Education ◽  
Urban Development ◽  
Daily Practice ◽  
Educational Process ◽  
Quality Education ◽  
Politica Publica ◽  
Public Education Policy ◽  
Local Perspective ◽  
National Perspective ◽  
The City

Este trabajo identifica y lleva a reflexionar desde una perspectiva local algunos temas relacionados con la educación, y que no siempre se abordan desde una visión macro y nacional. Tiene sus bases en el ejercicio práctico de gestión de la educación desde un territorio específico a lo largo de 13 meses, en los cuales, a través de la observación, -eje transversal metodológico-, se incorporó la experiencia como categoría científica de análisis.Si bien, la política pública educativa busca garantizar una educación integral de calidad con cobertura, derechos e innovaciones curriculares, esta tiene sus bases en la aplicabilidad de dichos mandatos en el territorio. Entonces, pensar la educación desde el territorio es pensar, la ciudad, el desarrollo urbano, la construcción de ciudadanía y el tema del cuidado del ambiente como elementos fundamentales en el desarrollo del proceso educativo y desde ahí se pudo mirar, como la aplicación de estas acciones garantizan la educación inclusiva y de calidad sin que se la mire, únicamente como una actividad de transferencia, sino de transformación y desarrollo en la vida de quienes participan en este proceso, logrando construir conocimientos que les sirvan para su vida y la práctica cotidiana.  AbstractThis work identifies and leads to reflection from a local perspective on issues related to education, which are not always approached from a macro and national perspective. It is based on the practical exercise of managing education from a specific territory over a period of 13 months, in which, through observation -a transversal methodological axis-, experience was incorporated as a scientific category of analysis. Although, public education policy seeks to guarantee comprehensive quality education with coverage, rights, and curricular innovations, it is based on the applicability of these mandates in the territory. Therefore, to think of education from the territory is to think of the city, urban development, the construction of citizenship and the theme of caring for the environment as fundamental elements in the development of the educational process, and from there it was possible to see how the application of these actions guarantee inclusive and quality education without it being seen solely as an activity of transference, but of transformation and development in the lives of those who participate in this process, managing to build knowledge that will serve them for their life and daily practice. 

A strategy for using digital mindsets and knowledge technologies to move past pandemic conditions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cherry Stewart ◽  
Ashfaq Ahmad Khan
Keyword(s):  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Management Accounting ◽  
Pedagogical Practice ◽  
Content Type ◽  
Theoretical Concepts ◽  
Constructive Development ◽  
Learning And Teaching ◽  
Tertiary Teaching

Purpose The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory. Design/methodology/approach An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives. Findings Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space. Practical implications This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours. Social implications Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other. Originality/value The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

scholarly journals El Sentido de la Escolaridad Obligatoria como Transición o como Fin

2017 ◽  
Vol 21 (4) ◽  
pp. 75-94
Author(s):  
Míriam Abiétar López ◽  
Almudena A. Navas Saurin
Keyword(s):  
At Risk ◽  
Secondary Education ◽  
Social Practice ◽  
Pedagogical Practices ◽  
Vocational Education And Training ◽  
First Year ◽  
Pedagogical Practice ◽  
Theoretical Concepts ◽  
Educational Law ◽  
El Sistema

Resumen:Una de las principales dificultades de nuestro sistema educativo en el actual momento sociohistórico estriba en que parte de la población no acaba satisfactoriamente la etapa obligatoria al no titular a la edad prevista. En este artículo abordamos esta problemática desde las limitaciones que impone el sistema al considerar la escolarización obligatoria como una etapa de transición y no como un fin en sí misma. En este sentido, asumimos que no es posible desligar lo que sucede en la etapa obligatoria de las posibilidades a las que da acceso, puesto que la posición social adquirida mediante lo laboral queda en relación con los resultados obtenidos en el itinerario educativo. Abordamos estas limitaciones teniendo en cuenta que la agencia de los sujetos se ve condicionada por el momento estructural que viven y por las propias características de la práctica pedagógica entendida como práctica social. Específicamente, analizamos la Formación Profesional de base como un dispositivo de diversificación curricular dirigido al alumnado en riesgo de no titular y por tanto, en riesgo de iniciar una carrera profesional vulnerable. Para enmarcar este análisis, ofrecemos un repertorio ordenado de conceptos teóricos que permiten abordar dichas limitaciones desde la pedagogía y la sociología. Presentamos los resultados obtenidos en una investigación sobre prácticas pedagógicas realizada en centros de la ciudad de Valencia que impartían este nivel en su primer año de implantación en el marco de la actual ley educativa. Finalizamos con una propuesta a modo de debate sobre la necesidad de titular en la etapa obligatoria. Abstract:One of the main difficulties of our educational system in the current sociohistorical moment derives from the fact that part of the population does not successfully finish the compulsory stage because they do not get the Secondary Education Certificate by the expected age. In this article, we address this problem from the constraints imposed by the system when considering compulsory schooling as a transitional stage and not as an end in itself. In this sense, we assume that it is not possible to separate what happens in the compulsory stage from the possibilities to which it gives access, since the social position acquired through labour is related to the results obtained from the educational itinerary. We approach these limitations taking into account that the agency of the subjects is conditioned by the structural moment in which they are living and by the characteristics of the pedagogical practice, understood as social practice. Specifically, we analyse basic Vocational Education and Training as a curricular diversification device aimed at students at risk of not obtaining the Secondary Education Certificate, and therefore at risk of starting a vulnerable labour career. To frame this analysis, we offer an organised repertoire of theoretical concepts that allows us to address these limitations from pedagogy and sociology. We present the results obtained in a research project on pedagogical practices carried out in schools of the city of Valencia that taught this educational level in its first year of implementation within the framework of the current educational law. We finish with a proposal for discussion on the need for a certificate in the compulsory stage.

scholarly journals Contribuições do PIBID Diversidade da UFMG na formação de professores em curso de licenciatura

2018 ◽  
Vol 4 (7) ◽  
pp. 38
Author(s):  
Kátia Pedroso SILVEIRA ◽  
Paulo Henrique de Queiroz NOGUEIRA
Keyword(s):  
Basic Education ◽  
Indigenous Education ◽  
Minas Gerais ◽  
Initial Moment ◽  
Intercultural Training ◽  
Right To Education ◽  
Indigenous Educators ◽  
The Right ◽  
Initiative Program ◽  
Teachers Training

O artigo retrata possíveis contribuições para a formação de professores em cursos de licenciatura a partir da experiência do PIBID Diversidade na Universidade Federal de Minas Gerais junto a dois cursos específicos: Licenciatura em Educação do Campo/LECAMPO e o Curso de Formação Intercultural para Educadores Indígenas/FIEI. Esses dois cursos, criados na esteira da mobilização dos povos do campo e indígenas pelo direito à educação, possuem características que os diferenciam das demais licenciaturas ao agregar percursos formativos próprios e singulares para a formação inicial de docentes. Levando-se em consideração as marcas indenitárias dessas populações num processo espiralado em que o direito à educação se encarna em sujeitos corpóreos com suas tradições, oralidade, religiosidade e pertencimentos étnico-racial, territorial e linguístico; os cursos, em um momento inicial, e o PIBID, em seus desdobramentos, postulam ser possível formar professores para a Educação Básica reconfigurando as proposições curriculares e a organização de seus tempo e espaços ao se permitir ultrapassar velhos dilemas interpostos na formação docente. Educação Indígena. Educação do Campo. Formação Inicial de Professores. Contributions of the PIBID Diversidade from the UFMG in teachers training on degree course ABSTRACTThe article portrays contributions for teacher training in undergraduate courses from the experience of the PIBID Diversidade (Institutional Scholarship Initiative Program for Diversity) at the Federal University of Minas Gerais together with two specific courses: Countrified Education Degree/LECAMPO and the Intercultural Training Course for Indigenous Educators/FIEI. These two courses, created by the mobilization of rural and indigenous peoples for the right to education, have characteristics that differentiate them from others degree courses by adding some particular and unique formative pathways to the initial teachers training. Taking into account the indenitational marks of these populations in a spiral process in which the right to education is embodied in corporeal individuals with their traditions, orality, religiosity and ethnic-racial, territorial and linguistic belongings; the courses, in an initial moment, and the PIBID, in their unfolding, postulate that it is possible to train teachers for Basic Education by reconfiguring the curricular propositions and the organization of their time and spaces by allowing to overcome old dilemmas interposed in the teacher formation. Indigenous Education, Countrified Education, Initial Teachers Training.

scholarly journals A BINARY MODEL OF AN ELEMENTARY SCHOOL TEACHER TRAINING TO DEVELOP LEGAL COMPETENCES OF STUDENTS

2020 ◽  
Vol 1 (191) ◽  
pp. 127-130
Author(s):  
Olena Popadych ◽  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Teacher ◽  
Educational Process ◽  
Elementary School Teacher ◽  
Professional Activity ◽  
Pedagogical Practice ◽  
Binary Model ◽  
Higher Educational ◽  
Teachers Training

The article argues that training of elementary school teachers to develop legal competences of students needs both mastering new knowledge and skills as well as formation of a creative wish and ability to model their personal pedagogical activity. Referring to the analysis of creation of the models of different pedagogical systems, it is proposed to use a binary model, which involves the process of teachers’ training at higher educational establishments and their future professional activity. Pedagogical practice is the linking element of those two systems, when a student actually performs his/her professional functions in the real school conditions. The essential component of that model is the teacher’s readiness to conduct the activity, which is founded on a complex of theoretical knowledge and skills of a new quality level. The processual constituent of the model suggests a gradual organization of the students’ educational process, considering peculiarities of all stages of the multi-level pedagogical education, securing the heredity of setting and performing the didactic tasks according to the choice of the educational content, form, methods and instruments. The procedure should be based on the appropriate pedagogical fundaments, i.e. consistent training of a future teacher to take pedagogical practice in the elementary school; gradual pedagogical focus of the content of higher pedagogical education on the urgent solution of the problem of formation of the legal component of teachers’ training due to the interdisciplinary integration of pedagogical and specific subjects; sequence of the relations of the educational process of students at higher educational establishments and their future professional activity; focus of the educational process at higher educational establishments on principally different requirements to professional activity of a modern elementary school teacher; creation of a binary model of the elementary school teachers training to develop legal competences of students, considering a complex of theoretical knowledge and specific skills at the level of determination that secures the innovative search in the conditions of an elementary school; projecting of an appropriate social and educational sphere for the best-possible training of a future elementary school teacher. The work describes an example of that model application for the program of pedagogical assistance for a family by an elementary school teacher concerning the legal education of students (a system approach to the problem of pedagogical assistance on the issue of legal educating of children, improvement of the content and education at the elementary school referring to the traditions and legal values of the family; shaping and development of a system of collaboration during the classes with children, etc.)

scholarly journals Gestión pública, privada y acción colectiva en la cuenca del río Portoviejo: visiones y conflictos

ECA Sinergia ◽  
2017 ◽  
Vol 8 (2) ◽  
pp. 18
Author(s):  
Byron Vicente Coral ◽  
Dámaso Javier Vicente Blanco ◽  
Joaquín Romano Velasco
Keyword(s):  
Public Policy ◽  
Irrigation System ◽  
General Meeting ◽  
Indigenous Communities ◽  
The Public ◽  
Legal Reforms ◽  
Cultural Roots ◽  
Palabras Clave ◽  
Politica Publica ◽  
Del Rio

  El agua es un bien común cuyo modelo de gestión puede provocar grandes conflictos si en él no están incorporados los intereses, raíces culturales y criterios de sostenibilidad de los participantes. En Ecuador existe una importante tradición y experiencia en comunidades campesinas e indígenas para la gestión de bienes que no son ni públicos ni privados, sino comunales. Un caso especial lo constituye la transferencia de la parte baja del sistema de riego Poza Honda a una comunidad de regantes organizados en la Junta General de Usuarios del Sistema de Riego Rocafuerte. En este contexto se analiza la política pública de riego y los modelos de gestión desarrollados con su implementación. Para ello revisamos el efecto que han producido las reformas legales en la gestión del agua a partir de un estudio de caso que involucra una muestra de productores familiares ubicados en la cuenca.   Palabras clave: Ecuador, política pública, sostenibilidad, acción colectiva, bienes comunes, economía del medio ambiente y recursos naturales.   ABSTRACT    Water is a common benefit, whose management model can lead to major conflicts, if is not consider to the interests, cultural roots and good judgement of the participants. In Ecuador, there is an important tradition and experience in the peasant and indigenous communities for the management of goods that are neither public nor private, but communal, widely studied from Ostrom (1990). A special case is the transfer of the lower part of the Poza Honda irrigation system to a community of irrigators organized in the General Meeting of Users of the Rocafuerte Irrigation System. In this context, we analyze the public policy of irrigation and the management models developed after its implementation. To do this, we review the effect of legal reforms on water management, based on a case study involving a sample of family producers located in the basin.   Key words: Ecuador, public policy, sustainability, collective action, common goods, economy of environment and natural resources.

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