Análise da prática docente para o atendimento educacional especializado na cidade de Apucarana- Paraná / Analysis of the teaching practice for specialized educational care in the city of Apucarana- Paraná

2021 ◽  
Vol 7 (7) ◽  
pp. 73041-73053
Author(s):  
Karina Moniz Tavares ◽  
Eromi Izabel Hummel
Keyword(s):  
Teaching Practice ◽  
The City ◽  
Educational Care

Kharkiv Scenography School of O. Khvostenko-Khvostov: The Experience of Professionalization

2021 ◽  
Vol 2021 (02) ◽  
pp. 85-95
Author(s):  
V. Chechyk ◽  
Keyword(s):  
Material Culture ◽  
Teaching Practice ◽  
Early Years ◽  
Music And Literature ◽  
Avant Garde ◽  
Theatrical Design ◽  
Outstanding Teachers ◽  
History Of ◽  
Compulsory Subject ◽  
The City

The article is devoted to the early years of formation of Kharkiv scenography school and to the creative and pedagogical activities of Olexander Khvostenko-Khvostov (1895–1967). It was reported that the bold experiments of this artist, in the field of theatrical design of 1918–1922, made him one of the central figures of Kharkiv avant-garde scene (“Mystery Buff”; “The Army in the City”; “Lilyuli”, etc), strengthening the reputation of an innovator and causing the beginning of pedagogical activity at the Kharkiv Art College in 1921. The theatrical and decorative workshop was opened at the faculty of painting at the Kharkiv Art College in 1922, it was headed by A. Khvostenko-Khvostov. Among the first graduates were such bright alumni as A. Volnenko, P. Suponin, V. Ryftin, A. Bosulaev, B. Chernyshov, and others. Fundamental provisions of the educational program, which A. Khvostenko borrowed from the teaching practice of A. Exter (Kyiv Studio, 1918–1920), reflected the formation idea of future theater artist’s synthetic thinking. It is known that the education program of the Theater and Scenery Workshop of KAC, equally with the Studio of A. Exter, in addition to the subjects common to all students of painting and drawing faculty as special subjects (theatrical scenery, technique and technology of the stage, etc.) included also the history of theater (I. Turkeltaub), material culture, costume, music and literature (A. Beletsky). O. Khvostenko paid special attention to theoretical and practical issues of composition. He introduced the course of fundamentals of directing (V. Vasilko) as a compulsory subject. Much of what the students mastered at the Workshop was tested on the professional stages of Kharkiv theaters. Associated with the Kharkiv Art School for a quarter of a century (1921–1946), O. Khvostenko-Khvostov has not still been included in the pantheon of its outstanding teachers.

scholarly journals TEACHING SCIENCES AND BIOLOGY FOR DEAF INDIVIDUALS: INVESTIGATING THE CONTEXT OF TEACHING PRACTICE IN REGULAR CLASSROOMS OF A MUNICIPALITY IN THE STATE OF PARANÁ

2018 ◽  
Vol 11 (26) ◽  
pp. 201-218
Author(s):  
Lucken Bueno Lucas ◽  
Renan Guilherme Pimentel ◽  
Simone Luccas
Keyword(s):  
Sign Language ◽  
Teaching Practice ◽  
Deaf Students ◽  
Sign Language Interpreters ◽  
Public Network ◽  
The Public ◽  
Inclusion Process ◽  
Regular Classrooms ◽  
Brazilian Sign Language ◽  
The City

The process of school inclusion for people with disabilities is a recent development, especially for the deaf individuals, so the study of how this inclusion process occurs and the teaching of Sciences/Biology for these individuals is still incipient. The objective of this work was to investigate how science/biology teaching takes place for deaf students in the city of Cornélio Procópio-PR and what difficulties are encountered by the students, teachers, and sign language interpreters in the scenario of school inclusion. To reach this goal, we interviewed teachers and interpreters who work in elementary and middle schools of the public network that attend deaf students in Cornélio Procópio. The results of the interviews demonstrated that all those involved in this process face difficulties, the interpreters indicate language as an obstacle to the interpretation of Sciences and Biology classes, since Brazilian Sign Language presents a deficit of lexicons in relation to the Portuguese Language. On the other hand, the main difficulty for the teachers is the lack of preparation to work in classes which include deaf people, jeopardizing not only their interaction with the students, but also the teaching of Sciences and Biology. 

scholarly journals A AULA DE INGLÊS E O DESMONTE DA EDUCAÇÃO COMO PRÁXIS POLÍTICA: Um projeto de alienação do sujeito social

2019 ◽  
Vol 5 (6) ◽  
pp. 725-752
Author(s):  
Davi Silva Gonçalves
Keyword(s):  
Data Analysis ◽  
Private Sector ◽  
Teaching Practice ◽  
Social Aspect ◽  
State School ◽  
The Public ◽  
School Practice ◽  
Palabras Clave ◽  
The City ◽  
State Schools

Essa proposta de trabalho visa refletir acerca de questões educacionais em paralelo com a práxis social. Mais especificamente, a ideia é discutir as características e implicações da realidade e prática social dos alunos da escola pública levando em consideração anseios contemporâneos pautados no tema. Os dados analisados foram coletados em uma escola pública situada na cidade de Maringá-PR, no ano de 2009, durante o estágio curricular supervisionado obrigatório de observação – tanto do entorno escolar quanto das aulas. Com enfoque nesse aspecto mais social das práticas educacionais escolares, o principal arcabouço teórico para análise dos dados é aquele oferecido por István Mészáros no livro A educação para além do capital (2008).  Os resultados, não-conclusivos, apontam para um cenário alarmante: se na esfera privada já há tempos a educação se tornou uma mercadoria e os alunos meros clientes, a esfera pública tem sido redirecionada para caminhos análogos, em diversos sentidos.   PALAVRAS-CHAVE: Relato de experiência. Marx. Escola pública.     ABSTRACT This article aims at reflecting upon some educational issues drawn in parallel with social praxis. More specifically, the idea is to discuss aspects and implications of students’ social reality and practice in state schools taking into account contemporary anxieties on the matter. The data analysed has been collected in the city of Maringa-PR, during 2009, as part of my compulsory undergraduate supervised teaching practice took place – regarding the observation of school surroundings as well as of the classes themselves. Focusing on this social aspect of educational school practice, the main theoretical framework for data analysis is brought by István Mészáros in Education beyond Capital (2005). The non-conclusive results pinpoint an alarming scenery: if in the private sector education has for long been turned into a commodity and students into mere clients, the public one has been gradually redirected to analogous paths, in many ways.   KEYWORDS: Experience report. Marx. State school.     RESUMEN Esta propuesta de trabajo tiene como objetivo reflexionar sobre cuestiones educativas en paralelo con la praxis social. Más específicamente, la idea es discutir las características e implicaciones de la realidad y la práctica social de los estudiantes de escuelas públicas, teniendo en cuenta las preocupaciones contemporáneas basadas en el tema. Los datos analizados se recopilaron en una escuela pública ubicada en la ciudad de Maringá-PR, en 2009, durante la pasantía curricular supervisada obligatoria de observación, tanto en el entorno escolar como en las clases. Con un enfoque en este aspecto más social de las prácticas educativas escolares, el principal marco teórico para el análisis de datos es el que ofrece István Mészáros en el libro Educación más allá del capital (2008). Los resultados no concluyentes apuntan a un escenario alarmante: si en el ámbito privado la educación se ha convertido desde hace mucho tiempo en una mercancía y los estudiantes son meros clientes, el ámbito público se ha redirigido a caminos análogos, de varias maneras.   PALABRAS CLAVE: Informe de experiencia. Marx Escuela pública.  

scholarly journals A LÍNGUA BRASILEIRA DE SINAIS E OS DESAFIOS NO ENSINO DE GEOGRAFIA / THE BRAZILIAN LANGUAGE OF SIGNALS AND THE CHALLENGES IN THE TEACH OF GEOGRAPHY

2019 ◽  
Vol 4 (2) ◽  
pp. 185
Author(s):  
Tuane Telles Rodrigues ◽  
Matheus Fernando Keppel ◽  
Wilson De Oliveira Miranda
Keyword(s):  
High School ◽  
Teaching Practice ◽  
First Year ◽  
State School ◽  
Pedagogical Workshop ◽  
Geography Teaching ◽  
National Consensus ◽  
Brazilian Sign Language ◽  
The City ◽  
Santa Maria

O ensino no Brasil vem sofrendo grandes transformações, oportunizadas pelas frequentes discussões que buscam aprimorar a prática docente e o aprendizado discente de forma humanizadora e democrática. Este texto busca mostrar a complexidade que a tradução do ensino de Geografia possui, principalmente em razão das divergências na criação de sinais para representar os mesmos conteúdos, uma vez que a estrutura da Língua Brasileira de Sinais não possui um consenso nacional frente às especificidades de seu público-alvo. O método empregado teve como base a observação das aulas de Geografia de alunos surdos e deficientes auditivos da Escola Estadual de Educação Especial Dr. Reinaldo Fernando Cóser, localizada no município de Santa Maria/RS, e a aplicação de uma oficina pedagógica que objetivou a alfabetização cartográfica de alunos do sexto ano do ensino fundamental até o primeiro ano do ensino médio. Como resultado, discutimos conteúdos cartográficos que mais trouxeram dificuldades de tradução, e refletimos sobre a necessidade de definir um consenso nacional para a prática didática, principalmente pela existência de regionalismos com implicações linguísticas relevantes que alteram conceitualmente os conteúdos, de forma que os professores possam utilizar os sinais de forma segura e compreensível em qualquer lugar do país.ABSTRACTThe teaching in Brazil has been undergoing great transformations, opportunized by the frequent discussions that seek to improve teaching practice and student learning in a humanizing and democratic way. This text seeks to show the complexity that the translation of Geography teaching has, mainly due to the differences in the creation of signals to represent the same contents, since the structure of the Brazilian Sign Language does not have a national consensus regarding the specificities of its target Audience. The method used was based on the observation of the Geography classes of deaf and hearing impaired students of the State School of Special Education Dr. Reinaldo Fernando Cóser, located in the city of Santa Maria / RS, and the application of a pedagogical workshop that aimed at literacy cartographic study of students from the sixth year of elementary school to the first year of high school. As a result, we discuss cartographic contents that have brought more difficulties for translation, and we reflect on the need to define a national consensus for didactic practice, mainly by the existence of regionalisms with relevant linguistic implications that conceptually alter the contents, so that teachers can use the signals in a safe way and understandable anywhere in the country.Keywords: Geography Teaching; School Cartography; Libras.

scholarly journals Educação de Jovens e Adultos: desafios e possibilidades na alfabetização

2016 ◽  
Vol 9 (1) ◽  
pp. 80
Author(s):  
Damares Araujo Teles ◽  
Maria Perpétua Do Socorro Beserra Soares
Keyword(s):  
Critical Thinking ◽  
Adult Education ◽  
Public School ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Research Subject ◽  
The World ◽  
Challenges And Opportunities ◽  
The City

RESUMOO presente artigo discute os resultados de uma pesquisa referente ao processo de alfabetização e letramento na Educação de Jovens e Adultos em uma escola pública na cidade de Parnaíba-PI, tendo como sujeito da pesquisa uma professora que atua nessa modalidade de ensino. Por isso o objetivo geral foi discutir os desafios e possibilidades na alfabetização de jovens e adultos. A pesquisa foi fundamentada em alguns autores como Freire (2001), Pinto (1991), Portela (2009), Soares (1998); Tfouni (2002), entre outros. Optamos pela abordagem qualitativa e o estudo de caso, com base em André (2005), Bogdan e Biklen (1994).Os resultados revelam que a prática pedagógica da professora tem contribuído eficazmente para alfabetizar e letrar os alunos. Por isso é preciso que o docente crie atividades que estimulem os discentes para que possam ler e produzir diferentes textos. Por conseguinte, concluímosque o intuito da Educação de Jovens e Adultos é desenvolver no sujeito jovem ou adulto o senso crítico, a capacidade de ler o mundo, além das habilidades e competências técnicas necessárias a vida em sociedade, ou seja, colaborar na formação e emancipação humana. Palavras-chave:  Prática Pedagógica. Alfabetização. Letramento. Educação de Jovens e Adultos.ABSTRACTThis article discusses the results of a survey concerning the acquisition of literacy and literacy in youth and adult education in a public school in the city of Parnaíba-PI, having as research subject a teacher who acts in this type of education. So the overall objective was to discuss the challenges and opportunities in literacy for youth and adults. The research was based on some authors such as Freire (2001), Pinto (1991), Portela (2009), Smith (1998); Tfouni (2002), among others. We chose the qualitative approach and case study, based on André (2005), Bogdan andBiklen (1994). The results reveal that the teaching practice of the teacher has contributed effectively to literate students. So it is necessary that the teacher create activities that encourage the students so they can read and produce different texts. Therefore, we conclude that the Youth and Adult Education aim is to develop in youth or adult subject critical thinking, the ability to read the world and the skills and techniques necessary to live in society, or collaborate in training and human emancipation.Keywords: Teaching Practice. Literacy.Youth and Adult Education.RESUMENEl presente artículo discute los resultados de una encuesta sobre el processo de alfabetización y letramento en la Educación de Jóvenes y Adultos en una escuela pública en la ciudad de Parnaíba-PI, teniendo como sujeto de la investigación una profesora que actúa en esta modalidade de enseñanza. Así el objetivo general fue discutir los desafíos y possibilidades en la alfabetización para jóvenes y adultos.La investigación se basó en algunos autores como Freire 2001), Pinto (1991), Portela (2009), Smith (1998); Tfouni (2002), entre otros. Elegimos el enfoque cualitativo y el de estudio de caso, basado en André (2005), Bogdan y Biklen (1994). Los resultados revelan que la práctica pedagógica de la maestra ha contribuido eficazmente para alfabetizar y letrar los alunos. Por lo tanto, es necesario el professor crear actividades que favorezcan a los estudiantes para que puedan leer y producir textos diferentes. Por conseguiente, llegamos a la conclusión que la intención de la Educación de Jóvenes y Adultos es desarrollar en el sujeto joven o adulto el pensamiento crítico, la capacidad de ler el mundo, además de las habilidades y competencias técnicas necesarias para vivir en sociedad, o sea, colaborar en la formación y emancipación humana.Palabras clave: Práctica Pedagógica. Alfabetización. Alfabetización. Educación de Jóvenes y Adultos.

An urban walk as a teaching strategy and investigative instrument in art education

2019 ◽  
Vol 8 (3) ◽  
pp. 215-229
Author(s):  
Rafaèle Genet-Verney ◽  
Ricardo Marín-Viadel ◽  
Antonio Fernández-Morillas
Keyword(s):  
Art Education ◽  
Visual Arts ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Research Field ◽  
Artistic Practice ◽  
Artistic Creation ◽  
Aesthetic Results ◽  
The City ◽  
Educative Experiences

Abstract This article explores interactions among three topics: the city, visual arts and education, all interconnected through an urban and artistic practice of walking. This reflection is carried out in three fields of thought: education, investigation and artistic creation. On an educative level, one questions how a path through the city can be a strategy for art education learning. In the research field, thanks to analysis of artistic and urbanism methodologies applied to the city, research is carried out using walking maps as tools of art and urban planning investigation. On an artistic level, aesthetic results are desired from the investigation as a result of teaching practice designed to be a creative reflection on the city. We analysed current tendencies in art education through the use of the walking path around the city and investigation using maps. We present the three educative experiences validating the use of urban walks as pedagogic strategies and instruments of investigation.

scholarly journals A formação docente como promotora do sucesso discente

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Carmen Lucia Bezerra
Keyword(s):  
Teacher Education ◽  
Student Success ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Quality Education ◽  
State School ◽  
Vocational Teacher ◽  
Conception Of Teaching ◽  
The Right ◽  
The City

Resumo: Este trabalho constitui-se em um texto organizado a partir de reflexões sobre o significado da formação docente como determinante do sucesso discente. Nesse sentido, foi feita uma pesquisa bibliográfica e de campo na Escola Estadual de Educação Profissional Professor Moreira de Sousa, localizada na cidade de Juazeiro do Norte-CE, que destaca a necessidade de ressignificar a prática docente tendo como suporte o cotidiano escolar e os sujeitos ali envolvidos. A formação continuada é apresentada como premissa para que a escola e professores tomem para si a responsabilidade e o compromisso de contribuir, mediante uma nova concepção de ensino e de aprendizagem, para o sucesso discente, preservando o direito à educação de qualidade que tem por base a equidade e a justiça. Palavras-Chave: Formação Docente. Sucesso. Discente. THE TEACHER TRAINING AS THE PROMOTER OF STUDENT SUCCESS Abstract: This paper is formed by an organized text with thoughts about the meaning of teacher education as a determinant of student success. According to that, we performed a literature research and field, held at the State School of Vocational Teacher Moreira de Sousa, located in the city of Juazeiro (CE), which highlights the need to reframe the teaching practice having as support the school routine and subjects involved therein. The continuing education is presented as a premise for school and teachers to take on the responsibility and commitment to contribute through a new conception of teaching and learning which aim to student success, preserving the right to a quality education that is based on fairness and justice. Keywords: Teacher Education. Success. Students.   

scholarly journals De la propuesta académica a la arquitectura social / From academic proposal to social architecture

2014 ◽  
Vol 9 (18) ◽  
pp. 14-16
Author(s):  
César Payamps
Keyword(s):  
Community Service ◽  
Teaching Practice ◽  
Social Architecture ◽  
Visually Handicapped ◽  
The City

Resumen: Este artículo es la exposición de una experiencia didáctica en la carrera de Arquitectura de la Pontificia Universidad Católica Madre y Maestra. El propósito del artículo es mostrar con una evidencia práctica que es posible llevar a cabo una docencia vinculada al servicio de la comunidad. En la asignatura de Diseño V, 60 estudiantes trabajaron en la propuesta de un Centro de Formación de Discapacitados Visuales para la Asociación de Ciegos del Cibao, en Santiago de los Caballeros. El artículo sigue una secuencia cronológica en el relato desde el surgimiento de la idea hasta su culminación al final del período académico.AbstractThis article discusses a didactic experience in the Architecture studies at the Pontificia Universidad Católica Madre y Maestra. The aim of the article is to demonstrate, with practical evidence, that it is possible to accomplish a teaching practice that involves community service. In the Design V course, 60 students worked on the project of an Education Center for the Visually Handicapped, for theCibao Blind Association in the city of Santiago de los Caballeros. The article presents a chronological account of the experience, from the stemming of the initiative to its completion at the end of the academic period.

scholarly journals Fomento de la creatividad en los estudiantes del diseño industrial en una universidad privada de la ciudad de Medellín. Promotion of creativity in students of the industrial design at a private University in the city of Medellin.

Psicoespacios ◽  
2015 ◽  
Vol 9 (14) ◽  
pp. 43
Author(s):  
Daniel Valencia Albaran ◽  
Olena Klimenko ◽  
Wilson Armando Montaño Pardo
Keyword(s):  
Teaching Practices ◽  
Industrial Design ◽  
Teaching Practice ◽  
Private University ◽  
Palabras Clave ◽  
Fostering Creativity ◽  
Teachers And Students ◽  
Study Population ◽  
Mixed Approach ◽  
The City

Promotion of creativity in students of the industrial design at a private University in the city of Medellin.Resumen. El artículo presenta resultados de una investigación orientada a indagar por el fomento de la creatividad en estudiantes del diseño industrial en una universidad privada de Medellín, Para este fin se dirigió la atención a los aspectos de las prácticas de enseñanza relevantes para tal fin y las concepciones sobre la creatividad que manejan los docentes. Se utilizo el enfoque mixto, nivel descriptivo y método fenomenológico, la población del estudio estuvo representada por los docentes y estudiantes de un programa de pregrado de diseño industrial en una universidad de carácter privado en la Cuidad de Medellín, tanto la muestra de los docentes como de los estudiantes se escogió por conveniencia. Se aplicó una entrevistas semistructurada y escala Likert diseñadas para el estudio y el test CREA. Los resultados obtenidos muestran un aumento significativo estadísticamente en los puntajes del test CREA obtenidos por los estudiantes desde el primero hasta el décimo semestre, aunque no se puede afirmar que este aumento se debe exclusivamente a los esfuerzos formativos del programa. Igualmente, se observa que las prácticas de enseñanza de los docentes del programa estudiado cuentan con una alta orientación hacia el fomento de la creatividad en sus estudiantes. Lo anterior se corresponde con la importancia que adjudican los docentes entrevistados a la creatividad en la formación profesional de un diseñador industrial. Palabras clave: creatividad, diseño industrial, prácticas de enseñanza, concepciones de los docentes. Abstract The article presents results of a research aimed to explore the promotion of creativity in students from the industrial design in one private University of Medellín, to this end turned attention to aspects of teaching practices and the teacher´s conceptions about creativity. The study used the mixed approach, descriptive level and phenomenological method, the study population was represented by teachers and students in an undergraduate program of industrial design in one private university of Medellín, both the sample of teachers as was used student was chosen for convenience. It was applied the interviews and Likert scale designed to study and test CREA. The results show a statistically significant increase in test scores obtained by students from the first to the tenth semester, but can not claim that this increase is due exclusively to the training program efforts. Also, it is observed that the teaching practices of teachers in the program have a high orientation fostering creativity in their students. This corresponds to the importance they attach to the teachers interviewed for creativity in the training of an industrial designer. Keywords: creativity, industrial design, teaching practice, teacher´s conceptions.

scholarly journals ENGLISH LANGUAGE EDUCATION FOR YOUNG ADULTS: A PEDAGOGICAL RESIDENCY EXPERIENCE

2020 ◽  
Vol 7 (Especial-2) ◽  
pp. 132-135
Author(s):  
Miliane Moreira Cardoso Vieira ◽  
Ailla Caroliny Gomes Rodrigues Reis ◽  
Davi Pereira Gomes ◽  
Vinicius Canafístula de Oliveira Canafístula de Oliveira
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
School Curriculum ◽  
Job Market ◽  
English Language Education ◽  
The Public ◽  
The World ◽  
The City

The present article aims to relate the teaching of a foreign language in a public adult school. For doing so, we analyze both the educational documents and the teaching practice of students from a peripheral neighborhood public school, in the city of Araguaína-To. When focusing the school curriculum, the public of students enrolled is often identified as an economically vulnerable audience. Even with all difficulties faced from these students to acquire their High School certificates, we can say that throughout the term, the need to use a foreign language in the job market was developed by these students; they could see that learning can be a possibility of access to the world.

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