scholarly journals Literatura afro-brasileira em livros didáticos de ensino médio: uma produção em busca de reconhecimento

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Marcia Froehlich
Keyword(s):  
High School ◽  
Secondary Education ◽  
Brazilian Literature ◽  
Literary Works ◽  
Primary And Secondary Education ◽  
De Se ◽  
The Law ◽  
Brazilian History ◽  
Afro Brazilian

Resumo: Este trabalho expõe os resultados de um projeto de pesquisa que verificou e analisou a presença da literatura afro-brasileira em livros didáticos de Língua Portuguesa e Literatura Brasileira do Ensino Médio aprovados para o PNLD 2012. Essa pesquisa nasceu da necessidade de se examinar tais livros didáticos a fim de avaliar a adequação e profundidade no tratamento da produção literária afro-brasileira considerando-se o disposto pela Lei 10.639/2003, que alterou a Lei de Diretrizes e Bases da Educação Nacional incluindo a obrigatoriedade do ensino de História e Cultura Afro-brasileira na educação básica. Os resultados demonstram que a produção literária afro-brasileira ainda é pouco contemplada pelas coleções de livros didáticos. Palavras-chave: Literatura Afro-Brasileira. Livros Didáticos. Ensino Médio. AFRO-BRAZILIAN LITERATURE IN TEXTBOOKS FOR HIGH SCHOOL: WORKS IN SEARCH OF RECOGNITION Abstract: This paper exposes results from a research, which checked and analyzed how Afro-Brazilian literature is presented in textbooks for high school approved by PNLD 2012. This research aimed to examine these textbooks in order to evaluate adequacy and depth in the treatment of Afro-Brazilian literary works regarding the Law 10.639/2003, which made compulsory the teaching of Afro-Brazilian History and culture in primary and secondary education. The results obtained show low presence of Afro-Brazilian literature in textbooks for high school. Keywords: Afro-Brazilian literature. Textbook. High School.

scholarly journals The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic

2021 ◽  
Author(s):  
Guilherme Lichand ◽  
Carlos Alberto Dória ◽  
Onício Leal Neto ◽  
João Cossi
Keyword(s):  
High School ◽  
Developing Countries ◽  
High School Students ◽  
Secondary Education ◽  
Test Scores ◽  
Standardized Test ◽  
Standardized Test Scores ◽  
School Students ◽  
Primary And Secondary Education ◽  
Remote Learning

Abstract Background: The transition to remote learning in the context of Covid-19 could lead to dramatic setbacks for school enrollment and learning outcomes, especially in developing countries – where a multiplicity of challenges, from limited connectivity to little support from parents, are bound to limit its effectiveness. To date, however, no study has rigorously documented the educational impacts of remote learning relative to in-person classes within primary and secondary education. Quantifying the extent of those losses, as well as the extent to which resuming in-person classes in the pandemic could at least partially offset them, is urgent, as governments worldwide struggle evaluating the trade-offs between the health and educational risks of reopening schools, with vaccination rates still dragging.Methods: Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person. We estimate heterogeneous effects by grade, student characteristics and school characteristics. We also estimate intention-to-treat (ITT) effects of reopening schools in the pandemic through a differences-in-differences strategy, contrasting differences between middle- and high-school students within municipalities that authorized in-person classes to partially return for the latter over the last quarter of 2020, to those within municipalities that did not.Findings: Dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes:we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students’ test scores by 20% relative to the control group.Interpretation: Results show that the societal costs of keeping schools closed in the pandemic are very large. While the learning losses that we document are at least as large as those documented in developed countries on the aftermath of the first Covid-19 wave, the dramatic surge in dropout risk is unique to developing countries. Such massive impacts are likely to bring about long-lasting effects on employment, productivity, and poverty levels. Our findings highlight that reopening schools under safe protocols can prevent those costs from growing even larger. They also caution against recent enthusiasm for remote learning in primary and secondary education outside the context of Covid-19.Funding: Research funded by the Inter-American Development Bank (IADB) as part of a partnership between IADB and the São Paulo State Education Secretariat.

scholarly journals As diferentes narrativas sobre a Escravidão em livros didáticos de História dos séculos XX e XXI

2018 ◽  
Vol 3 (4) ◽  
pp. 97
Author(s):  
Patrícia Duarte Pinto ◽  
Mozart Matheus de Andrade Carvalho
Keyword(s):  
Secondary Schools ◽  
Black People ◽  
Public Policies ◽  
Profound Change ◽  
Abolitionist Movement ◽  
The Law ◽  
In The Beginning ◽  
Brazilian History ◽  
Over Time ◽  
Afro Brazilian

O objetivo deste trabalho é analisar e comparar narrativas presentes em livros didáticos produzidos no início dos séculos XX e XXI com a finalidade de compreender como o negro, a escravidão e o movimento abolicionista no Brasil, foram abordados ao longo do tempo, nessas fontes. Nota-se que houve uma profunda alteração na abordagem dos conteúdos relacionados a essa temática, ocorridas, entre outros motivos, pela implantação de políticas públicas, como o Programa Nacional do Livro Didático (PNLD), e a lei nº 10.639/03, que tornou obrigatório o estudo da História e da Cultura Afro-Brasileira nas instituições de ensino fundamental e médio de todo o país, juntamente com as mudanças  da historiografia brasileira ocorrida a partir dos anos 1980, nomeadamente das pesquisas acadêmicas sobre a escravidão.Palavras-chave: Livros Didáticos, História, Escravidão. Abstract The aim of this work is to analyze and compare narratives present in textbooks written in the beginning of the XX and XXI centuries with the purpose of understanding the approach on Black people, slavery and the abolitionist movement in Brazil over time in these sources. It is noted that there was a profound change in the approach to the content related to these themes, which occurred, among other reasons, by the implementation of public policies, such as the Programa Nacional do Livro Didático (National Textbook Program - PNLD), and the Law No. 10.639/03, which has made mandatory the study of Afro-Brazilian History and Culture in primary and secondary schools throughout the country, together with the changes in Brazilian historiography from the 1980s on, namely, academic researches on slavery.Keywords: Textbooks, History, Slavery.

The 1960 Educational Reforms

1960 ◽  
Vol 4 ◽  
pp. 55-65 ◽  
Author(s):  
Robert D. Barendsen
Keyword(s):  
High School ◽  
Elementary School ◽  
Secondary Education ◽  
Junior High School ◽  
Junior High ◽  
Educational Reforms ◽  
Primary And Secondary Education ◽  
Elementary Cycle ◽  
Education In China

Since the 1920s the pattern prevailing in the field of primary and secondary education in China has been that of a twelve-year cycle divided into three basic parts—a six-year primary or elementary school followed by a three-year “junior middle” or junior high school and a three-year “senior middle” or senior high. The six-year elementary cycle was further subdivided into four years of junior grades followed by two years of senior grades.

scholarly journals O elemento islâmico na história e cultura afro-brasileira: referências para a promoção da lei nº 10.639/03

Horizontes ◽  
2016 ◽  
Vol 34 (1) ◽  
pp. 55
Author(s):  
Vilma Aparecida De Pinho ◽  
Léia Gonçalves De Freitas ◽  
Maurício Neubson Medeiros Gonçalves ◽  
Valter Luciano Gonçalves Villar
Keyword(s):  
Qualitative Approach ◽  
Theoretical Research ◽  
Teaching Tool ◽  
Reference Guide ◽  
Black Muslims ◽  
The Law ◽  
Brazilian History ◽  
Brazilian Culture ◽  
Afro Brazilian

ResumoEsta pesquisa teve como objetivo desenvolver um guia de referência sobre o elemento islâmico na cultura africano-brasileira como ferramenta de ensino no estudo da História e Cultura Afro-Brasileira na aplicação didática da Lei nº 10.639/03.Esta é uma pesquisa teórica de abordagem qualitativa e de natureza bibliográfica, que disponibiliza dados e fontes que servem como suporte pedagógico para a análise da influência e contribuição de muçulmanos negros na história e na cultura africano-brasileira.Palavras-Chave: Negros muçulmanos; Lei nº 10.639/03; Interculturalismo.Islamic Element in the afro-brazilian history and culture: references for the promotion of the law nº.10.639/ 03AbstractThis research aimed to develop a reference guide on the islamic element in the african-brazilian culture as a teaching tool in the study of History and Afro-Brazilian Culture on the didactic application of the Law 10.639 / 03. This is a theoretical research of qualitative approach and bibliographic nature, which provide data and sources that serve as pedagogical support for the analysis of the influence and contribution of black Muslims in the history and african-brazilian culture.Keywords: Black Muslims; Law 10.639/03; Interculturalism.

scholarly journals Estudio y valoración de un modelo didáctico intertextual literario-musical. Una investigación en la Región de Murcia

2014 ◽  
Vol 32 (2) ◽  
pp. 513-530
Author(s):  
María Isabel De Vicente-Yagüe Jara
Keyword(s):  
High School ◽  
Secondary Education ◽  
Music Education ◽  
Quantitative Data ◽  
Classroom Observation ◽  
Statistical Analyses ◽  
Teaching Approach ◽  
Literary Works ◽  
Musical Compositions ◽  
Interdisciplinary Teaching

En el presente artículo exponemos una investigación sobre la práctica lectora y el hábito de escucha musical, pilares fundamentales de la educación literaria y musical, en la Educación Secundaria Obligatoria, el Bachillerato y las Enseñanzas Artísticas de Música. Hemos pretendido comprobar si se fomenta el interés lector y auditivo del alumnado a través de un modelo didáctico interdisciplinar basado en el estudio de referentes intertextuales en las obras mixtas literario-musicales, que se ha aplicado en diversos centros educativos de la Región de Murcia. Como instrumentos metodológicos se han utilizado, fundamentalmente, la observación, los cuestionarios (15 tipos) y las entrevistas, aunque en este trabajo solo contemplamos los datos cuantitativos de los alumnos, tratados mediante el programa informático SPSS, versión 15. Finalmente, del análisis de los resultados se desprende que la aplicación del método ha estimulado considerablemente la afición por la lectura y la audición musical, al mismo tiempo que ha contribuido de forma significativa en la interpretación de las obras trabajadas. This paper describes research into high school pupils’ reading and listening to music habits, both of which are key pillars of literary and music education in Secondary Education, Baccalaureate and Musical Studies. The study examined whether pupils’ interest in literature and music is enhanced by an interdisciplinary teaching approach based on the analysis of intertextual references in combined literary works and musical compositions. Data were collected in various schools throughout the Region of Murcia using classroom observation, questionnaires (15 types) and personal interviews. Statistical analyses (SPSS version 15) of quantitative data revealed that the implementation of this teaching approach not only increased pupils’ interest in reading and music, but led to a significant improvement of their interpretation of the textual and musical pieces studied.

scholarly journals Variable Frames: Women Translating Cuban and (Afro-) Brazilian Women Writers for the French Literary Market

2020 ◽  
Vol 13 (2) ◽  
pp. 401-420
Author(s):  
Laëtitia Saint-Loubert
Keyword(s):  
Women Writers ◽  
World Literature ◽  
Cultural Appropriation ◽  
Brazilian Literature ◽  
Cuban American ◽  
Non Fiction ◽  
A Site ◽  
Brazilian History ◽  
Afro Brazilian

This article seeks to examine how contemporary works of fiction and non-fiction by women from Cuba and Brazil are translated and marketed for Francophone readers. It will focus on Wendy Guer­ra’s novels, translated into French by Marianne Millon, and on contemporary Brazilian (non) fic­tion translated into French by Paula Anacaona, the head of Anacaona Éditions, a publishing outlet specialized in Brazilian literature for Francophone readers. The contribution will start with a brief presentation of the French publishing sector and some of the recurring patterns observed in what is often labeled as littérature étrangère or littérature monde (foreign literature and world literature, respec­tively), exploring various layers of intervention that appear in translated fiction. The article will then further explore the role of paratext in the marketing of Caribbean literatures for (non-)metropolitan French audiences, before it examines the translations of Todos se van and Domingo de Revolución by Cuban writer Wendy Guerra. Paratextual matter in Marianne Millon’s Tout le monde s’en va and Un dimanche de révolution will be analyzed as a site of feminine co-production, in which the author and the translator’s voices at times collide in unison and at others create dissonance. In the case of Do­mingo de revolución, the French translator’s practices will be compared to Cuban-American Achy Obe­jas’s English translation (Revolution Sunday), in the hope of highlighting varying degrees of cultural appropriation and/or acculturation, depending on the translator’s habitus and trajectory (Bourdieu) and her own background. These reflections will lead to a broader analysis of paratext as a site of further agency and potential redress as (Afro-) Brazilian history and literature are examined in works circulated by writer/translator/publisher Paula Anacaona. Ultimately, figures traditionally sidelined from hegemonic and patriarchal (his)stories, whose voices are restored in Anacaona’s paratextual practices, will serve as illustrations of feminine publishing practices that challenge (phallo-)centric models from the metropolis.

scholarly journals The right to use the Albanian language as an official language in Macedonia: the new draft law, its content, advancement and comparison

2017 ◽  
Vol 6 (1) ◽  
pp. 1-11
Author(s):  
Bekim Kadriu ◽  
Ylber Sela
Keyword(s):  
Secondary Education ◽  
International Standards ◽  
Official Language ◽  
Framework Agreement ◽  
National Legislation ◽  
Primary And Secondary Education ◽  
Legal Questions ◽  
The Law ◽  
The Right ◽  
Constitutional Changes

The use of Albanian language as official language in Macedonia has been a challenge especially after the Ohrid Framework Agreement (OFA) in 2001. Before 2001, Albanian language was defined as an official language and was used only in private matters as well in primary and secondary education. With the OFA and Constitutional changes in 2002, the language that is spoken by 20% of the population in the country was defined as an official language, but it’s application in practice was left to be regulated by e specific law. The law was adopted in 2008, 6 years after the constitutional changes. Now there is a new law proposed, which is supposed to regulate in more efficient way the use of Albanian language as official language in Macedonia. With this paper the authors are trying to answer some legal questions that has been debated in the country: firstly, is Albanian language official language and whether it is of a same level of application as Macedonian language; secondly, what are the novelties of the new draft law, and how the use of Albanian language is improved and advanced; thirdly, what are the practical challenges for the implementation of the new draft law. The authors of the paper will refer to international standards on use of languages as well as to relevant national legislation, as a tool to compare the new draft law in Macedonia.

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

Sign in / Sign up

Export Citation Format

Share Document