scholarly journals O planetário como recurso didático para o ensino de astronomia e de uma alfabetização científica à luz da Base Nacional Comum Curricular

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
José Ademir Damasceno Júnior ◽  
Mairton Cavalcante Romeu
Keyword(s):  
Teacher Training ◽  
Scientific Literacy ◽  
Basic Education ◽  
National Curriculum ◽  
Bibliographical Survey ◽  
The Common ◽  
The Universe

Resumo: No Brasil, o ensino de Astronomia apresenta muitas limitações. Pesquisas apontam a má formação inicial dos professores como sendo umas das principais dificuldades. Autores indicam que o Planetário apresenta diversas vantagens para o ensino de Astronomia, tais como: despertar a motivação do aluno e facilitar a compreensão do universo. A Base Nacional Comum Curricular (BNCC), documento que norteará a educação brasileira nos próximos anos, define as aprendizagens essenciais, por exemplo, a alfabetização científica, que os alunos devem desenvolver no decorrer dos níveis e modalidades da Educação Básica. Nesse sentido, levantou-se o questionamento de como o Planetário pode contribuir para o ensino de Astronomia e de uma alfabetização científica à luz da BNCC. Este trabalho teve como objetivo realizar um estudo introdutório sobre essa temática, através de um levantamento bibliográfico, no período de 1996 a 2018, tomando por base autores da área, documentos oficiais nacionais e resultados de pesquisas anteriores descritos em artigos, dissertações e teses. Neste trabalho, concluiu-se que o Planetário, quando devidamente explorado em suas potencialidades, contribui para o ensino de Astronomia e de uma alfabetização científica, possibilitando aos professores ressignificarem a sua prática pedagógica.Palavras-chave: Ensino de Astronomia. Planetário. Recurso didático. Alfabetização científica. Base nacional comum curricular. THE PLANETARY AS A DIDACTIC RESOURCE FOR THE ASTRONOMY TEACHING AND A SCIENTIFIC LITERACY IN THE LIGHT OF THE COMMON CURRICULAR NATIONAL BASISAbstract: In Brazil, the Astronomy teaching has many limitations. Research points to the initial poor teacher training as one of the main difficulties. Authors indicate that the Planetarium presents several advantages for the Astronomy teaching, such as: awakening the student's motivation and facilitating the understanding of the universe. The National Curricular National Base (BNCC), a document that will guide Brazilian education in the coming years, defines the essential learning, for example, scientific literacy, which students must develop throughout the levels and modalities of Basic Education. In this way, the question has arisen of how the Planetarium can contribute to the Astronomy teaching and for a scientific literacy in the light of the BNCC. This work had the objective to carry out an introductory study on this theme, through a bibliographical survey, from 1996 to 2018, based on authors of the area, national official documents and results of previous researches described in articles, dissertations and theses. In this work, it was concluded that the Planetarium, when properly exploited in its potential, contributes to the Astronomy teaching and a scientific literacy, enabling teachers to re-signify their pedagogical practice.Keywords: Astronomy Teaching. Planetary. Didactic resource. Scientific literacy. Common national curriculum base.

scholarly journals O tratamento didático dos mecanismos enunciativos na aula de língua portuguesa

2021 ◽  
pp. 239-268
Author(s):  
Aline Matos de Amorim ◽  
Francisca Rebeca de Lima Xavier
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

scholarly journals A manifestação da invocação em texto de propaganda produzido por alunos do 9o ano do Ensino Fundamental

2021 ◽  
pp. 133-160
Author(s):  
Meyssa Maria Bezerra Cavalcante dos Santos ◽  
Maria Elias Soares ◽  
Maria Margarete Fernandes de Sousa
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

scholarly journals Implicit aspects of the National Common Curricular Base: some implications in the current context

2021 ◽  
Vol 2 (1) ◽  
pp. e12326
Author(s):  
Antoniclebio Cavalcante Eça ◽  
Claudio Pinto Nunes
Keyword(s):  
High School ◽  
Basic Education ◽  
National Curriculum ◽  
Learning And Development ◽  
Official Document ◽  
National Education ◽  
Childhood Education ◽  
School Based ◽  
Current Context ◽  
The Common

This work consists of analyzing and discussing some aspects that are implicit in the Common Base National Curriculum - BNCC, which was approved by the National Education Council and approved by the MEC, initially in the year 2017 with early childhood education and, later, in 2018, high school. Based on a bibliographic and documentary research, it was possible to identify that the BNCC, when approved and ratified on different dates when related to the teaching stages, members of basic education, demonstrated to have a certain fragmentation, opposing the critical conception of rights, objectives of learning and development, as provided for by law. It is concluded, therefore, that the implications implicit in this official document, dated and published in the context of a political-ideological, economic and social crisis, consequently have been unfolding and strengthening the precariousness and the dismantling of Brazilian education, requiring a wide opening of debates and discussions for new possibilities of changes in the structure and current conjuncture of the country.

scholarly journals The General Competences in the Common National Curriculum Base and It’s Relation With Mathematics: Conceptions Of Primary School Pedagogical Supervisors

2019 ◽  
Vol 21 (5) ◽  
pp. 211-230
Author(s):  
Karine Pertile ◽  
Jutta Cornelia Reuwsaat Justo
Keyword(s):  
Primary School ◽  
Basic Education ◽  
National Curriculum ◽  
Rio Grande ◽  
Discussion Group ◽  
Rio Grande Do Sul ◽  
School Teachers ◽  
Continuous Education ◽  
Primary School Teachers ◽  
The Common

This study is a part of doctorate research about the contributions of the continuous education of primary school teachers of mathematics in the Common National Curriculum Base. For such purpose, was established a discussion group made of 10 pedagogical supervisors of the early basic education city's municipal education system in the countryside of the Rio Grande do Sul/Brazil who could, during ten meetings, discuss, analyze and reflect over the proposal of the Common National Curriculum Base for primary school. At first, the participants of the group discussed over the Common National Curriculum Base proposed competences in the fields of mathematics. The article, therefore, discusses the concepts of a discussion group composed of primary school pedagogical supervisors about the general competences for elementary school presented on Common National Curriculum Base and its relations with mathematics. The group’s discussions were audio-recorded with the previous authorization of the participants. Through notes in the field researcher’s diary, the participants’ behaviors, inquiries, action, and reflections were watched and analyzed during the meetings. Although the group participants made consistent considerations about how to support student´s skill development it was found that some notes do not conform to the focus of competences or the participants do not realize that they do not apply to the learning process, that is to say, are focused on the student. This emphasizes the need for continuous education about the Common National Curriculum Base for the working early basic education teachers.

scholarly journals Letramento em perspectiva: o lugar da mulher nos contos de fada

2021 ◽  
pp. 379-400
Author(s):  
Lorena Lopes Chaves ◽  
Pollyanne Bicalho Ribeiro
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

scholarly journals Mecanismos de textualização em textos injuntivos produzidos por alunos da Educação de Jovens e Adultos

2021 ◽  
pp. 105-132
Author(s):  
Ana Michele da Silva Cavalcanti de Menezes ◽  
Abniza Pontes de Barros Leal
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

scholarly journals O uso de operadores argumentativos para efeito de continuidade e progressão em gêneros argumentativos

2021 ◽  
pp. 161-188
Author(s):  
Alcilene Aguiar Pimenta ◽  
Abniza Pontes de Barros Leal
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

scholarly journals A repetição em notícias escritas por alunos: algumas reflexões

2021 ◽  
pp. 49-76
Author(s):  
Darlene Paiva Lima ◽  
Jammara Oliveira Oliveira Vasconcelos de Sá
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

scholarly journals Teachers’ Ideas on Education: Approaches to Teachers’ Resistance to Reforms

2018 ◽  
Vol 25 (2) ◽  
pp. 167
Author(s):  
Elie Ghanem ◽  
Maria Socorro Torquato
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Sao Paulo ◽  
School Education ◽  
Educational Reforms ◽  
São Paulo ◽  
Teacher Resistance ◽  
Professional Category ◽  
The Subject ◽  
The Common

This text summarizes the arguments guiding a research on the ideas of teachers from São Paulo, Brazil, regarding school education. The research concluded that the teachers’ ideas are rooted on a classical, humanist, scientific-based schooling model, and that teachers resist practices that oppose this model. The text presents the grounds for the research’s hypothesis: that, whenever there is dissonance between the ideas about education held by those who foster educational reforms and the ideas of teachers, the latter present some form of resistance. Teachers’ ideas stem from the socialization of members of this professional category, especially during the period of their basic education. The hypothesis contradicts the common statement of an important portion of the literature on the subject of teacher resistance, according to which that resistance is due to poor teacher training.

scholarly journals A articulação de orações: uma proposta de atividades produtivas para o ensino das orações complexas

2021 ◽  
pp. 269-298
Author(s):  
Aline Matos de Amorim ◽  
Maria Katiane Liberato Furtado
Keyword(s):  
Elementary School ◽  
Basic Education ◽  
National Curriculum ◽  
Theory And Practice ◽  
Reading Practices ◽  
Semiotic Analysis ◽  
Written Production ◽  
The Common ◽  
The Relationship

Reading practices and oral and written production in elementary school" is the result of experiences undertaken regarding the teaching of Portuguese in Basic Education. The book addresses the relationship between theory and practice in order to contemplate the axes of reading, writing, orality and linguistic/semiotic analysis, in line with the assumptions defended in the Common National Curriculum Base (BNCC).

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