scholarly journals O ENSINO DA HISTÓRIA E DA GEOGRAFIA:

2021 ◽  
Vol 11 (21) ◽  
pp. 05-26
Author(s):  
Martin Kuhn ◽  
Cláudia Eliane Ilgenfritz Toso ◽  
Helena Copetti Callai
Keyword(s):  
Elementary Education ◽  
Social Studies ◽  
Basic Education ◽  
Educational Development ◽  
Early Years ◽  
Psychological Development ◽  
Teaching History ◽  
The World ◽  
Concentric Circles ◽  
Theoretical Reflection

O ensino dos estudos sociais nos anos iniciais do ensino fundamental é a temática deste artigo. Por que ensinamos estudos sociais, história e geografia, nos anos iniciais da educação básica da forma como ensinamos? Que fundamentos psicológicos e pedagógicos dão lastro à tradição curricular de ensino dos estudos sociais (história e geografia) dispostos em círculos concêntricos? O objetivo é fustigar a tradição consolidada em torno da forma como ensinamos os conhecimentos dos estudos sociais nos anos iniciais do ensino fundamental da educação básica. Apesar da reflexão se originar de constatações do mundo prático, trata-se de um ensaio teórico. A linguagem é o horizonte de onde abordamos o objeto. Trata-se de dizer e interpretar o mundo e as coisas, dialogando com as diferentes tradições epistemológicas, contudo demarcando um olhar crítico e reflexivo sobre a problemática. Após uma breve apresentação das questões epistemológicas implicadas nos círculos concêntricos, a reflexão que segue se estrutura em dois movimentos: o primeiro discute a concepção naturalista de desenvolvimento psicológico humano da modernidade a partir do pensamento de Comenius e o segundo reflete sobre as implicações pedagógicas dessa concepção de desenvolvimento para a educação. Palavras-chave Estudos sociais, Círculos concêntricos, Fundamentos psicológicos e pedagógicos.   TEACHING HISTORY AND GEOGRAPHY: psychological and pedagogical assumptions of concentric circles Abstract The teaching of social studies in the initial years of elementary education is the theme of this article. Why do we choose certain ways of teaching social studies, history and geography in the early years of basic education?  What psychological and pedagogical foundations give weight to the curricular tradition of teaching social studies (history and geography) arranged in concentric circles? The aim of this essay is to question the consolidated tradition concerning the way we teach social studies in the initial years of elementary education. Although this discussion comes from the findings of the practical world, it is a theoretical reflection. The language is the horizon from which we approach the object. It is about telling and interpreting the world and things, dialoguing with different epistemological traditions, however demarcating a critical and reflective view on the problem. After a brief presentation of the epistemological issues involved in the concentric circles, the reflection that follows is structured in two movements: the first one discusses the naturalistic conception of human psychological development of modernity, according to Comenius’ ideas; and the second one reflects on the pedagogical implications of such conception for educational development. Keywords Social studies, Concentric circles, Psychological and pedagogical foundations.

scholarly journals Educational Policy Development in China in the 21st Century: A Multi-Flows Approach

2019 ◽  
Vol 1 (1) ◽  
pp. 196-220 ◽  
Author(s):  
Jun Li ◽  
Jian Li
Keyword(s):  
Educational Policy ◽  
21St Century ◽  
Policy Development ◽  
Basic Education ◽  
Educational Development ◽  
Post Colonial ◽  
National Priority ◽  
The World ◽  
Global Status ◽  
Single Force

Recently China has miraculously transformed itself from a learner in the 20th century to a re-rising leader of educational excellence. The enduring policy endeavors over the past few decades have largely enabled China as the largest educational system in the world move to a recently emerging status as a global leader of educational improvement, recognized and appreciated with admiration by many traditionally advanced countries. The two authors intend to offer a snapshot of the China miracle of educational development in terms of public policies since the turn of the 21st century. With a Multi-Flows Approach constructed from Csikszentmihalyi’s idea of “flow”, this paper investigates the complexity and dynamism of three policy streams, i.e., basic education, teacher education and higher education. It is concluded from the literature review that central to China’s key policy actions in recent decades are four core themes, i.e., equality in terms of a democratic mission of education for every citizen, quality in terms of individual and social productivity, efficiency as a national priority based on practicality, and rejuvenation of the state for nation-building and global status. Educational policy development in China since the new century is thus examined with economic, political, cultural and international flows, each presenting a colorful jigsaw puzzle that is not easily tessellated by other flows. The authors argue that the different focus of flows and beyond can benefit policy communities in the world with varied directions for educational change resulting in significant improvement while none of them should be seen as a single force in solely shaping educational policy development without the convergence of other forces. This implies that for any public policy in education policymakers, implementers and other stakeholders must ensure a comprehensive consideration of the interdependent, converging effects of these forces to prioritize and maximize their outcomes, which may be easily missed by any single force of them. The implications from this paper sheds new light on policy studies in education in China and globally, and the learner-provider dynamism of educational development in a post-colonial context.

scholarly journals DIGITAL TECHNOLOGIES USED IN THE CLASSROOM AS SUPPORTING INSTRUMENTS IN THE EARLY YEARS OF BASIC EDUCATION

2020 ◽  
Vol 4 (7) ◽  
pp. 854-868
Author(s):  
Francisco Carlos da Silva Caetano
Keyword(s):  
Teaching And Learning ◽  
Basic Education ◽  
New Technologies ◽  
Digital Technologies ◽  
Early Years ◽  
Technological Innovations ◽  
Access To Information ◽  
The World ◽  
Teaching Learning ◽  
Different Content

We live in a time surrounded by innumerable technological innovations that have impacted this generation significantly, since very early people already make use of some electronic gadget, navigating a universe rich in entertainment features, allowing access to different content whether close or even far. Such technological innovations promote relevant transformations in all sectors of society, contributing to the formation of more active and participative subjects in issues of interest around themselves and the world, favoring the dissemination of popular culture and its enrichment. New technologies favor changes in thinking, acting, teaching and learning, as they have significantly contributed to the advancement of communication and access to information in real time. It is noticed that children are increasingly getting access to these technological tools and master them very skillfully, being able to teach the most advanced in age the use of these novelties. Thinking about the way the child is positioned in the technological society, this work sought to investigate the importance of using new digital technologies in the classroom to enhance the teaching-learning process in the early years of basic education.

scholarly journals EMPLOYING SOCIAL STUDIES EDUCATION IN ACCOMPLISHING UNIVERSAL BASIC EDUCATION PROGRAMME FOR SUSTAINABLE DEVELOPMENT

2021 ◽  
pp. 21-29
Author(s):  
BANKE, Susan Adinya
Keyword(s):  
Sustainable Development ◽  
Social Studies ◽  
Basic Education ◽  
National Development ◽  
Education Programme ◽  
Natural Systems ◽  
Junior Secondary School ◽  
Secondary School Education ◽  
The World ◽  
Development Goals

Most nations of the world are faced with the problem of minimizing poverty and other challenges and Nigeria is not an exception. Nations of the world have devised ways to end these challenges. And one of the ways out of these challenges is the introduction of sustainable development goals as organizing principles for meeting human development goals and to sustain the natural systems to provide natural resources and ecosystem services upon which the ecosystem and the society depend. Another major goal of sustainable development is how education can be used for national development. It is the focus of this paper to point out how social studies can be utilized in achieving the junior secondary school education program for sustainable development. The method used by this research is a theoretical framework.

scholarly journals SISTEM PENGANGGARAN PELAKSANAAN PENDIDIKAN MADRASAH IBTIDAIYAH SWASTA DI KECAMATAN GEDEG KABUPATEN MOJOKERTO

2017 ◽  
Vol 3 (2) ◽  
pp. 459
Author(s):  
Imam Baidlowi
Keyword(s):  
Elementary Education ◽  
Basic Education ◽  
Educational Development ◽  
System Implementation ◽  
Professional Performance ◽  
School Budgeting ◽  
Performance System ◽  
The Government ◽  
The Cost

ABSTRAKFokus penelitian ini adalah pada sistem penganggaran pelaksanan pendidikan di Madrasah Ibtidaiyah Swasta yang ada pada Madrasah Ibtidaiyah “Irsyadudul Ummah” Desa Balongsari Kecamatan Gedeg. Permasalahan penelitian ini adalah mengidentifikasikan adanya sistem penganggaran pelaksanaan pendidikan di Madrasah Ibtidaiyah Swasta, mengngat adanya ketentuan dari Pemerintah bahwa dilembaga pendidikan tingkat dasar tidak menarik Sumbangan Pembinaan Pendidikan (SPP).Tujuan  penelitian ini adalah pertama, untuk mengetahui apakah terjadi perubahan Sistem penganggaran Madrasah Ibtidaiyah Swasta “Irsyadul Ummah”setelah Keputusan Pementah Republik Indonesia adanya ketetapan tentang biaya pelaksanakan pendidikan dasar di tanggung oleh pemerintah. Kedua untuk mengetahui apakah terjadi perubahan anggaran pelaksanaan pendidikan di Madrasah Ibtidaiyah Ibtidaiyah “Irsyadul Ummah” Kabupaten Mojokerto.. Ketiga untuk mengetahui apakah terjadi perubahan Kualiatas lulusan dari para siswa/siswi Madrasah Ibitidaiyah “irsyadul Ummah”Hasil peneltian ini menunjukkan bahwa sitem penganggaran sekolah telah berubah teriring dengan adanya Bantuan Operasinal Sekolah (BOS) dari Pemerintah. Akibatnya, banyak terjadi perubahan bagi penganggaran yang diikitu oleh tata perubahan pertanggung jawaban anggaran Madrasah. Kalau sebelum adanya BOS dan, semua anggaran pembiayaan pendidikan Madrasah Ibtidaiyah “Irsyadul Ummah” berasal dari Sumbangan Pelaksanaan Pendidikan (SPP) dan sumbangan lain serta dari Pengurus Madrasah(Yayasan), yang pertanggung jawabanya tidak begitu ketat. Dengan adanya BOS Tunjungan Profesi Pendidik (TPP) maka harus meningkatkan sistem kinerja yang profesional agar Madrasah dan para guru mendapatkan BOS dan TPP.Kata Kunci: Sumbangan Pembinaan Pendidikan, Bantuan Operasinal Sekolah, Kualiatas lulusanAbstract The focus of this research is on education budgeting system implementation in Private Madrasah Ibtidaiyah which is in Madrasah Ibtidaiyah "Irsyaditle Ummah" Balongsari Village Gedeg Subdistrict. The problem of this research is to identify a system of budgeting for the implementation of education in Private Madrasah Ibtidaiyah, remembering the provision from the Government that the institute of elementary education does not attract Education Contribution Contribution.The purpose of this research is first, to find out whether there is a change of system of budgeting of Private Madrasah Ibtidaiyah "Irsyadul Ummah" after Decision of Pementah Republic of Indonesia there is a provision about the cost of implementing basic education in responsibility by government. Secondly to find out whether there is a change of education budget implementation in Madrasah Ibtidaiyah Ibtidaiyah "Irsyadul Ummah" Mojokerto regency .. Thirdly to know whether there is a change of graduates from graduates of Madrasah Ibitidaiyah students "irsyadul Ummah"The results of this study indicate that the school budgeting system has changed along with School Operational Assistance (BOS) from the Government. As a result, there are many changes to the budgeting that is followed by changes in the accountability of the Madrasah budget. If before the BOS and, all the educational budget of Madrasah Ibtidaiyah education "Irsyadul Ummah" comes from the Contribution of Education Implementation (SPP) and other donations and from the Management of Madrasah (Foundation), whose responsibility is not so tight. With the BOS Tunjungan Profession Educator (TPP) then must improve the professional performance system for Madrasahs and teachers get BOS and TPP.Keyword: Contribution of Educational Development, School Operational Assistance, Quality of graduates

scholarly journals Limitações e formação docente para abordar a temática circense nas aulas de educação física

2019 ◽  
Vol 17 (1) ◽  
pp. 129-137
Author(s):  
Aureliana De Jesus dias Sousa ◽  
Fabiana Ferreira de Moraes ◽  
Daniela Matielo e Carvalho Eda ◽  
Leopoldo Ortega da Silva
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Elementary Education ◽  
Basic Education ◽  
Educational Development ◽  
Continuous Education ◽  
Analysis Technique ◽  
Pedagogical Treatment ◽  
The City ◽  
Development Objective

Introdução: As manifestações circenses nas aulas de educação física são uma necessidade contemporânea. Contudo, algumas limitações são apontadas por professores(as) que atuam na educação básica, evidenciando sua interface com a formação inicial e continuada. Objetivo: Analisar as possíveis limitações docente para o desenvolvimento da tematização das atividades circenses nas aulas de Educação Física do ensino fundamental, bem como evidenciar aspectos associados ao processo de formação. Métodos: Foi realizada uma pesquisa qualitativa entre oito professores(as) atuantes no ensino fundamental em escolas públicas da cidade de Mauá (SP), com caráter descritivo e explicativo, utilizando a técnica de análise de conteúdo. Resultados: Foi verificado que as limitações físicas, materiais e técnicas são apontadas pelos(as) docentes como aspectos determinantes para não abordagem do tema em suas aulas. Demonstram limitações em relação a concepções teóricas evidenciando a necessidade de uma formação mais sólida e contextualizada ainda na formação inicial de professores(as) assim como na formação continuada. Conclusão: Os professores (as) apresentam inúmeras limitações quanto ao trato pedagógico e estas se associam à formação inicial e continuada.ABSTRACT. Limitations and teacher training to approach the circus theme in physical education classes  Background: Circus manifestations in physical education classes are a contemporary obligation. However, some issues are pointed out by teachers who work with basic education, evidenced by their interface with an initial and continuous educational development. Objective: To analyze the possibilities of teachers for the thematic circus activities in Physical Education classes. Methods: A qualitative research was carried out by eight teachers working in elementary education in public schools in the city of Mauá (São Paulo, Brazil), with descriptive and explanatory approach, using a content analysis technique. Results: It was possible to notice that the physical, material and technical constraints are pointed out by the teachers as determinant aspects for the non-approach of the theme in their classes. They demonstrate limitations in relation to theoretical conceptions, evidencing the need for a more solid and contextualized training in the initial formation of teachers as well as in continuous education. Conclusion: Teachers have many limitations on pedagogical treatment and these are associated with initial and continuous education.

scholarly journals A DISCIPLINA DE HISTÓRIA NOS ANOS INICIAIS DO FUNDAMENTAL

2018 ◽  
Vol 7 (2) ◽  
pp. 14
Author(s):  
Maria Salete Almeida Oliveira ◽  
Helena Izaura Ferreira
Keyword(s):  
Elementary Education ◽  
Basic Education ◽  
The Past ◽  
Critical Awareness ◽  
Study And Teaching ◽  
The World ◽  
Historical Being ◽  
The Individual ◽  
Over Time

Este trabalho pretende discutir sobre a disciplina de História nos anos iniciais do ensino Fundamental, desde metodologias e conceitos, sua relevância para a formação do indivíduo, o papel do professor de História e sua contribuição para a consciência crítica e descoberta de si como agente de transformação social, até o seu poder de intervir na sociedade. Ideias discutidas, amparando-se em diversos autores, para corroborar a importância do estudo e ensino de História nos anos iniciais do ensino Fundamental. Conclui-se que estudar História é muito mais que decorar datas e nomes. É descobrir, avaliar fatos registrados no passado para compreender as sociedades no mundo de hoje. Suas relações estabelecidas ao logo do tempo e espaço, para assim entender as permanências e rupturas no decorrer dos anos. E da autonomia ao educando de interferir na sociedade de forma crítica enquanto ser histórico. THE DISCIPLINE OF HISTORY IN THE INITIAL YEARS OF BASIC EDUCATION ABSTRACT This paper intends to discuss the discipline of History in the initial years of elementary education, from methodologies and concepts, its relevance to the formation of the individual, the role of the teacher of History and its contribution to critical awareness and discovery of self as agent of transformation to their power to intervene in society. Ideas discussed, supported by several authors, to corroborate the importance of the study and teaching of History in the initial years of Elementary education. It is concluded that studying History is much more than decorating dates and names. It is discovering, assessing facts recorded in the past to understand societies in the world today. Their relationships established over time and space, to understand the permanence and ruptures over the years. And the autonomy of the student to interfere in society critically as a historical being.

scholarly journals LA ENSEÑANZA DEL ÁLGEBRA EN LOS AÑOS INICIALES DE LA ENSEÑANZA FUNDAMENTAL: INVESTIGACIONES Y ORIENTACIONES CURRICULARES

PARADIGMA ◽  
2020 ◽  
pp. 938-959
Author(s):  
Claudianny Amorim Noronha ◽  
Luanna Priscila da Silva Gomes
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Teaching And Learning ◽  
Basic Education ◽  
Early Years ◽  
Pedagogical Practices ◽  
Mathematical Education ◽  
School Research ◽  
Curriculum Guidelines ◽  
Teaching Curriculum

El objetivo de del estudio reportado en este artículo fue investigar las orientaciones para la enseñanza y el aprendizaje del álgebra en los años iniciales de la Enseñanza Fundamental contenidas en los documentos curriculares oficiales que orienta las prácticas pedagógica en la Educación Básica, así como también hacer un inventario de los estudios sobre el tema, divulgados en las memorias de uno de los principales eventos brasileros de Educación Matemática. Para ello, fueron utilizados elementos propios de las pesquisas de tipo documental y bibliográfica. La investigación permitió realizar un mapeo general de la caracterización acerca de la enseñanza y el aprendizaje del álgebra con infantes, y constatar que ese eje de la matemática, para los años iniciales de la Enseñanza Fundamental, debe ser diseminado, mejor explorado, investigado y comprendido tanto en sus aspectos teóricos y metodológicos.Palabras clave: enseñanza del álgebra, orientaciones curriculares, años iniciales de la Enseñanza FundamentalO ensino de álgebra nos anos iniciais do Ensino Fundamental: pesquisas e orientações curricularesResumoO presente artigo objetiva investigar orientações acerca do ensino e aprendizagem da álgebra nos anos iniciais do Ensino Fundamental em documentos oficiais curriculares brasileiros que apresentam direcionamentos para práticas pedagógicas na Educação Básica, bem como inventariar pesquisas sobre o tema, divulgadas nos anais de um dos principais eventos brasileiros de Educação Matemática. Para isso, foram utilizados elementos das pesquisas documental e bibliográfica. A investigação possibilitou um mapeamento geral sobre o ensino e aprendizagem da álgebra com crianças e a constatação de que esse eixo da matemática, para os anos iniciais do Ensino Fundamental, necessita ser disseminado, melhor explorado, investigado e compreendido em seus aspectos teóricos e metodológicos.Palavras-chave: ensino de álgebra, orientações curriculares, anos iniciais do Ensino FundamentalThe teaching of algebra in the initial years of elementary school: research and curricular guidelinesAbstractThis paper aims to investigate guidelines about teaching and learning algebra in the initial years of Elementary Education in official Brazilian curricular documents, which presents guidelines for pedagogical practices in Basic Education, as well as to inventory research on the theme, published in the annals of one of the main Brazilian events of Mathematical Education. For this, elements of documentary and bibliographic research were used. The investigation enabled a general mapping about teaching and learning algebra with children and the finding that this axis of mathematics, for the early years of elementary school, needs to be disseminated, better explored, investigated and understood in its theoretical and methodological aspects.Keywords: algebra teaching, curriculum guidelines, initial years of elementary school

Boatmen, Wastrels, and Demons: Figures of Literature

CounterText ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 30-56 ◽  
Author(s):  
Simona Sawhney
Keyword(s):  
Social Studies ◽  
World Literature ◽  
Literary Texts ◽  
Sanskrit Text ◽  
Modern Democracy ◽  
Political Debates ◽  
The World ◽  
National Literatures

Engaging some of the questions opened by Ranjan Ghosh's and J. Hillis Miller's book Thinking Literature Across Continents (2016), this essay begins by returning to Aijaz Ahmad's earlier invocation of World Literature as a project that, like the proletariat itself, must stand in an antithetical relation to the capitalism that produced it. It asks: is there an essential link between a certain idea of literature and a figure of the world? If we try to broach this link through Derrida's enigmatic and repeated reflections on the secret – a secret ‘shared’ by both literature and democracy – how would we grasp Derrida's insistence on the ‘Latinity’ of literature? The groundlessness of reading that we confront most vividly in our encounter with fictional texts is both intensified, and in a way, clarified, by new readings and questions posed by the emergence of new reading publics. The essay contends that rather than being taught as representatives of national literatures, literary texts in ‘World Literature’ courses should be read as sites where serious historical and political debates are staged – debates which, while being local, are the bearers of universal significance. Such readings can only take place if World Literature strengthens its connections with the disciplines Miller calls, in the book, Social Studies. Paying particular attention to the Hindi writer Premchand's last story ‘Kafan’, and a brief section from the Sanskrit text the Natyashastra, it argues that struggles over representation, over the staging of minoritised figures, are integral to fiction and precede the thinking of modern democracy.

EDUCATION – RETURN TO REALITY

2020 ◽  
Vol 11 (1) ◽  
pp. 127-130
Author(s):  
Alexander Lukankin ◽  
Keyword(s):  
High Schools ◽  
Basic Education ◽  
Formal Method ◽  
Human Mind ◽  
Production Sector ◽  
The World ◽  
Soviet Russia ◽  
Correct Understanding ◽  
Natural Science Education ◽  
Technical Professions

The post-socialist transformation of general and vocational education system has led to the loss of many positive gains that were already achieved earlier. The polytechnic character of our school and its practice-oriented foundations, based on a reasonable combination of basic education and professional and applied training, were seriously undermined. Modern Russian secondary schools have become something like pre-revolutionary classical high schools, without taking into account the significant fact that in pre-Soviet Russia, along with high schools, there was a wide network of real schools. They focused students on further mastering technical professions and active participation in the production sector of the country. Today we are witnessing a global revolution in the spiritual sphere, aimed at changing the very essence of a man. Note that natural science education is valuable not only for its formal method, but also for providing the basis for a correct understanding of the world. It fosters independence of thought and distrust of other people’s words and authorities. This is the best protection of the human mind from all sorts of superstitions delusions and mysticism.

BUDAYA LOKAL DALAM PEMBELAJARAN SEJARAH UNTUK MENINGKATKAN KESADARAN SEJARAH DI DAERAH BIMA

2018 ◽  
Author(s):  
faidin faidin Baharuddin
Keyword(s):  
Lesson Plan ◽  
Local Culture ◽  
Dominant Culture ◽  
Learning History ◽  
Culture Area ◽  
Teaching History ◽  
The World ◽  
Result Show ◽  
The Government ◽  
Book Publishers

This Writing is important because the dominant culture currently is globalization which has given the worse impact for the local culture. People are already hegemonized by materialistic lifestyle cause of globalization, however the complex problems necessarily require reasoning power, pure thinking to get out of the decline in the world today especially in education. The biggest challenge is against a habit that does not reflect a native of east culture. Now, learning history which full from meaning where still used a textbook which provided, rarely local culture area is lifted, because the textbooks created by the book publishers even though there are books written by the government but still a bit that explains the local culture in each of the area. In the year of 2016, now, there is improvement for all of the subjects should be contained a local issue because it is still new, of course that the application has been processed whether from lesson plan although Syllabus, from some of these problems, the purpose of this writing would like to express the important of local culture in creating a sense of students history in Bimanesse at Senior High School. While the discussion in this writing. First, about the local culture. Second, local culture of bimanesse. Third, the teaching of history. Fourth is a sense of history. The writer use some literature that support in this writing such as books, journals, and others. The result show that the local culture is to be applied in teaching history in increasing a sense of students history.

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