scholarly journals QUESTÕES QUE PERPASSAM O ENSINO DE GEOGRAFIA COM AS PROPOSIÇÕES DA BASE NACIONAL COMUM CURRICULAR

2017 ◽  
Vol 7 (13) ◽  
pp. 417-437
Author(s):  
Alcinéia De Souza Silva
Keyword(s):  
Critical Line ◽  
Geography Education ◽  
Geographic Education ◽  
Secondary Schooling ◽  
Geography Teaching ◽  
Geographic Knowledge ◽  
Structural Contribution ◽  
The Common ◽  
Methodological Principles ◽  
Do So

Esta discussão busca evidenciar, com teor crítico e reflexivo, algumas questões atinentes ao ensino de Geografia influenciadas por políticas educacionais curriculares. Para tanto, utiliza-se como instrumento de análise as proposições da Base Nacional Comum Curricular – BNCC/ 2a versão publicada em abril do ano 2016. Os fios que tecem os nossos escritos, à primeira instância, são compostos de algumas teorizações acerca da concepção de currículo, mais voltadas para uma linhagem crítica do pensamento curricular, de forma em que as questões hegemônicas que o circundam são elucidadas continuamente. Nestes termos, objetivando elucidar esse fator, tomamos como objeto de averiguação as propostas educativas voltadas ao ensino de Geografia, com vistas a analisar o seu aporte teórico e estrutural, confrontando-os com as reais funções e significações deste campo do conhecimento escolar. Assim, fundamentados nos princípios teóricos e metodológicos que dão suporte à educação geográfica, tornou-se possível um estudo documental pormenorizado dos objetivos de aprendizagem, da natureza e dos princípios definidos pela BNCC, de forma a evidenciarmos determinada vagueza, superficialidade, equívoco de terminologias e ocultação de saberes geográficos basilares a esta ciência, que diretamente interferem na elaboração de um pensamento espacial crítico e reflexivo sobre a realidade que circunda o mundo vivido do educando.PALAVRAS-CHAVECurrículo. Ensino de Geografia. BNCC.ISSUES THAT PASS TROUGH GEOGRAPHY EDUCATION WITH THE PROPOSITIONS OF THE COMMON CURRICULAR NATIONAL BASE ABSTRACT This discussion seeks to evidence, with critical and reflective content, some of the questions related to the teaching of Geography influenced by curricular educational policies. In order to do so, the propositions of the National Curricular Common Base - BNCC / 2nd version published in April of the year 2016 are used as an instrument of investigation. The threads that weave our writings, in a first instance, are composed of a series of theories about the conception of a curriculum. However, these are focused on a critical line of curricular thinking, in a way that the hegemonic questions that surround it are continuously elucidated. In order to explicate this factor, we have as an object of investigation the educational proposals posed by the teachings of Geography. All the while considering the teachings of Geography, we note that the analysis of the theoretical and structural contribution are confronted through practical functions, thereby allowing the consideration of the significance to this field in relation to the knowledge generated in primary and secondary schooling. Thus, based on the theoretical and methodological principles that support geographic education, a detailed documentary study of the learning objectives, nature and principles defined by the BNCC was possible. Consequently, this allowed the vagueness, superficiality, misunderstanding of terminologies and concealment of basic geographic knowledge to be evidenced, thereby demonstrating the direct impediment on the elaboration of a critical and reflexive spatial thought regarding the reality that surrounds the student. KEYWORDS Curriculum. Geography Teaching. BNCC. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

Some Bad

2018 ◽  
Author(s):  
C. Daniel Batson
Keyword(s):  
Physical Health ◽  
Common Good ◽  
Empathic Concern ◽  
The Common Good ◽  
Immoral Action ◽  
Self Interest ◽  
The Common ◽  
Mental And Physical Health ◽  
Do So

Despite its virtues, empathy-induced altruism can at times harm those in need, other people, and the altruistically motivated person. Specifically, it can hurt those in need when acted on without wisdom and sensitivity or when a cool head is required. It can produce paternalism. It is less likely to be evoked by nonpersonalized, abstract, chronic needs. It can be a source of immoral action, leading us to show partiality toward those for whom we feel empathic concern even when we know that to do so is neither fair nor best for all. Indeed, when our behavior is public, empathy-induced altruism can pose a more serious threat to the common good than does self-interest. Finally, it can at times jeopardize our mental and physical health—even our life. Any attempt to call on empathy-induced altruism to build a more humane society needs to take these problems into account lest we do more harm than good.

Creative Participation and the Expansion of Political Engagement

2021 ◽  
Author(s):  
Yannis Theocharis ◽  
Joost de Moor
Keyword(s):  
Political Participation ◽  
Public Space ◽  
Common Good ◽  
Political Engagement ◽  
Research Topic ◽  
The Common ◽  
Catch Up ◽  
Ongoing Assessment ◽  
Do So

Creative participation refers to citizens’ invention of, and engagement in, new action forms that aim to influence, or take responsibility for, the common good in society. By definition, these action forms are constantly evolving and cannot be listed or summarized. Yet some, like guerrilla gardening, have over time become more established in political repertoires, and specific arenas are known to be particularly productive sites for their development. These include in particular the Internet, and lifestyles and consumption. The constant changes in how citizens become active represented by creative participation present considerable challenges for scholars of political participation—both in terms of theory and methodology. In particular, such forms test our ability to distinguish political from nonpolitical activities. However, how political creative participation is, is often subtle and implicit, and therefore hard to establish. Yet being able to do so is essential for an ongoing assessment of the quality of participatory democracy. With conventional forms of participation declining and creative participation becoming more common, scholars must be able to agree on definitions and operationalizations that allow for the comparison of participatory trends. For instance, a key concern has been whether creative forms of participation crowd out more conventional ones, like voting or lobbying politicians. Developments in survey research have been able to show that this is not the case and that creative participation may in fact increase conventional participation. In addition, qualitative research methods like focus groups and ethnography, allow for more open-ended explorations of this elusive research topic. As to who participates, creative participation has enabled traditionally underrepresented groups like women and young people to catch up with, and sometimes overtake, those older men who have long dominated conventional political participation. Still, education remains a key obstacle even to creative participation. The COVID-19 crisis that took hold of the world in 2020 has compromised access to collective action and public space. It has thereby once more put the onus on citizens to engage creatively with ways to influence, and take responsibility for, society. At the same time, the crisis presents a need and opportunity for political participation scholarship to engage more deeply with theoretical debates about what it means to be political or to participate.

scholarly journals Thomas Aquinas’ influences inInfanteD. Pedro’ “Virtuosa Benfeitoria”: Scholastic tradition in History and History of Education

2016 ◽  
Vol 39 (1) ◽  
pp. 9
Author(s):  
Terezinha Oliveira
Keyword(s):  
Common Good ◽  
Thomas Aquinas ◽  
Human Relationships ◽  
The Common Good ◽  
History Of ◽  
The Common ◽  
Social Project ◽  
Methodological Principles ◽  
The One ◽  
The University

The considerations on the book “VirtuosaBenfeitoria” aim atevaluating the relevance of a social project to guide the actions of the ruler and theindividuals, with a view to practical actions that converge to the common good. The infant D. Pedro, also known as the Duke of Coimbra, wrote the work. The central focus of the book is to address the sense of improvement and how the prince should practice and bestow it and how the subjects would receive and practice it. The arguments of D. Pedro to deal with the good and the society are strongly influenced by classical authorities and authors of scholasticism, especially Thomas Aquinas. In this sense, on the one hand our study seeks to show that such knowledge was essential for him to understand the plots that build human relationships, whose premises, to him, should be the ones leading society towards the common good;on the other hand, the goal is to analyze the work we regard as essential theoretical and methodological principles of history that allow us to recover, through memory, historical events that potentially guide us through paths that show the relevance of the Master of the University, as a vector in the organization of a given society. 

scholarly journals Desiderata for Controlled Medical Vocabularies in the Twenty-First Century

1998 ◽  
Vol 37 (04/05) ◽  
pp. 394-403 ◽  
Author(s):  
J. J. Cimino
Keyword(s):  
Medical Informatics ◽  
First Century ◽  
Medical Informatics Applications ◽  
Formal Definitions ◽  
The Common ◽  
Twenty First Century ◽  
Multiple Granularities ◽  
Do So

AbstractBuilders of medical informatics applications need controlled medical vocabularies to support their applications and it is to their advantage to use available standards. In order to do so, however, these standards need to address the requirements of their intended users. Overthe past decade, medical informatics researchers have begun to articulate some of these requirements. This paper brings together some of the common themes which have been described, including: vocabulary content, concept orientation, concept permanence, nonsemantic concept identifiers, polyhierarchy, formal definitions, rejection of “not elsewhere classified” terms, multiple granularities, mUltiple consistent views, context representation, graceful evolution, and recognized redundancy. Standards developers are beginning to recognize and address these desiderata and adapt their offerings to meet them.

scholarly journals TEORIA CURRICULAR E GEOGRAFIA: convites à reflexão sobre a BNCC

2019 ◽  
Vol 9 (17) ◽  
pp. 86-108
Author(s):  
Hugo Heleno Camilo Costa ◽  
Phelipe Florez Rodrigues ◽  
Guilherme Pereira Stribel
Keyword(s):  
National Curriculum ◽  
Curriculum Policy ◽  
Social Production ◽  
Geographic Education ◽  
Geography Teaching ◽  
Geographic Thought ◽  
Daily Experiences ◽  
Educational Processes ◽  
The Difference ◽  
Social Debate

Considerando a centralidade da Base Nacional Comum Curricular (BNCC) no cenário das políticas de currículo, este trabalho propõe a reflexão sobre o caráter negligente de seus pressupostos para com a pesquisa acumulada ao longo do tempo, nos campos do Currículo e Educação Geográfica. Assim sendo, apropriamos dois convites de trabalhos de Janet Miller e Ivor Goodson, para pensarmos a política em questão. Além destes autores, também pautamos nossa argumentação com os estudos de Elizabeth Macedo e Alice Lopes, nas discussões sobre teoria e política curricular; Lana Cavalcanti e Marcelo Pereira, sobre ensino de geografia; e Ruy Moreira e Milton Santos como acessos ao pensamento geográfico. O texto se inicia pela discussão de currículo, assinalando a dissonância entre a proposta e o debate sobre teoria curricular. Em seguida, a discussão aponta para o caráter antidemocrático que dinamiza a proposta de base, ao negligenciar o debate social acumulado na pesquisa, as experiências cotidianas e a diferença na produção social. Por fim, acenamos para que os argumentos definidos para Geografia não dialogam com o campo e pontuamos que a BNCC desconsidera o caráter transgressor dos processos educativos (e) de produção de sentido sobre e na escola, no e sobre o espaço.PALAVRAS-CHAVEBase Nacional Comum Curricular, Currículo, Educação Geográfica.CURRICULUM THEORY AND GEOGRAPHY: invitations to the BNCC reflectionABSTRACTConsidering the centrality of the National Curriculum Base (BNCC) in the curriculum policy scenario, this paper proposes to reflect on the negligence of its assumptions towards the research accumulated over time in the fields of Curriculum and Geographic Education. So we took two invitations from Janet Miller and Ivor Goodson to think about the policy in question. In addition to these authors, we also set out our arguments with the studies of Elizabeth Macedo and Alice Lopes, in the discussions on theory and curricular policy; Lana Cavalcanti and Marcelo Pereira, on geography teaching; and Ruy Moreira and Milton Santos as access to geographic thought. The text begins with the discussion of curriculum, pointing out the dissonance between the proposal and the debate about curricular theory. Next, the discussion points to the antidemocratic character that invigorates the basic proposal, neglecting the accumulated social debate in the research, daily experiences and the difference in social production. Finally, we stress that the arguments defined for Geography do not dialogue with the field and we point out that the BNCC disregards the transgressor character of the educational processes (e) of production of meaning on and in school, in and on space.KEYWORDSNational Common Curricular Base, Curriculum, Geographic education.ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Geospatial Based Coastal Ecotourism Management for Geography Teaching Material Development

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Safiah @ Yusmah Muhammad Yusoff
Keyword(s):  
Data Collection ◽  
Teaching And Learning ◽  
Spatial Information ◽  
Geography Education ◽  
Teaching Material ◽  
Learning Material ◽  
Material Development ◽  
Geography Teaching ◽  
Activity Spectrum ◽  
Effectiveness And Efficiency

Geospatial has been widely and extensively used as a research tool across the human activity spectrum. Education sector is no exemption with geospatial being taught in all education institutions, secondary or tertiary. In geography education, tourism courses are among courses that employ geospatial in their teaching and learning material to define the data collection and associate the data with technology which has geographic and locational component. Coastal ecotourism, for example, utilize geospatial in its management where geographic information can be stored in layers and integrated with geographic software program. The information can then be created, stored, manipulated, analyzed and visualized. More interestingly, the result of the spatial information can be integrate with various other research discipline. This paper reviews: 1) geospatial as one of the tools used in geography teaching material; 2) the application of geospatial in coastal ecotourism management; and 3) geospatial based coastal ecotourism management for geography education. A review from geospatial based coastal ecotourism management for geography teaching material development was established. Hence, its effectiveness and efficiency is also discussed.

scholarly journals Geotecnologias e Ensino de Geografia: algumas aplicações práticas / Geotechnologies and Geography Teaching: some practical applications

2016 ◽  
Vol 26 (47) ◽  
pp. 656
Author(s):  
Vitor Hugo Campelo Pereira ◽  
Marco Tulio Mendonça Diniz
Keyword(s):  
High School ◽  
Elementary School ◽  
Spatial Representation ◽  
Basic Education ◽  
National Curriculum ◽  
Google Earth ◽  
Geography Education ◽  
Free Software ◽  
Practical Applications ◽  
Geography Teaching

<p>O presente artigo objetiva propor algumas formas de aplicação de geotecnologias no ensino de Geografia no âmbito da Educação Básica, tanto no Ensino Fundamental quanto Ensino Médio.  Para isso, a metodologia adotada se baseou na análise dos Planos Curriculares Nacionais (PCN) de Geografia e no uso de softwares que apresentam funções de representação espacial, bem como na indicação de projetos educacionais pautados no uso de geotecnologias. Diversos conteúdos previstos no ensino de Geografia podem ser abordados e dinamizados. Escala cartográfica, relevo e análise de mudanças na paisagem são exemplos de questões que podem ser trabalhadas com o uso de softwares livres como <em>Google Earth</em>, <em>Philcarto</em>, <em>ScapeToad</em> e a partir da sistematização proposta pelos projetos educacionais GEODEM, GEODEF e GEOIDEIA. Os resultados indicaram uma elevada aplicabilidade dos softwares e projetos testados pela pesquisa para o ensino de conteúdos de Geografia sugeridos pelos PCN, o que pode contribuir para uma aprendizagem mais consolidada dos mesmos.</p><p><strong>Abstract</strong></p><p>This article aims to propose some form of geo-technologies application in the teaching of Geography under the Basic Education, in elementary school and in high school. For this, the methodology adopted was based on the analysis of National Curriculum Plans of Geography and the use of software that present spatial representation of functions as well as the indication of guided educational projects in the use of geotechnologies. Several planned content in Geography education can be addressed and dinamized. Cartographic scale, relief and analysis of changes in the landscape are examples of issues that can be worked with the use of free software such as Google Earth, Philcarto, ScapeToad and from the systematization proposed by educational projects GEODEM, GEODEF and GEOIDEIA. The results indicated a high applicability of the software and projects tested by research for teaching Geography content suggested by PCN, which can contribute to a more consolidated learning them.</p><p><strong>Keywords</strong>: Basic Education. Spatial representation. Free softwares. National Curriculum Plans.</p>

Richard William Southern 1912–2001

2003 ◽  
Author(s):  
Alexander Murray
Keyword(s):  
The Other ◽  
Practical Action ◽  
Contemporary World ◽  
The World ◽  
History Of ◽  
The Common ◽  
Deep Thought ◽  
Life Work ◽  
Made In ◽  
Do So

People with a logical turn of mind say that the history of the world can be summarised in a sentence. A précis of mediaval historian Richard William Southern's work made in that spirit would identify two characteristics, one housed inside the other, and both quite apart from the question of its quality as a work of art. The first is his sympathy for a particular kind of medieval churchman, a kind who combined deep thought about faith with practical action. This characteristic fits inside another, touching Southern's historical vision as a whole. Its genesis is traceable to those few seconds in his teens when he ‘quarrelled’ with his father about the Renaissance. The intuition that moved him to do so became a historical fides quaerens intellectum. Reflection on Southern's life work leaves us with an example of the service an historian can perform for his contemporary world, as a truer self-perception seeps into the common consciousness by way of a lifetime of teaching and writing, spreading out through the world (all Southern's books were translated into one or more foreign language).

Beyond Class Hours

2012 ◽  
pp. 46-61
Author(s):  
Robert Hickey
Keyword(s):  
Informal Learning ◽  
Learning Community ◽  
Teaching Styles ◽  
Physical Design ◽  
Think Tank ◽  
Geographic Education ◽  
Computer Classroom ◽  
Geographic Knowledge ◽  
Computer Classrooms ◽  
Formal Class

Much has been written regarding the effectiveness of different teaching styles; however, considerably less has been written about the physical design of computer classrooms and their implications on education. To date, nothing has been written regarding building an informal learning community within a computer classroom, particularly outside of formal class hours. In this paper, the author examines designing an environment in which geography students feel at home, that is, a center of geographic education. Such a center could be defined as a place where students and faculty congregate to create and transmit geographic knowledge. A GIS lab can be such a place if deliberate care and effort are taken to ensure that the lab is multidisciplinary, dynamic, encourages creativity and discourse, and is a think tank for solving geospatial problems. This paper illustrates some proven methods for building such an environment.

The Student in the Classroom and Beyond

2021 ◽  
pp. 162-188
Author(s):  
Tom O’Donoghue ◽  
Judith Harford
Keyword(s):  
Secondary School ◽  
Life Story ◽  
Historical Record ◽  
School Education ◽  
Similar Material ◽  
Secondary Schooling ◽  
Secondary School Education ◽  
History Of ◽  
The Common

This chapter provides an exposition of former students’ memories of secondary schooling in Ireland for the period 1922–1967, supplemented by similar material uncovered in the historical record. No claim is made that it portrays what were the common experiences of all. Rather, it is the product of a desire to cast the net as widely as possible, in order to canvass a maximum variety of perspectives. Further, most although not all of the testimony upon which we have based it is mainly of the ‘topical life story’ type. In other words, it is testimony based on memory. At the same time, we are not denying the possibility that it has the potential to provide understandings to add to the corpus of historical work already undertaken on the history of Irish secondary school education presented in previous chapters.

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