scholarly journals AS LEIS Nº. 10.639/03 E Nº. 11.645/08: DOS MARCADORES SOCIAIS DA DIFERENÇA À FORMAÇÃO DE PROFESSORES INDÍGENAS E NEGROS

2018 ◽  
Vol 15 (3) ◽  
pp. 123-137
Author(s):  
Vilma Aparecida Pinho ◽  
Francilene de Aguiar Parente
Keyword(s):  
Teacher Training ◽  
Indigenous People ◽  
Social Relations ◽  
Qualitative Methodology ◽  
Basic Education ◽  
Social Roles ◽  
Social Agents ◽  
Life Trajectories ◽  
The Difference ◽  
Traditional Communities

This article approaches the training of teachers in the context of differentiated education in the Ethnodevelopment course of the Federal University of Pará (UFPA). Based on the Pedagogy of Alternation, the course under analysis is aimed at differentiated public such as indigenous people, quilombolas, black and traditional communities. The study discusses the importance of these subjects as social agents for the proposition of transformation in their collectivities and communities, in the different spaces they occupy and through which they circulate. The non-place of the indigenous, the black and the quilombola in basic education by our graduates demarcates the ideological force of an epistemology that obscures the understanding of ethnically differentiated subjects and diversity as a perspective and centralized place to think about social relations and life in society. Through the qualitative methodology, research focusing on life trajectories indicates that in teacher training, the perspective of education for diversity has been observed as a strategy for teachers and communities to exercise respect for the difference. In addition, these individuals have been represented as teachers, researchers, political articulators, among other functions and social roles.

scholarly journals Visibilizando la diferencia en la formación docente: normalización, disciplinamiento y universalidad

2019 ◽  
Vol número 8 (julio-diciembre 2019) ◽  
pp. 35-49
Keyword(s):  
Teacher Training ◽  
Social Construction ◽  
Queer Theory ◽  
Basic Education ◽  
The Other ◽  
Sexual Role ◽  
Palabras Clave ◽  
Investigación Cualitativa ◽  
The Difference ◽  
Formación Docente

Resumen Este artículo pretende rescatar las vivencias y la cotidianidad de la formación docente centradas en procesos de normalización. Se recurre a la investigación cualitativa que da cuenta de la perspectiva de los actores, a través de distintos registros de observación. Estos hallazgos recobran el análisis desde la dialéctica saber-poder de Foucault (2002) y la Teoría Queer de Butler (2000), visibilizando la construcción de la identidad de género, la posición del rol sexual como construcción social y la influencia a través de la performatividad desde la dominación masculina. Sin bien la diversidad permite el reconocimiento de ese otro o lo otro ¿Qué lugar ocupa la diferencia en las relaciones cotidianas de la formación docente en una escuela Normal? Desde este marco ¿Qué tipo de conductas se consideran apropiadas para un docente en formación en las aulas de educación básica? ¿Qué relación tienen estas conductas con marcos performativos de género? Palabras clave: Teoría queer, formación docente, identidad género Abstract This article aims to rescue the experiences and daily life of teacher training focused on standardization processes. Qualitative research is used that gives an account of the perspective of the actors, through different observation records. These findings recover the analysis from the dialectic knowledge-power of Foucault (2002) and the Queer Theory of Butler (2000), making visible the construction of the gender identity, the position of the sexual role as a social construction and the influence through the performativity from male domination. Without diversity allows the recognition of that other or the other. What place is the difference in the daily relationships of teacher training in a Normal school? From this framework, what kind of behaviors are considered appropriate for a teacher in training in the classrooms of basic education? What relationship do these behaviors have with performative gender frames? Keyworks: Queer theory, teacher training, gender identityebt

scholarly journals A ABORDAGEM PIKLER E A ORGANIZAÇÃO DO ESPAÇO PARA BEBÊS NA EDUCAÇÃO INFANTIL

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 01-07
Author(s):  
Renata Pavesi Cocito
Keyword(s):  
Teacher Training ◽  
Day Care ◽  
Basic Education ◽  
Care Center ◽  
Day Care Center ◽  
The World ◽  
Space Organization ◽  
Education And Care ◽  
Age Range ◽  
Institutional Space

The article comes from the studies carried out on the Pikler approach to promote teacher training and improvement of the work developed in a university day care center, focusing on the organization of spaces for babies. The objective is to present piklerian contributions for the organization of the institutional space for infants (children up to 1 year and 6 months of age). As methodology, we adopted bibliographic research. The Pikler approach originated in Budapest with the Hungarian physician Emmi Pikler who conducted the education and care of orphaned children from 1946. In studying the Pikler approach we understand space as a support to support babies in their motor acquisitions and their insertion in the world. The ample space, with little but adequate furniture and materials thought and selected for the specifics of the age range, allows the baby to experience the space with his body and, in this way, can gradually perceive and insert himself in the world that surrounds him . The actions of space organization, in the light of the Pikler approach, place the baby at the center of the pedagogical process and suppress the evidence and protagonism of the adult, still so present in this stage of Basic Education. The baby, powerful, capable and active, needs a context that supports him and allows him to experience his childhood with freedom and care.

scholarly journals Is Specialized Training a Basic Necessity for Special Students Teaching?

2020 ◽  
Vol 15 (9) ◽  
pp. 85
Author(s):  
Samuel Chege Kinuthia ◽  
Anne Christine Wanjiru Kabui
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Special Schools ◽  
Cross Sectional ◽  
Overt Behavior ◽  
Empirical Inquiry ◽  
National Examination ◽  
Descriptive Survey ◽  
Behaviorist Theory ◽  
Structured Questionnaire

Every individual irrespective of their profession, requires requisite training to enable them to do a particular job with reasonable accuracy, achieving desired results. Mid-school is the stage between primary basic education and the tertiary level and in Kenya it is referred to as secondary education that is evaluated with a national examination (KCSE) at the end of the four years. Teachers’ role in a students’ performance cannot be underestimated where students with or without disabilities are subjected to the same national examinations. Performance in the national special schools in Kenya does not compare favorably with that of ordinary national schools irrespective of same caliber of teachers in both. This necessitated an empirical inquiry into whether there is need for extra training for teachers in special schools. The study sought to establish the influence of teacher training on the performance of special schools in Kenya. The performance of a school is measured based on the overall mean attained in KSCE examinations. The study focused on the national schools that are in the category of special schools in Kenya. The study is anchored on Behaviorist theory which states that learning is a function of change in overt behavior. A cross-sectional descriptive survey was carried out where data was collected using a self-administered semi structured questionnaire. Study findings indicate that 76.6% of variation in performance is predicted by training implying that relevant training of teachers in special schools is critical in achieving the expected learning outcomes with quality grades in KCSE that are pivotal in determining learners’ career paths. The study recommends creating an enabling environment and support to teachers willing to pursue training in special education. Further research should be done to determine how the subsector can be adequately funded both for initial and on-the-job special teacher training for special needs schools.

scholarly journals Variabilitas Penggunaan Model Pembelajaran Pada Kegiatan Pembelajaran Sejarah Peminatan Kelas X IPS di Kota Depok

2020 ◽  
Vol 2 (2) ◽  
pp. 94-104
Author(s):  
Yusuf Budi Prasetya Santosa ◽  
Fahmi Hidayat
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Learning Models ◽  
History Teachers ◽  
Teachers And Students ◽  
History Teacher ◽  
The Difference ◽  
Teaching Learning ◽  
Selection Of

The use of varied learning models by history teachers will facilitate teachers and students in implementing and following the learning process. This study aims to determine the learning process and the use of learning models used by history teachers. This study uses a qualitative methodology with an observation and interview approach conducted at two high schools, Dian Didaktika High School and SMA Negeri 2 Depok. From the results of the study it can be seen, that the history teacher at the two schools has carried out the learning process using a scientific approach. There is no difference in the selection of learning strategies, both of them use the contextual teaching learning model. The difference between the two is in the selection of learning methods, where the history teacher Dian Didaktika uses the method of learning project base learning and the history teacher of SMA Negeri 2 Depok uses a method of learning outside the classroom by visiting museums.

scholarly journals Psychological flow and its relationship with some variables among University learners

2018 ◽  
Vol 225 (3) ◽  
pp. 123-148
Author(s):  
Dr. Alaa Abdulhassan Habib Al. aboodi
Keyword(s):  
College Students ◽  
University Students ◽  
Basic Education ◽  
Good Level ◽  
Education College ◽  
Males And Females ◽  
The Difference ◽  
Scale Properties ◽  
Area Of Study

The present paper aims to identify the following: 1-Psychological flow among university students 2- Indication of the difference in the psychological flow among university students according to the gender variable (male females) 3-indication of the difference in the psychological flow among college students, according to the variable area of ​​study (scientific, humane)  4- Indication of the difference in the psychological flow among college students, according to a variable arrangement congenital, (I, II(  In order to verify this, the researcher used the psychological flow prepared in accordance with the viewpoint Mihaly scale as it has been applied to the search reached (300) students of students of Basic Education College were chosen randomly cluster, after it has been verified scale properties psychometric, the researcher suggested the results derived 1-Characterized by university students, a good level of psychological flow. For males and females equally matched by the psychological level of 2-flow there is no difference in the level of flow in the order of congenital them despite the disparate aspects of the environment that surrounds them. In light of these findings the researcher presented a set of recommendations and proposals.

scholarly journals Socio-cultural interpretation of the phenomenon of laughter in 'The Joker' (2019): Interpretation of the Western civilization man

2020 ◽  
Vol 54 (4) ◽  
pp. 1364-1390
Author(s):  
Zoran Nedeljković
Keyword(s):  
Social Relations ◽  
Homeless People ◽  
Western Civilization ◽  
Way Of Life ◽  
Cultural Elements ◽  
Cultural Interpretation ◽  
The World ◽  
University Professor ◽  
The Difference ◽  
The Impact

The author has given a socio-cultural interpretation of the phenomenon of laughter in the film "The Joker" (Todd, Phillips, 2019) as an individual as well as a social phenomenon of Western civilization. He considers the difference between the concepts of utopia, dystopia and utopistics as a possible solution to the problem that would avoid an optimistic and pessimistic view of the future of humanity. The author seeks a civilization parallel between the fictional world of film and the cultural elements of today. The necrophilic atmosphere of Gotham City is strikingly reminiscent of the spiritual lethargy that characterizes the postmodern metropolises of the 21st century. The fate of the film's protagonist could afflict any individual on our planet if they came to the realization that they are a personality, that they have created themselves, and that on their own spiritual skin they have felt the misunderstanding of others who do not wish to stand out from the crowd. The author notes that many protesters against the governing structures of the oligarchy of states around the world have identified themselves in their protest with the Joker, an anti-hero who in a century of tolerance defends with laughter when he feels that his existence is threatened. In this film, the Joker is the personification of a diseased society. Todd Philips' work is an attempt to draw attention to the fact that the stratification of the human community can lead to the breakdown of social relations, however much the governing establishment's media seek to entertain and laugh at masses of proletarians and homeless people without a cultural identity through entertainment shows. The impact of the film, as a work of art, was visible immediately after its broadcast in public. The failed clown Joker could not cure himself with laughter because his laughing was "crying upside down" out of despair that was contrary to the hope of a man who could seek the meaning of his life in two Christian virtues: faith and love. However, the author of this text offers a solution by reminding of the way of life of a specific person, which would save the world from moral panic. He introduces us to a man with an accomplished existence of being a clown and a university professor at the same time - E. Kiphard (1923-2010), who lived to help fellow men with a mission to treat people with laughter rather than to defend them with the Joker's unnatural and contagious laughter of an anti-utopian resident.

scholarly journals A inserção da prática como Componente Curricular em um curso de Licenciatura em Matemática: um estudo de caso em cálculo diferencial e integral

2019 ◽  
Vol 41 ◽  
pp. 4
Author(s):  
Paulo Roberto Barbosa ◽  
Livia Carolina Vieira ◽  
Graziela Marchi Tiago
Keyword(s):  
Teacher Training ◽  
Basic Education ◽  
Science And Technology ◽  
Academic Work ◽  
Integral Calculus ◽  
Initial Teacher Training ◽  
Federal Institute ◽  
Reflective Teachers ◽  
Education Science

This work aims to discuss the insertion of the Practice as a Curricular Component (PCC) in a Mathematics Undergraduate course of one Federal Institute of Education, Science and Technology, addressing some works developed and planned more specifically for the discipline of Differential and Integral Calculus. Nowadays, the legislation for initial teacher training at undergraduate courses is established by Resolution no. 2/2015 of the CNE / CP of July 1, 2015, which in article 13, among others, establishes that these courses must have at least 3,200 hours of effective academic work, these being at least 400 hours of PCC. In this way, studies focused on the training practices that are being offered are essential for understanding and improving these PCC applied to undergraduate courses developed at the Federal Institutes. Among the perspectives reached are the possibility of applying these activities in basic education and the training of reflective teachers, concerned with properly aligning practice and theory.

scholarly journals Key Components of Musical Discourse Analysis

2013 ◽  
Vol 11 (4) ◽  
pp. 423-444 ◽  
Author(s):  
Evgeniya Aleshinskaya
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Relations ◽  
Social Practice ◽  
General View ◽  
Linguistic Features ◽  
Social Agents ◽  
The Social ◽  
Musical Discourse ◽  
Interdisciplinary Study

Abstract Musical discourse analysis is an interdisciplinary study which is incomplete without consideration of relevant social, linguistic, psychological, visual, gestural, ritual, technical, historical and musicological aspects. In the framework of Critical Discourse Analysis, musical discourse can be interpreted as social practice: it refers to specific means of representing specific aspects of the social (musical) sphere. The article introduces a general view of contemporary musical discourse, and analyses genres from the point of ‘semiosis’, ‘social agents’, ‘social relations’, ‘social context’, and ‘text’. These components of musical discourse analysis, in their various aspects and combinations, should help thoroughly examine the context of contemporary musical art, and determine linguistic features specific to different genres of musical discourse.

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