scholarly journals REPRESENTAÇÕES SOCIAIS DE ESTUDANTES DO NONO ANO DO ENSINO FUNDAMENTAL SOBRE LEITURA E ESCRITA

2020 ◽  
Vol 17 (1) ◽  
pp. 182-196
Author(s):  
Lucilia Vernaschi de Oliveira ◽  
Solange Franci Raimundo Yaegashi ◽  
Simone de Souza ◽  
João Gabriel Yaegashi ◽  
Tatiana Lemes de Araújo Batista ◽  
...  
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Social Representations ◽  
Northern Region ◽  
Reading Practices ◽  
The Social ◽  
Brazilian Students ◽  
Ninth Grade Students

The present research is based on Serge Moscovici's Theory of Social Representations (TSR) and presents a quantiqualitative approach in the collection and analysis of the social representations (SR) of the subjects researched on the systematic teaching of our mother tongue worked in Basic Education. For this, we aimed to investigate the social representations of ninth grade students about the teaching and learning of reading and writing. Thirty-seven (37) students from two state public schools, located in a municipality in the northern region of the state of Paraná, participated inthe research, being 23 (twenty-three) students from Central School 1 (EC1) and 14 (fourteen) from Peripheral School 1 (EP1). The respondents answered a questionnaire with 18 (eighteen) questions, 9 (nine) referring to reading and 9 (nine) about writing. For the presentation of the collected SR, we elaborated two charts in which we synthesized the research statistical data; the first presents the aspects related to the students reading practices, the second, in turn, shows the reading practices. Moreover, according to the Moscovici assumptions we qualitatively discuss the SR obtained by the research. Overall, the SR of the respondent’s report that most read and write poorly, which confirms the results of external evaluations, as well as complaints from teachers, parents, and other school professionals about poor brazilian students achievement.

Les "langues immigrées" face à l'école française

1992 ◽  
Vol 16 (2) ◽  
pp. 137-162 ◽  
Author(s):  
Gabrielle Varro
Keyword(s):  
Public Schools ◽  
Mother Tongue ◽  
Social Representations ◽  
Large Fraction ◽  
Private Life ◽  
The Social ◽  
French School ◽  
The Status ◽  
The Government ◽  
Volunteer Associations

SUMMARY "Immigrant Languages" and the French School System The situation of children who continue to be called "immigrant" in France, even though most of them were born or raised there, is paradoxical to say the least. On one hand, the government seeks to integrate the foreign communities established in France, and this would tend to relegate language maintenance to the sphere of private life. But at the same time, education experts have since 1970 imposed the idea that a foreign child will only learn his or her second language well (French in this case) only if he or she first learns to speak, read and write his/her "mother tongue" or "language of origin". Such culturally determined notions have dictated specific policies in the public schools which in fact often serve to create segregation. This article attempts, in sociolinguistic and historic perspective, to analyze a situation which concerns a large fraction of the school population in France, in four parts: (1) The status of foreigners and their languages in France and the social representations surrounding them; (2) Government policy concerning foreign pupils and languages in public schools since 1970; (3) Volunteer associations and "mother tongue" maintenance; (4) Family strategies. RESUMO "Enmigrulaj lingvoj" : kaj la franca lerneja sistemo La situacio de tiuj infanoj, kiujn, kvankam naskitaj kaj edukitaj en Francio, oni daŭre nomas "enmigrintoj", estas, minimume dirite, paradoksa. Unuflanke, la registaro celas integrigi la eksterlandajn komunumojn establitajn en Francio, kaj tio emus al sovo de lingva konservado al la sfero de la privata vivo; sed aliflanke edukistoj ekde 1970 trudas la ideon, ke eksterlanda infano bone lernos sian duan lingvon (ci-kaze la francan) nur se li/si unue lernos paroli, legi kaj skribi sian "denaskan lingvon" au "lingvon de origino". Tiaj kulture determinitaj nocioj diktis specifajn politikojn en la publikaj lernejoj, kiuj ofte kreas izoligon. La aŭtoro celas, laŭ socilingvistika kaj historia perspektivo, analizi situacion, kiu tuŝas grandan nombron de lernejanoj francaj, en kvar stadioj: la statuso de eksterlandanoj kaj iliaj lingvoj en Francio, kaj la sociaj prezentiĝoj, kiuj ĉirkaŭas ilin; registara politiko pri ekster-landaj lernejanoj kaj lingvoj en publikaj lernejoj de post 1970; volontulaj asocioj kaj konservado de "denaskaj lingvoj"; familiaj strategioj.

scholarly journals Reforma educativa como cambio curricular: representaciones de docentes en una escuela primaria

2016 ◽  
pp. 200-225
Author(s):  
Dra. Dulce Cabrera Hernández ◽  
Mtro. Rodolfo Cruz Vadillo
Keyword(s):  
Education Reform ◽  
Educational Reform ◽  
Curriculum Change ◽  
Basic Education ◽  
Social Representations ◽  
The Core ◽  
School Year ◽  
The Social ◽  
Reforma Educativa ◽  
Core Questions

En este artículo se expone un análisis sobre las representaciones que construyen docentes en torno al significante “reforma educativa” en el contexto de la educación básica, se presenta como ámbito de estudio la Escuela Primaria Colegio Cristóbal Colón en el estado de Veracruz, México, durante el ciclo escolar 2010-2011. Las preguntas centrales de esta investigación giran en torno a los significados construidos por las docentes respecto del término “reforma educativa” en la institución mencionada. En este abordaje se exponen los recursos procedentes de la teoría de las representaciones sociales, además de las dos categorías intermedias construidas en esta investigación: la primera se denomina reforma regional en perspectiva; la segunda, efecto de cambio y progreso. En este sentido la investigación permite conocer que las docentes significaron la interpelación de la RIEB 2009 como un llamado a la modificación de sus estrategias didácticas, identificando la reforma educativa como cambio curricular. AbstractThis article presents an analysis of the representations that teachers make about one term “educational reform” in the context of the basic education, in the Elementary School Cristóbal Colón in the state of Veracruz, Mexico; during the 2010-2011 school year. The core questions of this research are looking for the meanings given to the term “education reform” by the teachers in that institution. In this approach we take resources from the Theory of the Social Representations adding two mezzo categories created in this research: the first is called regional reform in perspective; the second is the effect of change and progress. In that direction this research allows to know that the teachers taken the interpellation from de RIEB as a request to modify their teaching strategies, they identified the educational reform as curriculum change. Recibido: 28 de julio de 2015Aceptado: 06 de noviembre de 2015

scholarly journals Interdisciplinaridade e Ensino: Propostas para Planejamento Curricular

2019 ◽  
Vol 20 (3) ◽  
pp. 273
Author(s):  
Renata Biguetti de Souza Santos ◽  
Givan José Ferreira dos Santos ◽  
Alessandra Dutra
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Basic Education ◽  
Curriculum Planning ◽  
Social Actors ◽  
Complex Process ◽  
The Social ◽  
School Teaching ◽  
Analytical Research ◽  
Methodological Aspects

A questão do planejamento curricular se apresenta como um dos elementos centrais quando se reflete a respeito do complexo processo de ensino-aprendizagem escolar, particularmente da Educação Básica. Nessa perspectiva busca-se responder aos questionamentos por que fazer, o que é e como fazer um projeto de currículo para o ensino escolar com princípios da interdisciplinaridade e, em consonância com essa problemática, alcançar os objetivos de expor razões favoráveis à adoção na prática docente desse paradigma pedagógico, de mostrar alguns de seus traços conceituais e de sinalizar caminhos para sua efetivação. Com base em aspectos teóricos e metodológicos de pesquisadores sobre o fenômeno da interdisciplinaridade e sua relação com a organização curricular, empreendeu-se uma pesquisa de cunho bibliográfico, descritivo e analítico. Acredita-se que os pressupostos conceituais, as luzes pedagógicas e as reflexões apresentadas no trabalho possam contribuir para aprofundamento da compreensão do tema pelos atores sociais que pensam e atuam na educação do Brasil. Palavras-chave: Processo de Ensino e Aprendizagem. Prática Docente. Educação no Brasil.   AbstractThe issue of curriculum planning is presented as one of the central elements when reflecting on the complex process of school teaching and learning, particularly in basic education. From this perspective, seeks to answer the questions why to do, what is and how to make a curriculum project for school teaching with interdisciplinary principles and, in line with this problem, achieve the objectives of exposing reasons favorable to adoption in practice. teacher of this pedagogical paradigm, to show some of its conceptual traits and to signal paths for its realization. Based on the theoretical and methodological aspects of researchers about the phenomenon of interdisciplinarity and its relationship with the curricular organization, a bibliographical, descriptive and analytical research was undertaken. It is believed that the conceptual assumptions, the pedagogical lights and the reflections presented in the work can contribute to the deepening of the understanding of the theme by the social actors who think and act in the education of Brazil. Keywords: Teaching and Learning Process. Teaching Practice. Education in Brazil. 

scholarly journals Good Practices for Primary-Level Content-based Foreign Language Instruction Identified in Finland

2017 ◽  
Vol 19 (2) ◽  
pp. 277 ◽  
Author(s):  
Taina M Wewer
Keyword(s):  
Foreign Language ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Basic Education ◽  
Mother Tongue ◽  
Language Teaching ◽  
Language Instruction ◽  
Foreign Language Teaching ◽  
Target Language ◽  
Foreign Language Instruction

This practice-oriented article, also applicable for general foreign and second language instruction, outlines experiences and classroom practices recognized as functional and effective in CLIL (content and language integrated learning) contexts. CLIL can be defined as a comprehensive approach to foreign language teaching because it aims at learning language through various content across the curriculum. Since one of the guidelines in the Finnish basic education is teacher autonomy, the fluctuation in materials, practices and methods is notable. Therefore, there is no sole authenticated model of CLIL implementation, but the practices rather vary significantly from one classroom to another. Furthermore, the extent of the target language (TL) exposure has an impact on the instructional choices as well as the pre-negotiated and defined learning objectives. In most cases, the primary aim is that the child learns to read and write in the mother tongue or the main language of instruction (most often Finnish in Finland), and the target language (in this case English) is gradually and increasingly incorporated into the everyday classroom practice. Hence, instruction is bilingual. Research on foreign language teaching and learning helps to formulate some of the recurring linguistic practices in CLIL classrooms which is important in shaping the language used for social purposes. The integration of language and content and academic language need special attention in CLIL. In a similar manner, assessment of the target language, has to be specifically addressed. I will touch upon all these issues in the three main sections drawing on CLIL instruction with approximately 25% English exposure of total instruction.  

As Representações Sociais de Graduandos no Curso de Pedagogia Sobre o “Ser Professor” de Ciências nos Anos Iniciais

2018 ◽  
Vol 19 (2) ◽  
pp. 252
Author(s):  
João Luis Dequi Araújo ◽  
Carlos Alberto de Oliveira Magalhães Júnior
Keyword(s):  
Free Recall ◽  
Common Sense ◽  
Teaching And Learning ◽  
Social Representations ◽  
Public University ◽  
Natural Sciences ◽  
Social Representation ◽  
Content Area ◽  
Word Knowledge ◽  
The Social

O professor oriundo da licenciatura em Pedagogia, geralmente, possui dificuldades para ensinar Ciências, devido à formação deficiente e fragmentada, desta maneira, escolas e universidades são lugares capazes de compartilhar conhecimentos de senso comum e científicos atuando como geradoras de Representações Sociais. O presente trabalho tem por objetivo investigar as Representações Sociais sobre o ser professor de Ciências para os anos iniciais que os licenciandos em Pedagogia de uma Universidade pública do Paraná possuem. Foram utilizadas as técnicas de evocação livre de palavras e questionário como instrumentos de coleta de dados. Utilizou-se a análise de conteúdo e a categorização em elementos centrais e periféricos das Representações Sociais. Identificou-se que a representação social do ser professor envolve, principalmente, o ensinar e o aprender, em um contexto tradicional, de modo que seu o núcleo faz referência à palavra conhecimento e aos elementos periféricos aos conteúdos curriculares na área das Ciências Naturais. Reconheceu-se também que ao comparar as Representações Sociais dos graduandos das séries iniciais e finais do curso de Pedagogia as mesmas se mantiveram.Palavras-chave: Ensino. Formação de Professores. Senso Comum. AbstractTeachers who come  from Pedagogy degrees usually have difficulties  teaching sciences, because of their weak and fragmented preparation in this subject, and thus, schools and universities are places able to share common sense and scientific knowledge acting as social representations generators. This study aims to investigate the social representations about being a teacher Science for the first school years, that undergraduates in Pedagogy in one of Paraná Public university have. The analyses techniques of word free recall and questionnaire as data collection tools  were used for the content analysis in affirmative and categorization in central and peripheral elements of social representations. It was identified that the social representation of being a teacher primarily involves teaching and learning in a traditional context, so that his or her core refers to word knowledge in the act of transmitting it and the peripheral elements to the curriculum content area in Natural Sciences. It was also recognized that when comparing the students’ social representations in the initial years and the last years of the graduation remained the same.Keeywords: Teaching. Teacher’s Training. Common Sense

scholarly journals Non-state Schools in Nigeria

2021 ◽  
Author(s):  
Ismail Datti Saidu ◽  
Anas Saidu Ismail
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Basic Education ◽  
National Development ◽  
The United States ◽  
State Institutions ◽  
Educational Advancement ◽  
Education Levels ◽  
General Goals ◽  
State Schools

Indisputably, education in every society is pivotal to national development without which the society retrogresses. The world superpowers, the United States, China, Germany, UK, France, Canada, Japan e.t.c. are able to attain substantial economic growths as a result of educational advancement through quality schools that result in the production of quality education at all levels. In these countries, education in both states and non-states institutions is well funded to meetup their innovative demands and overcome challenges. This is not the case in Nigeria where education budgets are just below 15% of the total budget of the country hence, the degradation of public schools and the over-reliance on non-state schools. Regardless of the expansive growth experienced in the sector (non-state institutions), another danger looms as these schools are following the footsteps of their counterparts (state owned schools) towards unethical activities that threaten realisation of the general goals of education. This paper focuses on the basic education levels of primary and secondary schools. It looks into the activities of non-state schools that are not in tandem with the purpose of teaching and learning. The paper examines cases from the two largest states of Nigeria, Kano and Lagos wherein it analyses the situations and arrive at some valuable conclusions.

scholarly journals LANGUAGE PRACTICE AND DEVELOPMENT OF PLURILINGUAL COMPETENCE IN THE CLASSROOM OF FFL

2021 ◽  
Vol 03 (02) ◽  
pp. 258-267
Author(s):  
Lamia Ali GUECHI ◽  
Bouba SAADANI
Keyword(s):  
Foreign Language ◽  
Cultural Values ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Social Representations ◽  
Cultural Knowledge ◽  
Institutional Setting ◽  
Interactive Analysis ◽  
Self Image

In recent years, the field of didactics has been marked by the development of consensus in the intercultural field, which is of concern to many specialists in linguistic and cultural diversity. However, the objectives of the Council of Europe’s guidelines are the development of plurilingual and pluricultural competence, which is essential for teaching and learning languages. Thus, our reflection is part of a research framework that focuses on language practices as important teaching tools for the learning of a new foreign language allowing learners to broaden linguistic and cultural knowledge in situation of authentic communication. Emphasis is placed on developing plurilingual competence for an adult audience using the linguistic and cultural prerequisites of the first foreign language, how participants react in a socio-cultural context with the activation of languages other than English and mother tongue during verbal interaction. It is obvious that social representations remain anchored in the conversational exchange between subjects emphasizing this self-image, and a recognition of the other that reflects symbolic traits by appealing to culturally associated knowledge abroad. Thus, the reinvestment of knowledge underlines this capacity which is useful in a varied communication situation for the awareness of the assets of other linguistic repertoires and the tolerance of others in the improvement of the communicative competence of the learner. Our study focuses on an interactive analysis that involves taking into account the language repertoire of the participant when confronting cultural values of another language in an institutional setting

scholarly journals Teaching the Nation: Literature and History in Teaching English

2016 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Onoriu Colăcel
Keyword(s):  
Public Schools ◽  
Teaching And Learning ◽  
Political Action ◽  
Native Speaker ◽  
Mother Tongue ◽  
Teaching English ◽  
English Speaking ◽  
Anglo American ◽  
English Speaking World ◽  
The Uk

Abstract Teaching English as a foreign language is rooted in the national interest of English-speaking countries that promote their own culture throughout the world. To some extent, ‘culture’ is a byword for what has come to be known as the modern nation. Mainly the UK and the US are in the spotlight of EFL teaching and learning. At the expense of other, less ‘sought-after’ varieties of English, British and American English make the case for British and American cultures. Essentially, this is all about Britishness and Americanness, as the very name of the English variety testifies to the British or the American standard. Of course, the other choice, i.e. not to make a choice, is a statement on its own. One way or another, the attempt to pick and choose shapes teaching and learning EFL. However, English is associated with teaching cultural diversity more than other prestige languages. Despite the fact that its status has everything to do with the colonial empire of Great Britain, English highlights the conflict between the use made of the mother tongue to stereotype the non-native speaker of English and current Anglo- American multiculturalism. Effectively, language-use is supposed to shed light on the self-identification patterns that run deep in the literary culture of the nation. Content and language integrated learning (CLIL) encompasses the above-mentioned and, if possible, everything else from the popular culture of the English-speaking world. It feels safe to say that the intractable issue of “language teaching as political action” (Cook, 2016: 228) has yet to be resolved in the classrooms of the Romanian public schools too.

scholarly journals Teachers’ Attitudes Towards English as Medium of Instruction

2019 ◽  
Vol 2 ◽  
pp. 43-54
Author(s):  
Krishna Kumar Khatri
Keyword(s):  
Public Schools ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Linguistic Diversity ◽  
Mother Tongue ◽  
Secondary Level ◽  
Medium Of Instruction ◽  
The Public ◽  
Teachers Attitudes ◽  
Modern Technologies

 English as medium of Instruction (EMI) has been a genuine issue of discussion in today’s pedagogical field among the concerned stakeholders including teachers. In this concern, a mixed method study entitled ‘Attitudes of teachers towards using English as Medium of Instruction (EMI) in Public Secondary Schools of Ilam was attempted to explore the teachers’ attitude towards using EMI in the public schools and challenges faced by them in course of adopting EMI. For this, twenty secondary level English teachers were accessed purposively and data were collected using questionnaire consisting of both close ended and open-ended questions. The results of the study revealed that teachers of public schools were found aware of the basic concept of the notion of English as a medium of instruction. They were found positive in implementing EMI in conducting their daily teaching and learning activities. The study also showed that teachers of secondary level have been facing different challenges in adopting EMI in the classroom like students’ weak exposure to English, mother tongue interference, unresourceful schools and linguistic diversity in the class. The study recommended that there should be conducive and encouraging environment in the public schools for the teachers for adopting EMI in the class. The schools should be made resourceful and well equipped with modern technologies. Moreover, the teachers should be made sound with pedagogically and professionally.

scholarly journals Representações sociais de discentes sobre o preservativo feminino

2018 ◽  
Vol 12 (10) ◽  
pp. 2759
Author(s):  
Alexia Aline Da Silva Moraes ◽  
Cleuma Sueli Santos Suto ◽  
Jones Sidnei Barbosa de Oliveira ◽  
Carle Porcino ◽  
Sérgio Corrêa Marques ◽  
...  
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Unplanned Pregnancy ◽  
Social Representations ◽  
Female Condom ◽  
School Students ◽  
Sexually Transmitted ◽  
Public School Students ◽  
The Social ◽  
Female Condoms

RESUMO Objetivo: identificar as representações sociais de discentes de escolas públicas sobre o preservativo feminino. Método: trata-se de estudo qualitativo, exploratório e descritivo, apoiado na Teoria das Representações Sociais, com 94 estudantes do ensino médio de escolas públicas, utilizou-se a Técnica de Associação Livre de Palavras com o termo indutor “preservativo feminino”, a análise dos dados deu-se por meio do software de análise textual IRAMUTEQ que originou uma figura de similitudes e a nuvem de palavras. Resultados: as discentes representaram o preservativo feminino como possibilidade de “sexo seguro” e importante tecnologia que favorece a autonomia, a prevenção, a proteção de infecções sexualmente transmissíveis e da gravidez não planejada, mas a ausência de familiaridade com o método e as relações de gênero foram identificadas como fatores que dificultam a utilização. Conclusão: constatou-se que o preservativo feminino é importante para ‘prevenção de doenças e proteção contra a gravidez’, isso implica no processo teórico prático acerca da importância da educação em saúde e aumento da adesão do preservativo feminino nas relações sexuais. Descritores: Estudantes; Preservativo Feminino; Sexualidade; Saúde da Mulher; Teoria Social; Educação em Saúde. ABSTRACT Objective: to identify the social representations of public school students about the female condom. Method: a qualitative, exploratory and descriptive study supported by the Theory of Social Representations, with 94 high school students from public schools, the Free Speech Association technique was used with the term "female condom". Data analysis was done through the IRAMUTEQ textual analysis software that originated a figure of similarities and the word cloud. Results: the students represented the female condom as a possibility of "safe sex" and an important technology that favors autonomy, prevention, protection from sexually transmitted infections and unplanned pregnancy, but lack of familiarity with the method and relations of gender identified as factors that make it difficult to use. Conclusion: it was found that the female condom is important for 'prevention of diseases and protection against pregnancy', this implies in the practical theoretical process about the importance of health education and increase of female condom adherence in sexual relations. Descriptors: Students; Female Condoms; Sexuality; Women’s Health; Social theory; Health Education.RESUMEN Objetivo: identificar las representaciones sociales de los discentes de escuelas públicas sobre el preservativo femenino. Método: se trata de un estudio cualitativo, exploratorio y descriptivo, apoyado en la Teoría de las Representaciones Sociales, con 94 estudiantes de la enseñanza media de escuelas públicas, se utilizó la Técnica de Asociación Libre de Palabras con el término inductor "preservativo femenino", el análisis de los datos se dio a través del software de análisis textual IRAMUTEQ que originó una figura de similitudes y la nube de palabras. Resultados: los discentes representaron el preservativo femenino como posibilidad de "sexo seguro" e importante tecnología que favorece la autonomía, la prevención, la protección de infecciones sexualmente transmisibles y del embarazo no planificado, pero la ausencia de familiaridad con el método y las relaciones de género fueron identificadas como factores que dificultan la utilización. Conclusión: se constató que el preservativo femenino es importante para la prevención de enfermedades y protección contra el embarazo, lo que implica en el proceso teórico práctico acerca de la importancia de la educación en salud y aumento de la adhesión del preservativo femenino en las relaciones sexuales. Descriptores: Estudiantes; Preservativo Femenino; La sexualidad; Salud de la Mujer; Teoría Social; Educación en Salud.

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