scholarly journals Atuação das professoras supervisoras do Pibid/UFSM/Pedagogia: desafios da gestão escolar - The performance of the supervisory teachers from Pibid/UFSM/Pedagogy: school management challenges

2016 ◽  
Vol 5 (10) ◽  
pp. 7
Author(s):  
Rosane Carneiro Sarturi ◽  
Nicole Zanon Veleda
Keyword(s):  
Public Policy ◽  
Teaching Practice ◽  
School Management ◽  
Qualitative Approach ◽  
Early Years ◽  
Management Process

Neste texto apresenta-se um estudo sobre o impacto das ações do Pibid/UFSM/Pedagogia Anos Iniciais nas práticas das professoras supervisoras. Objetiva-se identificar a compreensão das professoras acerca do processo de gestão escolar a partir da sua contribuição como supervisoras do subprojeto nas escolas. A metodologia adotada é de abordagem qualitativa, do tipo estudo de caso. Para a coleta de dados utilizou-se questionários semi-estruturados. É possível concluir a relevância destas professoras como coformadoras das bolsistas de iniciação à docência, assim como a contribuição do subprojeto em suas vivências, como espaço de construção e reflexão de sua prática escolar.Palavras-chave: pedagogia, políticas públicas, prática pedagógica, gestão escolar, iniciação à docência. THE PERFORMANCE OF THE SUPERVISORY TEACHERS FROM PIBID/UFSM/PEDAGOGY: SCHOOL MANAGEMENT CHALLENGESAbstractThe work presents a study about the Pibid/UFSM/Pedagogy impacts - Early Years in the practices of the supervisory teachers. The main objective is to identify the understanding of teachers about the school management process from their contribution to supervisors of the subproject in schools. The methodology used in this study was qualitative approach, case study, semi-structured questionnaires. It is possible to conclude the relevance of these teachers as tutors to the Introduction to Teaching scholarship and the subproject contribution on their experiences, such as construction and reflection of their school practice.Key-words: pedagogy, public policy, teaching practice, school management, introduction to teaching.

scholarly journals Educação de Jovens e Adultos: desafios e possibilidades na alfabetização

2016 ◽  
Vol 9 (1) ◽  
pp. 80
Author(s):  
Damares Araujo Teles ◽  
Maria Perpétua Do Socorro Beserra Soares
Keyword(s):  
Critical Thinking ◽  
Adult Education ◽  
Public School ◽  
Teaching Practice ◽  
Qualitative Approach ◽  
Research Subject ◽  
The World ◽  
Challenges And Opportunities ◽  
The City

RESUMOO presente artigo discute os resultados de uma pesquisa referente ao processo de alfabetização e letramento na Educação de Jovens e Adultos em uma escola pública na cidade de Parnaíba-PI, tendo como sujeito da pesquisa uma professora que atua nessa modalidade de ensino. Por isso o objetivo geral foi discutir os desafios e possibilidades na alfabetização de jovens e adultos. A pesquisa foi fundamentada em alguns autores como Freire (2001), Pinto (1991), Portela (2009), Soares (1998); Tfouni (2002), entre outros. Optamos pela abordagem qualitativa e o estudo de caso, com base em André (2005), Bogdan e Biklen (1994).Os resultados revelam que a prática pedagógica da professora tem contribuído eficazmente para alfabetizar e letrar os alunos. Por isso é preciso que o docente crie atividades que estimulem os discentes para que possam ler e produzir diferentes textos. Por conseguinte, concluímosque o intuito da Educação de Jovens e Adultos é desenvolver no sujeito jovem ou adulto o senso crítico, a capacidade de ler o mundo, além das habilidades e competências técnicas necessárias a vida em sociedade, ou seja, colaborar na formação e emancipação humana. Palavras-chave:  Prática Pedagógica. Alfabetização. Letramento. Educação de Jovens e Adultos.ABSTRACTThis article discusses the results of a survey concerning the acquisition of literacy and literacy in youth and adult education in a public school in the city of Parnaíba-PI, having as research subject a teacher who acts in this type of education. So the overall objective was to discuss the challenges and opportunities in literacy for youth and adults. The research was based on some authors such as Freire (2001), Pinto (1991), Portela (2009), Smith (1998); Tfouni (2002), among others. We chose the qualitative approach and case study, based on André (2005), Bogdan andBiklen (1994). The results reveal that the teaching practice of the teacher has contributed effectively to literate students. So it is necessary that the teacher create activities that encourage the students so they can read and produce different texts. Therefore, we conclude that the Youth and Adult Education aim is to develop in youth or adult subject critical thinking, the ability to read the world and the skills and techniques necessary to live in society, or collaborate in training and human emancipation.Keywords: Teaching Practice. Literacy.Youth and Adult Education.RESUMENEl presente artículo discute los resultados de una encuesta sobre el processo de alfabetización y letramento en la Educación de Jóvenes y Adultos en una escuela pública en la ciudad de Parnaíba-PI, teniendo como sujeto de la investigación una profesora que actúa en esta modalidade de enseñanza. Así el objetivo general fue discutir los desafíos y possibilidades en la alfabetización para jóvenes y adultos.La investigación se basó en algunos autores como Freire 2001), Pinto (1991), Portela (2009), Smith (1998); Tfouni (2002), entre otros. Elegimos el enfoque cualitativo y el de estudio de caso, basado en André (2005), Bogdan y Biklen (1994). Los resultados revelan que la práctica pedagógica de la maestra ha contribuido eficazmente para alfabetizar y letrar los alunos. Por lo tanto, es necesario el professor crear actividades que favorezcan a los estudiantes para que puedan leer y producir textos diferentes. Por conseguiente, llegamos a la conclusión que la intención de la Educación de Jóvenes y Adultos es desarrollar en el sujeto joven o adulto el pensamiento crítico, la capacidad de ler el mundo, además de las habilidades y competencias técnicas necesarias para vivir en sociedad, o sea, colaborar en la formación y emancipación humana.Palabras clave: Práctica Pedagógica. Alfabetización. Alfabetización. Educación de Jóvenes y Adultos.

scholarly journals MAPPING KNOWLEDGE MANAGEMENT DALAM MENINGKATKAN KAPABILITAS PERGURUAN TINGGI

2020 ◽  
Vol 4 (2) ◽  
pp. 1-13
Author(s):  
Farid Fauzi
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Knowledge Management ◽  
Human Resources ◽  
Methodological Approach ◽  
Management Process ◽  
Good Information ◽  
Inhibiting Factors

This study aims to analyze the mapping of several supporting and inhibiting factors of knowledge management process in increasing the higher education capabilities of STAIN Gajah Putih. This study used case study as methodological approach by collecting data with interviews, observation, and documentation. The objects of this study are lecturer, staf and students. The result showed that; 1) The formation of a culture of knowledge sharing; 2) Facilities and infrastructure in supporting the process of knowledge management; 3) Public policy in using knowledge. In establishing capabilities based on the knowledge management process, STAIN Gajah Putih has fixed these deficiencies in terms of the knowledge management process by establishing good information validation, analyzing the needs of knowledge management process, and developing brainware through increasing the quantity and quality of human resources in the field of information technology.

scholarly journals IMPLEMENTASI PENDIDIKAN KARAKTER DI HOMESCHOOLING KAK SETO YOGYAKARTA

2014 ◽  
Vol 1 (1) ◽  
pp. 75
Author(s):  
Ricca Vibriyanthy ◽  
Puji Yanti Fauziah
Keyword(s):  
Character Education ◽  
School Management ◽  
Qualitative Approach ◽  
Research Subjects ◽  
Finger Print ◽  
Inhibiting Factors ◽  
Personal Approach ◽  
Data Trustworthiness ◽  
Learning School

Penelitian ini bertujuan untuk mengetahui: (1) Implementasi pendidikan karakter, (2) Nilai-nilai karakter yang ditanamkan, (3) Faktor pendukung dan penghambat, dan (4) Hasil dari implementasi pendidikan karakter di HSKS Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus. Subjek penelitian adalah kepala sekolah, tutor, orangtua, dan homeschooler kelas 1-3 SD. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Keabsahan data dilakukan melalui pengamatan terus menerus dan trianggulasi. Hasil penelitian mengungkapkan bahwa: (1) Implementasi pendidikan karakter dilakukan secara terpadu pada mata pelajaran, manajemen sekolah, dan ekstrakurikuler (2) Nilai-nilai karakter yang ditanamkan kepada homeschooler mengacu pada finger print scan yaitu tanggung jawab, rasa hormat, keadilan, keberanian, jujur, disiplin, peduli, ketekunan, dan kemandirian. (3) Faktor pendukung yaitu pendekatan secara personal dan faktor penghambat yaitu latar belakang keluarga yang sering memanjakan anak. (4) Hasil dari imple-mentasi pendidikan karakter adalah perubahan sikap dan peningkatan hasil belajar home-schooler.Kata kunci: pendidikan karakter, nilai-nilai, homeschooler. THE IMPLEMENTATION OF CHARACTER EDUCATION IN HOMESCHOOLING KAK SETO YOGYAKARTAAbstractThis study aims to investigate: (1) The implementation of character education, (2) Character values inculcated, (3) Facilitating and inhibiting factors, and (4) The results of the implementation of character education. This study employed the qualitative approach and was a case study. The research subjects comprised the principal, tutors, parents and homeschoolers. The data were collected through interviews, observations, and documentation. The data trustworthiness was conducting continuous observations and triangulation. The result of the study are as follows: (1) Character education is implemented integrated into subject matter learning, school management and extracurricular. (2) The character values inculcated refer the finger print scan, namely responsibility, respect, fairness, courage, honesty, dicipline, caring, perseverance, and independence. (3) The facilitating factor include a personal approach and the inhibiting factos include the background of the families that often spoil the children. (4) The results of the implementation of character education is a changes in the homeschoolers attitudes and the improvement of their learning outcomes.Keywords: character education, values, homeschoolers.

scholarly journals Modelo de urbanización y desigualdad urbana. El caso de Ciudad Juárez, Chihuahua, México

Terr Plural ◽  
2020 ◽  
Vol 14 ◽  
pp. 1-20
Author(s):  
Arehmi López García ◽  
Francisco Javier Llera ◽  
Leticia Abigail Pérez Pulido ◽  
Jaime Simental Orona
Keyword(s):  
Public Policy ◽  
Urban Sprawl ◽  
Research Work ◽  
Qualitative Approach ◽  
Ciudad Juarez ◽  
Structured Interviews ◽  
Public And Private ◽  
Urban Inequality ◽  
Goods And Services

This paper analyzes the urban inequality in the Mexican city of Juarez, and how it is a consequence of the unnecessary urban sprawl encouraged by local public and private agents. The analysis makes emphasis on the processes experienced by the locality, since the early 1990s when the private sector became involved in the supply of public goods and services. This research work embraces a qualitative approach and develops a Case Study to provide evidence; it incorporates 23 semi-structured interviews with subjects from 20 different neighborhoods. Research results portray that the urban inequality experienced by local inhabitants in Juarez responds to two major reasons: the local public policy and the manipulation in the production of urban land.

scholarly journals The view of school management beyond the institutional framework: perceptions about their own performance and family participation in school

2021 ◽  
Vol 14 (33) ◽  
pp. e16085
Author(s):  
Valdirene Eliane Bailon de Souza ◽  
Rita Márcia Andrade Vaz de Mello ◽  
Maria de Lourdes Mattos Barreto
Keyword(s):  
Interpersonal Relationships ◽  
Basic Education ◽  
School Management ◽  
Qualitative Approach ◽  
Management Team ◽  
Family Participation ◽  
State School ◽  
Descriptive Approach ◽  
The Relationship

In this study, we analyzed the relationship between the management team of a State School in Minas Gerais and the families of the students, identifying perceptions about their own performance and the participation of families in the institutional scope. To this end, the theoretical-methodological axis is characterized by a case study, with a descriptive approach and a qualitative approach, based on a corpus consisting of information from seven Basic Education Specialists (BSE). Thus, we found that the management team, in general, admits the essentiality of family participation at the institutional level. However, according to the findings of this research, conflicting situations are evidenced between school members and family members/guardians of students, which demonstrates the constant need for school debates on interpersonal relationships, even with the possibility of stirring up controversies and causing confrontations of ideas, given the need to put democratic guiding principles into practice, through communicability.

REGIONAL BASED KKN MANAGEMENT: TOWARD FREEDOM OF LEARNING DURING THE COVID-19 PANDEMIC

2021 ◽  
Vol 5 (1) ◽  
pp. 95-105
Author(s):  
Ainur Rifqi
Keyword(s):  
Monitoring And Evaluation ◽  
Data Retrieval ◽  
Study Data ◽  
Residential Area ◽  
Qualitative Approach ◽  
Management Process ◽  
State University ◽  
Case Study Data

This research aims to reveal the management of KKN conducted by the KKN Center of State University of Surabaya during the covid-19 pandemic. This research was conducted using qualitative approach with the type of research used is a case study. Data retrieval is conducted through interviews, observations, and document studies. This research shows that KKN activities conducted are regional-based KKN activities with 1) student kkn and DPL regional placement planning tailored to the student's residential area when KKN is conducted, as well as KKN activities directed to help the community in preventing the spread of Covid-19 and solving problems that occurred during the Covid-19 Pandemic; 2) KKN activities are carried out with attention to health protocols, by implementing 5 forms of programs; and 3) evaluation of KKN activities is conducted through monitoring and evaluation with kkn center to determine the follow-up of KKN in the future. The entire management process of regional-based KKN is carried out by implementing health protocols.

scholarly journals La práctica docente reflexiva en profesores mexicanos ante los retos de la nueva ciudadanía

2019 ◽  
Vol 37 (1 Mar-Jun) ◽  
pp. 113-130
Author(s):  
Cecilia Osuna Lever ◽  
Karla María Díaz López
Keyword(s):  
Educational System ◽  
Group Process ◽  
Teaching Practice ◽  
School Management ◽  
Team Work ◽  
Professional Work ◽  
Trabajo En Equipo ◽  
Integral Education ◽  
Service To Others

Los docentes llevan sobre sí el peso de lograr una verdadera formación integral y por si fuera poco, deben además entregar reportes administrativos, realizar gestiones escolares, desarrollar investigación o vinculación con diversos sectores, etc. Lo anterior, deja poco tiempo para hacer un alto en la enseñanza a fin de reflexionar sobre ¿cómo lograr realmente que sus estudiantes se involucren en sus aprendizajes? ¿Cómo hacer para que éstos tengan sentido para el alumno? El docente debe recapacitar continuamente sobre su labor profesional con objeto de innovarla y mejorarla (Galbán, 2016). Frente al mundo cada vez más deshumanizado, la educación se perfila como el único medio para promover y fortalecer la formación valoral, la conciencia de la dignidad de las personas así como, el servicio a los demás (Patiño, 2015). Por lo tanto, en este trabajo se presentan los resultados de un estudio de caso en el que 26 profesores que imparten clases en los diversos niveles del sistema educativo mexicano, realizaron un ejercicio de auto-observación y reflexión de su práctica docente, con objeto de detectar cuáles factores están limitando el aprendizaje. El análisis de las observaciones permitió identificar que hay aspectos no necesariamente vinculados a los contenidos, que impiden que los objetivos formativos se logren. En particular, sobresalieron los relacionados con el proceso grupal (motivación, trabajo en equipo e integración) que prevalece en el aula, mismo que podría obstaculizar el fortalecimiento de la formación integral entre los educandos de cara a la nueva ciudadanía. Teachers bear the burden of achieving a true integral education and, if that were not enough, they must also submit administrative reports, carry out school management, develop research or establish linkages with various sectors, etc. Do all these tasks keep teachers from reflecting on how to really get their students involved in their learning? How can teachers help students make sense of their own learning? Teachers must continually rethink their professional work in order to innovate and improve (Galbán, 2016). Faced with an increasingly dehumanised world, education is emerging as the only means to promote and strengthen education in values, awareness of the dignity of people as well as service to others (Patiño, 2015). Therefore, this paper presents the results of a case study in which 26 teachers who teach at various levels of the Mexican educational system, did an exercise of self-observation and reflection of their teaching practice, in order to detect which factors are limiting learning. The analysis of the observations made it possible to identify that there are aspects, not necessarily linked to the contents, that prevent the training objectives from beingachieved. Specifically, those aspects are related to group process (motivation, team work and integration) and they might hinder the strengthening of comprehensive training among students.

scholarly journals A Gestão Escolar em uma Escola Indígena do Rio Grande do Norte: Concepções e Práticas

2019 ◽  
Vol 20 (4) ◽  
pp. 405-414
Author(s):  
Creusa Ribeiro da Silva Lelis ◽  
Givanildo da Silva
Keyword(s):  
Rio Grande ◽  
School Management ◽  
Qualitative Approach ◽  
Structured Interviews ◽  
School Professionals ◽  
School Communities ◽  
Democratic Management ◽  
Planning Processes ◽  
Management School

ResumoA pesquisa teve como objetivo apresentar as concepções e as práticas da gestão escolar em uma Escola indígena, no município de Canguaretama, no estado do Rio Grande do Norte. A metodologia esteve pautada na abordagem qualitativa e o estudo de caso, como técnica de pesquisa. Os dados foram coletados através da entrevista semiestruturada com 6 profissionais da Escola. Como resultados, foi possível perceber que a concepção vivenciada pela comunidade não apresenta as características da gestão democrática, uma vez que as comunidades local e escolar não estão presentes nos processos decisórios e de planejamento da proposta pedagógica.Palavras-chave: Gestão Escolar. Conselho Escolar. Escola Indígena. Escola Pública.AbstractThe research aimed to present the concepts and practices of school management in an indigenous school, in the municipality of Canguaretama, in the state of Rio Grande do Norte. The methodology was based on the qualitative approach and the case study as a research technique. Data were collected through semi-structured interviews with 6 school professionals. As a result, it was possible to realize that the conception experienced by the community does not present the characteristics of democratic management, since the local and school communities are not present in the decision making and planning processes of the pedagogical proposal.Keywords: School management. School board. Indigenous School. Public school.

scholarly journals Manajemen Risiko Pembiayaan Ijarah Pada Koperasi Syariah Pilar Mandiri Surabaya

2017 ◽  
Vol 4 (7) ◽  
pp. 547
Author(s):  
Ahmad Asy’fin Basthomi ◽  
Achsania Hendratmi
Keyword(s):  
Risk Management ◽  
Financial Institution ◽  
Qualitative Approach ◽  
Management Process ◽  
Business Activity ◽  
Case Study Method ◽  
Interview Technique ◽  
Risk Management Process ◽  
Financing Risk

Sharia Financial Institution especially Sharia Cooperative needs a series of procedure and methodology which can be used to identify, measure, mitigate and supervise the risk that will be appear from business activity as well as in Ijara financing channeled. A series of procedures are known as risk management. The purpose of this study is to know and analyze how management process does on Sharia Cooperative of Pilar Mandiri Surabaya. This study uses qualitative approach with case study method. Data collection techniques uses direct interview technique to the related objects. The result of this study shows that Sharia Cooperative of Pilar Mandiri performed risk management process on the identification, mitigation, assessment or measurement and risk controlling stage. The major risk focus is financing risk that members or prospective members have congestion or failure about meet the financing payment obligation.

scholarly journals Anos Iniciais do Ensino Fundamental: por onde anda a Geografia? / Early years of elementary school: where is the Geography?

2016 ◽  
Vol 26 (46) ◽  
pp. 382
Author(s):  
Samara Mirelly Silva ◽  
Vicente De Paula Leão
Keyword(s):  
Teacher Training ◽  
Professional Education ◽  
Teaching Practice ◽  
Basic Education ◽  
Undergraduate Research ◽  
Training And Development ◽  
Early Years ◽  
Higher Education Pedagogy ◽  
Faculty Of Education

<p>Este artigo trata do ensino de Geografia nos Anos Iniciais do Ensino Fundamental (AIEF) e da formação docente referente à Geografia nos cursos superiores de Pedagogia. Assim sendo e para apreendermos mais sobre o universo em questão, foi realizado um estudo de caso no âmbito de iniciação científica no curso de Pedagogia da UFSJ e em duas escolas no município de São João del-Rei, MG. Durante a realização desta pesquisa foram aplicados questionários à graduandos do curso e à professores já atuantes. Como resultado percebeu-se que o ensino de Geografia nos AIEF possui limitações e desafios que vão desde a formação e valorização do profissional de educação a sua estrutura curricular na escola básica. Desta forma, considera-se que enquanto componente curricular obrigatório, a Geografia deve estar presente nos cursos de formação inicial de professores para os AIEF, nos currículos oficiais e também nos currículos praticados. A fim de contribuir para que os alunos desenvolvam habilidades e competências que os capacitem a pensarem e atuarem de forma crítica no espaço, enquanto cidadãos deste mundo complexo.</p><p><strong>Palavras–chave:</strong> Educação Geográfica; Formação Docente; Prática Docente.</p><p><strong>Abstract</strong></p><p>This article deals with the geography, teachings in the years basic education initial(AIEF) and teacher training related to geography in higher education pedagogy. To apprehend more about the universe in question it conducted a case study in undergraduate research within the faculty of education of UFSJ and two schools in São Joao del Rei, MG. During the research applied questionnaires to graduates of the course and already active teachers. As a result it was realized that the teaching of geography in AIEF has limitations and challenges ranging from training and development of professional education to it's curriculum in primary school. Thus, it's considered that while a mandatory component of the curriculum, geography must be present in the initial courses for teachers to AIEF in official curricula and also in the prevailing curricula in order to help students to develop skills and competencies that enable them to think and act critically in a space as a citizen of this complex world.</p><p><strong>Keywords</strong>: Education of Geography; Teacher Training; Teaching Practice.</p>

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