scholarly journals O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative

2016 ◽  
Vol 5 (10) ◽  
pp. 55
Author(s):  
Janaína Ribeiro Stafford
Keyword(s):  
Social Construction ◽  
Knowledge Construction ◽  
Social Practice ◽  
School Curriculum ◽  
Construction Process ◽  
Construction Of Knowledge ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Pedagogical Intent ◽  
Teaching Learning

Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.

‘Civil skepticism’ and the social construction of knowledge: A case in dendroclimatology

2018 ◽  
Vol 48 (6) ◽  
pp. 821-845 ◽  
Author(s):  
Meritxell Ramírez-i-Ollé
Keyword(s):  
Climate Change ◽  
Social Construction ◽  
Science And Technology Studies ◽  
Sociological Theory ◽  
Global Climate ◽  
Natural World ◽  
Construction Of Knowledge ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Blue Intensity

Early Science and Technology Studies (STS) scholars recognized that the social construction of knowledge depends on skepticism’s parasitic relationship to background expectations and trust. Subsequent generations have paid less empirical attention to skepticism in science and its relationship with trust. I seek to rehabilitate skepticism in STS – particularly, Merton’s view of skepticism as a scientific norm sustained by trust among status peers – with a study of what I call ‘civil skepticism’. The empirical grounding is a case in contemporary dendroclimatology and the development of a method (‘Blue Intensity’) for generating knowledge about climate change from trees. I present a sequence of four instances of civil skepticism involved in making Blue Intensity more resistant to critique, and hence credible (in laboratory experiments, workshops, conferences, and peer-review of articles). These skeptical interactions depended upon maintaining communal notions of civility among an increasingly extended network of mutually trusted peers through a variety of means: by making Blue Intensity complementary to existing methods used to study a diverse natural world (tree-ring patterns) and by contributing to a shared professional goal (the study of global climate change). I conclude with a sociological theory about the role of civil skepticism in constituting knowledge-claims of greater generality and relevance.

A Tool for Discourse Analysis and Visualization

2013 ◽  
Vol 5 (2) ◽  
pp. 55-71 ◽  
Author(s):  
Costin-Gabriel Chiru ◽  
Stefan Trausan-Matu
Keyword(s):  
Discourse Analysis ◽  
Intrinsic Structure ◽  
Fine Grained ◽  
Construction Of Knowledge ◽  
Cultural Paradigms ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Before And After ◽  
The Difference ◽  
Polyphonic Model

In this paper the authors present a system that combines the cognitive and socio-cultural paradigms in the field of discourse analysis in order to analyze both texts written by only one author (for example narrations) and those written collaboratively (chat conversations, blogs, wikis, forums). The novelty of their approach is that the majority of the existing applications are oriented on analyzing only one of these two types, an adaptation being necessary for the analysis of the other type. Another advantage of the presented system is that since it is centered on a dialogistic polyphonic model considering topics as inter-animated voices, it could show the difference between coarse- and fine-grained coherence in discourse, therefore allowing the analysis of a text from two different viewpoints: a) its intrinsic structure and cohesion and b) how well this text fits in a stream of texts (whether it is or not cohesive with the texts before and after it). The dialogistic polyphonic model was used as a starting point for a method for analyzing collaboration and social construction of knowledge in groups and communities using textual interactions, and for several implemented systems for providing computerized support to the analysis method through visualizations and feedback generation.

Learning in Discussion Forums

2016 ◽  
Vol 6 (3) ◽  
pp. 1-17
Author(s):  
Don Davis ◽  
Vittorio Marone
Keyword(s):  
Social Construction ◽  
Online Discussion ◽  
Game Studies ◽  
Discussion Forums ◽  
Construction Of Knowledge ◽  
Affinity Spaces ◽  
Online Discussion Forums ◽  
The Social ◽  
Social Construction Of Knowledge ◽  
Gaming Communities

In the learning sciences and game studies communities, there has been an increasing interest in the potential of game-related “paratexts” and “surrounds” in supporting learning, such as online discussion forums and gaming affinity spaces. While there have been studies identifying how learning occurs in such communities, little research has been done on learning at the aggregate level. This study examined the social construction of knowledge in two sections of the discussion forums in the TUG (“The Untitled Game”) gaming affinity space. Findings suggest that game-like prompts and sections in online discussion forums can spur higher level forms of interaction and learning and can have implications for the design of gaming communities in which the social construction of knowledge is a desired outcome.

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