Transnational Co-production of Knowledge: The Standardisation of Typhoon Warning Codes in the Far East, 1900–1939

The why and the how of knowledge production are examined in the case of the transnational cooperation between the directors of observatories in the Far East who drew up unified typhoon-warning codes in the period 1900–1939. The why is prompted by the socioeconomic interests of the local chambers of commerce and international telegraphic companies, although this urge has the favourable wind of Far Eastern meteorologists’ ideology of voluntarist internationalism. The how entails the persistent pursuit of consensus (on ends rather than means) in international meetings where non-binding resolutions on codes and procedures are adopted. The outcome is the co-production of standardised knowledge, that is, the development of a series of processes and practices that co-produce both knowledge and ideas about the social order in a force field characterised by negotiations and power struggles.

Policy Analysis and Crafting to Empower Authentic Indigenous Learning Experiences in the Pacific Higher Education Landscape

This chapter examines the context of higher education in the Pacific. A brief explanation of the role of colonialism in the formation of institutions of higher education in the region is followed by discussions of policies and practices that empower local dissemination and production of knowledge by and amongst faculty, students, and the communities which they serve. The author concludes that a balance between advancing knowledge in a way that is respectful to academic traditions and cultural traditions in the Pacific can be achieved by harnessing the best values and qualities in common between those traditions.

Production and Transfer of Knowledge Between Citizens and Local Governments in Democratic Participatory Processes

Participatory budgeting has been progressively implemented by several Portuguese municipalities, encouraging a broad discussion about the importance of the participation of citizens in political life. This approach implies new forms of relationship between electors and elected little explored in the Portuguese democratic system. New learnings related to the dialogue among stakeholders and the possibility of coexistence of representative and participatory models have emerged. There is a transfer and production of knowledge between local governments and citizens that increases the field of opportunities for working together. After a theoretical reflection that refers to the key concepts coupled with this new form of exercising governance, the authors present data on the participatory budget of Cascais (region of Lisbon, Portugal) and the participatory deliberative experience consolidated in Portugal.

The act of playing as a signifier for the application of the dramatic Therapeutic Toy performed by the nurse: theoretical reflection

ABSTRACT Objective: To reflect on the possible contributions of the act of playing as a signifier in the use of dramatic Therapeutic Toy performed by the nurse. Methods: Theoretical-reflexive study, based on three moments: The language of the unconscious that emerges as a signifier when playing; How the dramatic Therapeutic Toy is used by the nurse; and the act of playing as a signifier during the application of the dramatic Therapeutic Toy: contributions to nursing practice. Results: Through the intervention of the nurse in the sessions, the act of playing mediated by the dramatic Therapeutic Toy provides the child with the opportunity to elaborate on signifier elements that had not been meant by him. Final considerations: Through the dramatic Therapeutic Toy, the articulation of the child's organism with his reality in the formation of the self constitutes an advance for the production of knowledge and nursing assistance to the child, enabling complete care and allowing the elaboration of their anxieties, which collaborates so that the child constitutes himself as a subject.

João Antonio Coqueiro: sua produção e expertise docente

Apresentamos o professor maranhense João Antonio Coqueiro como um expert no ensino de matemática no final do século XIX e início do século XX, na província/estado do Maranhão. Pautados teoricamente em Hofstteter et al. (2017), Morais (2017) e Valente (2016), buscamos responder ao questionamento: como João Antonio Coqueiro sistematizou saberes matemáticos objetivados na formação de professores de matemática e no ensino de matemática no Maranhão? Constatamos que João Antonio Coqueiro participou, de modo decisivo, da produção de saberes no ensino de matemática e da formação de professores que ensinavam matemática, em vários níveis de ensino no Maranhão, configurando, assim, a sua expertise.João Antonio Coqueiro: his production and teaching expertiseWe present the Maranhão teacher João Antonio Coqueiro as an expert in the teaching of mathematics at the end of the 19th century and beginning of the 20th century, in the province/state of Maranhão. Theoretically guided by Hofstteter et al. (2017), Morais (2017) and Valente (2016), we sought to answer the question: how did João Antonio Coqueiro systematized mathematical knowledge aimed at training mathematics teachers and teaching mathematics in Maranhão? We found that João Antonio Coqueiro participated, in a decisive way, in the production of knowledge in the teaching of mathematics and in the training of teachers who taught mathematics at various levels of education in Maranhão, thus shaping his expertise.Keywords: Mathematics; Expertise; Maranhão.

A expertise em educação de Carleton Washburne na produção de saberes sobre o ensino de aritmética

O objetivo deste texto é analisar, em perspectiva historiográfica, a constituição de saberes sobre o ensino de matemática a partir da emergência da figura do expert no âmbito escolar. Trata-se, em específico, de analisar as ações pedagógicas de Carleton Washburne, importante pedagogo estadunidense da educação progressista. Para tanto, utilizou-se como ferramenta de análise os conceitos de expertise e expert advindos dos estudos desenvolvidos por Hofstetter et al. (2017). Os resultados da análise indicam que ao ser convocado para transformar as escolas públicas de Winnetka em escolas de excelência, Washburne produziu e sistematizou saberes específicos sobre o ensino de aritmética, resultando na reestruturação dos conteúdos matemáticos, em novas práticas, novos materiais didáticos, nova relação aluno-professor-saber, novos saberes pedagógicos, de modo a garantir que o aluno seguisse seu próprio ritmo de desenvolvimento. A esse tempo, não basta mais ao professorado saber os conteúdos aritméticos e os métodos pelos quais ensiná-los, mas o que, como, por que e quando e isso depende da produção de novos saberes escolares sobre o ensino de aritmética na escola primária.Carleton Washburne's pedagogical expertise in the production of knowledge about the teaching of arithmeticThe objective of this text is to analyze, from a historiographic perspective, the constitution of knowledge about the teaching of mathematics from the emergence of the figure of the expert in the school environment. It is specifically about analyzing the pedagogical actions of Carleton Washburne, an important American pedagogue of progressive education. For this purpose, the concepts of expertise and expert arising from the studies developed by Hofstetter et al 2017 were used as an analysis tool. The results of the analysis indicate that when invited to transform Winnetka's public schools into schools of excellence, Washburne produced and systematized specific knowledge about the teaching of arithmetic, resulting in the restructuring of mathematical contents, in new practices, new teaching materials, new student-teacher-knowledge relationship, new pedagogical knowledge, in order to ensure that the student followed his own pace of development. At this time, it is no longer enough for teachers to know the arithmetic contents and the methods by which to teach them, but what, how, why and when, and this depends on the production of new school knowledge about the teaching of arithmetic in primary school.Keywords: Arithmetic made to mesure; Teaching individualization; Expert in education; Winnetka system; Teacher training.

Science as an interdisciplinary instrument for learning in high school - for a freirean epistemology (a curricular analysis of the high school classes of the College of Imaculada Conceição) / A ciência enquanto instrumento interdisciplinar para a aprendizagem no ensino médio – por uma epistemologia freireana (uma análise curricular das turmas do ensino médio do Colégio da Imaculada Conceição)

Science (from Latin scientia, "knowledge") or systematic practice. It is a product derived from systematized searches, so a method is required. For Lakatos (2011), it is the systematization of knowledge, a grouping of logically related prepositions on the behavior of certain phenomena that one intends to study. Interdisciplinarity serves asa link between the curricular components of a school institution, so it is a model with a new division ofknowledge, allows interaction, communication between disciplines seeking to integrate knowledge in a harmonious and meaningful way. Therefore, with this fusion of curricular knowledge, an important, scientific community is formed that provides high school with a quality in the learning process and, finally, the production of knowledge. By epistemology (it is the right knowledge, science. Logos: speech, study. It's the philosophy of science.) freirean, it is critical, of interactionist basis, in which knowledge results from constructions of the subject with interaction with the world, society or culture. It is in this epistemology that dialogicity occurs, there is a process of constant construction in which the epistemic subject teaches and learns, learns and teaches. It is in high school, this school stage in which adolescents study, the presence of science permeating, instrumentalizing and boosting knowledge in classes and causing learning within the curriculum.

The Role of School Administrators in Organizational Learning Processes

This study aims to determine the perceptions of school administrators about the roles they played in the organizational learning process. In this qualitative research, interviews were conducted with 30 school administrators in Ankara, Turkey. The content obtained through interviews in a semi-structured form was analyzed descriptively and evaluated within the context of organizational learning processes. The roles of school administrators on organizational learning were discussed in three different categories: the existence or production of knowledge, the sharing or interpretation of knowledge, and the integration or institutionalization of knowledge. This study advances existing research literature by focusing on organizational learning processes.

Do trabalho para a EJA: práticas sociais e formação de professores no/do/para o campo

A atuação na Educação de Jovens e Adultos do campo pressupõe considerar os alunos que chegam à EJA como trabalhadores que lutam por uma vida digna, e carregam inúmeras experiências produzindo conhecimentos em cada prática social vivenciada. Deste modo, o trabalho no/do campo é uma temática fértil para ser considerada na formação de professores para a EJA. Neste artigo, assumimos as reflexões de Miguel Arroyo como referencial teórico para a formação de professores para a EJA e apresentamos a experiência pedagógica frente à disciplina de EJA em um curso de Licenciatura em Educação do Campo no Estado de Minas Gerais com o propósito de discutir a potencialidade do trabalho no/do campo, enquanto prática social para a prática pedagógica de futuros professores da EJA do campo. As informações provêm de 52 trabalhos finais da disciplina ao longo dos anos de 2019 e 2020. Podemos observar um grande número de práticas sociais emergentes dos contextos dos licenciandos, predominantemente do campo, com destaque para o cultivo e/ou produção de derivados da mandioca. Percebemos ainda a existência de conhecimentos matemáticos e científicos nestas práticas o que possibilitou aos licenciandos a proposição de aulas para contextos de EJA, utilizando-se da potencialidade da temática para um diálogo entre a atividade exercida pelos trabalhadores da EJA e os conhecimentos escolares. O trabalho no/do campo passa a ser assumido por estes licenciandos como locais de produção de conhecimentos, prática social, a qual seu modo de viver e sobreviver são aspectos estreitamente vinculados a um projeto de campo emancipatório.Palavras-chave: Trabalho enquanto prática social; Formação de professores para a EJA; Educação no/do campo.From work to EJA: social practices and teacher training in/of/for rural educationABSTRACTThe acting in the Youth and Adult Education presupposes considering the students who come to EJA as workers who fight for a dignified life and carry countless experiences producing knowledge in each social practice experienced. Thus, peasant work is a fertile topic to be considered in the training of teachers for EJA. In this article, we take Miguel Arroyo's reflections as a theoretical framework for teacher education for EJA and present the pedagogical experience facing the EJA discipline in a degree course in Rural Education in the State of Minas Gerais with the purpose of discussing the potential of rural work in/in, as a social practice for the pedagogical practice of future teachers of the EJA of the rural education. The information comes from the 52 course's final works throughout the years 2019 and 2020. We can observe a large number of social practices emerging from the contexts of the undergraduates, predominantly from the countryside, with an emphasis on the cultivation and/or production of cassava derivatives. We also noticed the existence of mathematical and scientific knowledge in these practices, which enabled the undergraduates to propose classes for EJA contexts, using the potential of the theme for a dialogue between the activity performed by EJA workers and school knowledge. Rurak Work in/the is assumed by these graduates as places of production of knowledge, a social practice to which their way of living and surviving are aspects closely linked to an emancipatory project.Keywords: Work as a social practice; Teacher training for EJA; Rural education.Del Trabajo a EJA: prácticas sociales y formación de profesores em/de/para el campoRESUMENLa actuación en la Educación de Jóvenes y adultos en el campo presupone considerar a los estudiantes que llegan a EJA como trabajadores que luchan por una vida digna y llevan innumerables experiencias productoras de conocimiento en cada práctica social vivida. Así, el trabajo en / en el campo es un tema fértil a ser considerado en la formación de docentes para EJA. En este artículo, tomamos las reflexiones de Miguel Arroyo como marco teórico para la formación de la maestria para EJA y presentamos la experiencia pedagógica que enfrenta la disciplina EJA en un curso de Grado en Educación Rural en el Estado de Minas Gerais con el propósito de discutir el potencial del trabajo en / en el campo, como una práctica social para la práctica pedagógica de futuros profesores de la EJA del campo. La información proviene de los trabajos finales de la disciplina durante los años 2019 y 2020. Podemos observar una gran cantidad de prácticas sociales que emergen de los contextos de los estudiantes, predominantemente del campo, con énfasis en el cultivo y / o producción de derivados de la yuca. También notamos la existencia de conocimientos matemáticos y científicos en estas prácticas, lo que permitió a los estudiantes de pregrado proponer clases para contextos EJA, utilizando el potencial de la temática para un diálogo entre la actividad realizada por los trabajadores de EJA y el conocimiento escolar. El trabajo en / en el campo es asumido por estos egresados como lugares de producción de conocimiento, una práctica social para la cual su forma de vivir y sobrevivir son aspectos muy ligados a un proyecto de campo emancipador. Palabras clave: Trabajo como práctica social; Formación de professores para EJA; Educación de campo.

Co-production of knowledge and transformative learning towards a sustainable Asia

In Asia, sustainable development has yet to find its critical mass. Non-state actors have the opportunity to catalyse change by awakening their collective consciousness through mutual learning and shared experiences. Initiated by Chulalongkorn University in Bangkok and the Indonesian Consortium for Religious Studies (ICRS) in Yogyakarta, a civic engagement project—involving partners and networks in Southeast Asia and Japan—was created to capture sustainable development initiatives from the ground, with a view towards strategic policy advocacy for a more sustainable Asia. The project aimed to bridge knowledge gaps by bringing together all relevant state and societal stakeholders to learn from one another and share their experiences, stories and narratives about change and self-transformation. Through a series of workshops, focus group discussions (FGDs), NGO fora and mayors’ symposia since 2015, the project resulted in an accumulation of knowledge that has the potential to galvanise the various efforts to push the sustainable development agenda forward on the ground. The collaboration of many partners and relevant stakeholders overall met its intended outcome by generating an ad hoc centre for the co-production of knowledge on sustainability and a “transformative learning” (Mezirow, 1991) platform. This was achieved by acknowledging the existence of various systems of knowledge, disciplines, and occupations while appreciating the tacit knowledge and unique insights coming from all participating partners, including the mayors, regents and local officials, and their civil society counterparts.