TEACHING LINGUISTIC TERMS IN MOTHER TONGUE CLASSES

The article is devoted to the linguistic terminology teaching problems in native language classes of elementary school, teaching pupils to determine the levels and sections, as well as understanding the differences between language levels and linguistic phenomena.

Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development

Education for Sustainable Development (ESD) forms part of Target 4.7 of Sustainable Development Goal 4 in the 2030 Agenda. This paper presents an effort to propose an evaluation framework of elementary school teaching materials in Taiwan for sustainable development considering three dimensions of sustainability: Environmental, social, and economic. The proposed framework comprises four levels: Lever 1, education for sustainable development; Level 2, teaching scopes; Level 3, learning indicators, and; Level 4, learning topics. This study first, through literature reviews, proposed an initial evaluation framework and then, through in-depth expert interviews, obtained a modified framework. Thereafter, the Delphi questionnaires were conducted to establish the final evaluation framework. The framework includes four teaching scopes, ten learning indicators and twenty-one learning topics. Furthermore, the weights of each scope and its associated indicators were analyzed and compared through AHP questionnaires to obtain the scoring table for sustainability teaching materials implemented in a school. Finally, the scoring table was applied to an existing elementary school to investigate its implementation of the teaching materials on sustainable development. Based on the result from the scoring table, the areas needed for improvement were identified and the improvement strategies were then proposed.

Guias curriculares: materiais de orientação docente ou de controle do Estado?

Problematiza aspectos da política curricular, apresentando um estudo comparado entre duas propostas curriculares para as quatro primeiras séries do ensino fundamental – os Guias de ensino para a escola primária, editados pelo MEC em 1962, e as Propostas curriculares para o ensino de 1º grau, editadas pela Secretaria de Educação do Estado de São Paulo (Seesp), em 1991, elaborados em momentos diferenciados da história da educação brasileira, com o objetivo de orientar a prática docente e melhorar a qualidade do ensino público. Destaca os pressupostos políticos, sociais, epistemológicos e didáticopedagógicos que nortearam as duas propostas, o significado político como estratégia de controle do conhecimento, e assinala as implicações desses dispositivos para a prática pedagógica e a profissionalização docente. Palavras-chave: currículo; propostas curriculares; material didático; currículo das primeiras séries do ensino fundamental. Abstract This text analyses the curriculum policy aspects which were presented in a comparative study between two curriculum proposals for the first four grades of elementary school – The guides to elementary school teaching, edited by Ministry of Education and Culture (MEC) in 1962 and the Curriculum proposals for elementary school teaching, of the Sate of São Paulo (edition 1991) which were elaborated on different moments of the Brazilian education history, aimed at guiding the teaching staff in order to improve the quality of public education. The text highlights the political social and pedagogical principles in which the proposals were based. In addition, it analyses the political significance of the curriculum as well as it puts in evidence the implications of these proposals to pedagogical practices and the professionalization of the teaching staff. Keywords: curriculum; curriculum proposals; didactic material; curriculum of elementary school.

Gender dynamics in elementary school teaching: The advantages of men

This article presents a study that identifies the gender dynamics prevailing in a specific context of tokenism – elementary school teaching – in which the members of an otherwise socially dominant group are proportionally scarce – men. The results contradict Kanter’s (1977) theory by showing that male elementary school teachers do not experience the tokenism dynamics. In line with Williams’ gender perspective and Amâncio’s gender symbolic asymmetry, the article finds that although men constitute a small minority in elementary education, they do not lose the social advantages they generally have: on the contrary, they seem rather to gain several privileges. Indeed, the results show strong links between the tokenism dynamics and gender asymmetry, putting the token men at an advantage. Thus, tokenism seems to be limited to maintaining the gender social order.

THE IMPORTANCE AND REPRESENTATION OF PATRIOTIC EDUCATION CONTENT IN ELEMENTARY SCHOOL TEACHING OF MUSIC CULTURE

This paper discusses the importance and representation of the content of patriotic education in elementary school teaching of music culture and the attitude of students towards it. Patriotic education in teaching of music culture is realized by familiarizing students with the musical contents that contribute to the development of patriotism, such as traditional, spiritual and patriotic songs, as well as works of national art music. This form of education today has great meaning and significance, especially in the region of Kosovo and Metohija where, due to the specific conditions of life of Serbian people, it is necessary to pay more attention to developing a sense of state and national belonging and patriotism. The paper presents the results of the research which was aimed at determining the opinion of the 8th grade students from the territory of central Serbia and Kosovo and Metohija about the importance and representation of the content of patriotic education in elementary school teaching of music culture. The starting assumption of the study was that 8th grade students from the territory of central Serbia and Kosovo and Metohija have a developed awareness about the importance of the content of patriotic education and the need for its greater representation in elementary school teaching of music culture, which was partly confirmed by the research. The results of the research indicate the necessity for greater representation of patriotic education in elementary school teaching of music culture. The study was conducted using descriptive methods and the methods of theoretical analysis.