Memórias de mulheres afrodescendentes de sucesso na educação de jovens e adultos

O presente texto expõe um dos resultados de estudos e experiências vivenciadas no Programa de Pós-Graduação em Educação da Universidade Federal do Piauí- PPGEd/UFPI. Através da pesquisa que resultou na Dissertação intitulada, “Histórias que se cruzam na EJA: as Trajetórias de Vida de Mulheres Afrodescendentes de Sucesso Educacional”, em que a primeira autora buscou problematizar como mulheres afrodescendentes interpretam a sua trajetória de vida e sua passagem pela EJA, expondo também, implicações advindas destas em suas formas de organização da vida e no enfrentamento das suas dificuldades socioculturais, considerando os fatores de gênero-raça-classe. Neste artigo buscamos refletir sobre as memórias de duas mulheres afrodescendentes, egressas da EJA, participantes da citada investigação. A intenção foi analisar, a partir das histórias de vida de cada uma, as táticas utilizadas por elas para que pudessem alcançar a emancipação social, e assim obterem o sucesso educacional/profissional desejado por cada uma delas, de maneira singular. As discussões foram feitas a partir dos seguintes autores/as: Arroyo (2014, 2017), Boakari (2010, 2015, 2019), Certeau (1994), Guimarães (2013), Martins (2013), dentre outros/as. A análise dos dados e as suas interpretações evidenciaram que há lições nas trajetórias educativas, que nos mostram como essas mulheres utilizaram o direito a educação como ferramenta para superar algumas dificuldades impostas pela condição interseccional de ser mulher-afrodescendente-pobre no Brasil. Essas mulheres afrodescendentes, por meio de táticas subverteram a lógica social brasileira, e ocuparam lugares que não eram comuns a elas, nem para muitas outras, com características semelhantes e em condições parecidas.Palavras-chave: Mulheres afrodescendentes sujeitas de sua História; EJA como direito e tática; Sucesso educacional e socioprofissional.Memories of successful afrodescendant women in youth and adult educationABSTRACTThis text presents some results of studies and experiences lived in the Graduate Program in Education at the Federal University of Piauí (PPGEd/UFPI). With help from the research that resulted in the Master´s Thesis entitled "Stories that intersect in EJA (Youth and Adult Education Programs): the Life Trajectories and Educational Success of Women of African Descent", we problematized how women of African descendance interpret their trajectories in life and times spent in EJA programs. Implications arising from these experiences in terms of how they helped the women organize their lives and face their sociocultural difficulties, considering gender-race-class factors, were considered. In this article, we seek to reflect on the memories of two Brazilian women of African descent, graduates from EJA programs, with the intention to analyze, from the life stories of each one, the tactics used by them to achieve social emancipation and attain the educational/professional success desired by each one of them, in a unique way. Discussions were supported by the following authors: Arroyo (2014; 2017), Boakari (2010; 2015; 2019), Certeau (1994), Guimarães (2013), Martins (2013), among others. Data analysis and their interpretations showed that there are lessons to be learned from the educational trajectories of the participants of the study, as they show us how these women used their right to an education as a tool to overcome difficulties imposed by their intersectional conditions of being poor Afro-descendant women in Brazil. These women of African origin, through tactics developed by each one, subverted the Brazilian social logic and occupied places that were not common for persons like them, nor for many others with similar characteristics and in similar conditions.Keywords: Subject afrodescendant women of their History; EJA as law and Tactics; Educational and socioprofessional success.Memorias de éxito de mujeres descendientes africanas em la educación de jóvenes y adultosRESUMENEste texto presenta algunos resultados de estudios y experiencias vividas en el Programa de Posgrado en Educación de la Universidad Federal de Piauí-PPGEd/UFPI. A través de la investigación que dio como resultado la Disertación titulada "Historias que se cruzan en EJA: las Trayectorias de Vida de Mujeres Afrodescendientes de Éxito Educativo", tentamos problematizar cómo las mujeres afrodescendientes interpretan su trayectoria de vida y su paso por EJA, exponiendo también, las implicaciones que surgen de estos en sus formas de organizar su vida y en el enfrentamiento de sus dificultades socioculturales, considerando factores género-raza-clase. En este artículo buscamos reflexionar sobre la memoria de dos mujeres afrodescendientes, egresadas de EJA, que participan en la investigación antes mencionada. La intención fue analizar, a partir de las historias de vida de cada una, las tácticas utilizadas por ellas para que pudieran lograr la emancipación social y así obtener el éxito educativo/profesional deseado por cada una de ellas, de manera única. Las discusiones se basaron en los siguientes autores: Arroyo (2014; 2017), Boakari (2010; 2015; 2019), Certeau (1994), Guimarães (2013), Martins (2013), entre otros. El análisis de datos y sus interpretaciones mostraron que hay lecciones en las trayectorias educativas, que nos muestran cómo estas mujeres utilizaron el derecho a la educación como una herramienta para superar algunas dificultades impuestas por la condición interseccional de ser una mujer afrodescendiente pobre en Brasil. Estas mujeres afrodescendientes, mediante tácticas subvirtieron la lógica social brasileña y ocuparon lugares que no eran comunes a ellas, ni a muchas otras con características similares y en condiciones similares.Palabras clave: Sujeto mujeres afrodescendientes de su Historia; EJA en ley y táctica; Éxito educativo y socioprofesional.

Paths to Distance Learning at A University and its Application

The results of a 2019 sociological survey conducted on a nationwide structured Abstract sample of extramural students (2019) and graduates (2000–2018) of Higher Edu cational Institutions (HEIs) are used to reveal cultural, socio-economic, territorial origin of extramural students and graduates and identify the types of their educational strategies as well work experience and status at the enrollment stage. We analyze their movements within the socio-occupational hierarchy as a result of obtaining that education. Extramural students differ from full-timers in that they feature a more de mocratic socioeconomic composition and possess a different amount of educational resources at the enrollment stage. These differences are presented in the form of four educational trajectories, which correlate with indicators of origin on a scale from “weaker” to “stronger”. “Advantages / disadvantages” of the educational trajectories and status at the enrollment stage, affect the degree of success in the application of distance education in the labor market in accordance with the level of qualifications and specialties of the diploma. Extramural students / graduates are formed from two streams: those who enter the HEIs immediately after secondary education and those who come with work experience. The latter get a higher return on the labor market from distance education.

A Domino Effect

Education during the early years of life lays the groundwork for educational trajectories over the course of life. A college degree has a profound effect on Americans over the life course, including how much they earn and how long they live. This chapter argues that religious restraint has a domino effect. Teenagers raised with religious restraint earn better grades in high school, and their higher grade point averages help them go on to complete more years of college than nonabiders. Abiders from working-class and middle-class families see the biggest educational attainment bump. However, abiders from poor families and from the professional class do not see a strong educational attainment bump.

The use of knowledge graphs in the educational environment for personalized learning

The article presents some methods for creating knowledge graphs – hierarchical structures used in the educational environment for course development. It is found that the educational environment requires subject-oriented knowledge graphs, for the creation of which the methods of creating general and open graphs are not suitable. The methods of constructing the system of notions of educational discipline on the basis of: analysis of educational texts; human activity in the studied subject area; analysis of the structure of the main sections of knowledge are considered. The central aspect of the study was the possibility of using the resulting tree of concepts to form the content of the training course and to build an individual educational trajectory. The results of the work demonstrate the possibility of applying the developed hierarchical structures to personalize learning. The practical significance of the obtained results lies in the fact that the proposed solutions are focused on computer implementation and are relevant for the management of the learner’s learning activities in the electronic environment. The proposed methodology involves the participation of professional and scientific communities, teachers and students in the development of the knowledge graph. This makes it possible to develop subsequently, on the basis of these graphs, training programs, taking into account the demands of the labor market, the capabilities of the training organization, as well as the goals of trainees. One important indicator of the quality of knowledge graphs is their relevance to a dynamically changing environment. The ability to build up knowledge graphs allows to maintain the relevance of training courses and individual educational trajectories created on their basis.

Educational Attainment Past the Traditional Age of Completion for Two Cohorts of US Adults: Inequalities by Gender and Race/Ethnicity

The vast majority of studies investigating participation in, persistence through, and consequences of postsecondary education focus on educational attainment status among the so-called traditional population of collegegoers between the ages of 18 and 24. This narrow focus leaves largely invisible the role that an expanding set of educational trajectories throughout adulthood plays in shaping social stratification. Using 35-plus and 20 years of follow-up data from the US National Longitudinal Survey of Youth (NLSY)’s 1979 and 1997 cohorts, we find that a substantial share within each cohort is attaining education well into adulthood, and that these trajectories are patterned according to key social and demographic characteristics. In both cohorts, racial/ethnic differences in educational attainment grew over time and, for those attaining the same degree, members of historically disadvantaged groups did so at an older age. Cohort differences in trajectories emerged, however, when considering the intersection of race/ethnicity and socialized gender. Through careful descriptive analysis of two generational cohorts, our study makes clear the role of educational trajectories in the process of cumulative (dis)advantage across the life course, as well as across generations.

Use of artificial intelligence technologies for building individual educational trajectories of students

Problem and goal. Developed and tested solutions for building individual educational trajectories of students, focused on improving the educational process by forming a personalized set of recommendations from the optional disciplines. Methodology. Data mining and machine learning methods were used to process both numeric and textual data. The approaches based on collaborative and content filtering to generate recommendations for students were also used. Results. Testing of the developed system was carried out in the context of several periods of elective courses selection, in which 4,769 first- and second-year students took part. A set of recommendations was automatically generated for each student, and then the quality of the recommendations was evaluated based on the percentage of students who used these recommendations. According to the results of testing, the recommendations were used by 1,976 students, which was 41.43% of the total number of participants. Conclusion. In the study, a recommendation system was developed that performs automatic ranking of subjects of choice and forms a personalized set of recommendations for each student based on their interests for building individual educational trajectories.

From Imagined to In-Practice and Performed STEM Identities: Measuring the Impact of a Latina STEM Fellowship on the Educational Trajectories of Latina High School Students

Science, technology, engineering, and mathematics (STEM) educational camps and fellowships that specifically target underrepresented populations in STEM fields, such as Latinas, have become more common place across the United States. In this article, we analyze multimodal ways of representing, opportunities, and role-models present at these camps, which together assemble an environment that uplifts participants with greater knowledge about possible STEM educational/career pathways and develops within participants an identity as future STEM professionals. We place identity and the power of imagination front and center in our study and through a multimodal systemic functional linguistics approach (Przymus et al., 2020), we analyze the experience of six Latina high school students and document all meaning-making textual interactions that moved these Latina STEM Fellowship (LSF) participants from imagined to in- practice and performed STEM identities. Results indicate that participants are deeply aware of the stereotype threat and identity contingencies that face Latinas in STEM careers, but that interacting with other high school Latina peers and with accomplished Latina scientists at the LSF worked to counteract these challenges and discourses of deficit.

Design of Individual Educational Trajectories for Preschool Children as a Factor in their Social and Personality Development

The article reports the results of introducing individual educational trajectories for preschool children into the educational process of preschool education organizations as a factor of children’s social and personality development. In conjunction with collective forms of work, these trajectories allow expanding the range of children’s ideas about different emotional states promoting feelings of empathy and sympathy. The introduction of individual educational trajectories explicated in trajectory maps of social and personality development contributes to improved communicability with peers and adults and reduces conflict in this process. The number of conflict situations in children’s communication with others is lowered. The introduction of individual educational trajectories promotes the development of each child’s readiness for independent goal-setting, action planning, and communication with children and adults. Children learn to evaluate the actions of peers and adults establishing themselves as social subjects and accounting for the social norms and regulations adopted in society, i.e. the norms of the human community.

Didactic Conditions for the Building and Implementation of Individual Educational Trajectories of Students Using an Interactive Educational Platform

The article discusses the didactic principles and requirements for the design of electronic educational resources. The requirements are supplemented with new principles and conditions that should be observed when designing an electronic educational resource, contributing to improving the quality of education and its individualization. The principles of metered assistance, control of initial knowledge, interactivity, purposefulness, completeness of the provision of educational material on the discipline, optimal and integrated use of modern computer tools, electronic summary have been described. The didactic conditions necessary for the successful operation of an electronic educational resource, the characteristics of internal and external requirements for learning tools have been indicated, the real didactic possibilities of learning tools have been taken into account.