As Práticas Pedagógicas nos Livros Didáticos de Ciências e de Biologia Recomendados pelo PNLD 2017 e pelo PNLEM 2018

ResumoO presente trabalho teve como objetivo analisar e investigar as Práticas Pedagógicas presentes nos Livros Didáticos de Ciências e Biologia recomendados pelo PNLD 2017 e pelo PNLEM 2018. Para tanto, foram analisadas duas coleções de livros didáticos de Ciências (8 livros) e duas de Biologia (6 livros). A análise dos Livros Didáticos ocorreu em três etapas: primeiramente, foi realizada a leitura das Práticas Pedagógicas, logo após estas foram classificadas em categorias: Esquema de representação; Atividade de texto; Questões de Enem e de vestibular; Leitura complementar; Sugestões de práticas; Tema para discussão; Saiba mais; Questões discursivas; Ciências, tecnologia e sociedade; Exercícios comentados; Curiosidades; Atividades em grupo; Pense e responda; Questionários; Atividades reproducionistas; Tabelas, gráficos e mapas conceituais; Sugestão de pesquisa, sites, redação ou resumo; Atividades reflexivas, tirinhas e palavras cruzadas. Para finalizar foi realizada a contextualização utilizando referencial teórico. Ao total foram encontradas 5903 Práticas Pedagógicas, sendo 3451 nas coleções de Ciências e 2452 nas coleções de Biologia. A categoria que mais se destacou nos livros analisados, nesta pesquisa, foi a atividade reproducionista com 1359 práticas e a que menos se destacou foi a de projeto interdisciplinar com 12. Apesar do grande número de Práticas Pedagógicas encontradas nos livros didáticos, a maioria se limitava a poucas categorias, refletindo a pouca diversidade de estratégias de consolidação do conhecimento utilizadas nos livros. Palavras-chave: Recursos Didáticos. Currículo. Ensino de Ciências. Ensino de Biologia. Abstract The study herein aimed to analyze and investigate the Pedagogical Practices present in the Textbooks of Science and Biology, recommended by PNLD 2017 and PNLEM 2018. To this end, two collections of science textbooks (8 books) and two biology textbooks (6 books) were analyzed. The didactic books analysis took place in three stages: first reading the Pedagogical Practices, soon after they were classified into categories. : Scheme of representation; Text activity; Enem and college entrance exams; Complementary reading; Suggestions of practices; Theme for discussion; Know more; Discursive questions; Science, technology and society; Commented exercises; Curiosities; Group activities; Think and answer; Questionnaires; Reproduction activities; Tables, graphs and concept maps; Search suggestion, websites, writing or summary; Reflective activities, comics and crossword puzzles. In order to finalize the contextualization using the theoretical framework was performed. A total of 5903 Pedagogical Practices were found, 3451 in the Science collections and 2452 in the Biology collections. The category that stood out most in the books analyzed in this research was the reproductive activity with 1359 practices and the one that stood out the most was the interdisciplinary project with 12. Despite the large number of Pedagogical Practices found in textbooks, most of them were limited to a few categories, reflecting the limited diversity of knowledge consolidation strategies used in textbooks. Keywords: Didactic Resource. Curriculum. Biology Teaching. Teaching and learning.

Failed policy attempts for measuring English speaking abilities in college entrance exams

English as a foreign language education in East Asia has received repeated criticism for its lack of success in developing sufficient English oral proficiency among its students (Muller at al., 2014). In response to the criticism, the governments of China, Japan and South Korea attempted to include assessment of students’ speaking abilities as part of their high-stakes college entrance exams, hoping for positive washback effects in both primary- and secondary-school English education as well as on shadow education (i.e., non-formal private-sector education). These attempts often failed. In South Korea, a new test called the National English Ability Test (NEAT), which included direct assessment of students’ speaking skill among other skills, was developed in 2012. However, the government's plan to use NEAT to replace the current exam – the Korean College Scholastic Aptitude Test (KCSAT) – was quickly dropped before its implementation. In China, the government has tried to promote more communicative methods of English education through incorporating English speaking test in high-stakes tests such as the Gaokao – college admission tests – in addition to reducing the weight of English in the traditional paper-based exams. However, the policies have received heavy resistance at the regional level and have not been implemented at the national level. In Japan, the government asked universities to accept designated external proficiency tests as part of the Common Test, the existing college entrance exam, in order to make up for the exam's missing speaking component. After a mountain of criticism from test users, implementation of the plan is still pending. In this light, the aim of this paper is to discuss why these policy attempts failed. While these policy attempts occurred in three different contexts, we could see striking underlying commonalities. We argue that these policy attempts were made based on a set of beliefs separate from the reality of the stakeholders (e.g., students, parents and teachers). More specifically, the failures can be largely attributed to the governments’ monolithic view of the English language and their insufficient consideration for equity rather than equality.

Cooperativismo: alternativa viável para a gestão escolar? Um estudo de caso

Analisa a Cooperativa de Ensino da Cidade de Goiás e o Colégio Alternativo, na cidade de Goiás, fundados em virtude da insatisfação de um grupo de pais de camadas sociais médias tanto com a escola pública quanto com a particular. O estudo de caso coletou dados por meio de observação, análise documental, entrevistas e grupos focais. Os resultados apresentam um estabelecimento em que todos os atores participam da gestão. Do ponto de vista pedagógico, alcança eficazmente a apropriação de conteúdos pelos seus alunos para concursos públicos e o acesso à educação superior, conforme as aspirações dos pais. As despesas revelam que a remuneração docente é a mais alta da comunidade, porém a contribuição financeira das famílias é menor que a mensalidade da escola privada. Palavras-chave: ensino médio; ensino fundamental; custos educacionais; gestão participativa; cooperativismo educacional. Abstract This research project focuses on an educational co-operative and its junior and senior high school in the city of Goiás, Brazil. It was founded as a result of parents’ low level of satisfaction concerning both public and private schools. The case study analysed data from observation, documentary analysis, interviews and focus groups. The results reveal that all school actors participate in its management. From the educational perspective, the school effectively teaches the contents required by college entrance exams and other kinds of selection, according to the parents’ aspirations. The teachers’ salaries reach the highest level in the community, however, the families’ financial contribution is lower than the private school’s tuition and fees. Keywords: secondary education; primary education; educational cost; participative management; educational cooperativism.

USING YOUTUBE AS MEDIA FOR TEACHING PRONOUNCATION

There are many things that English teachers need to fit into their limited class time—grammar, vocabulary, speaking, listening, reading, and writing. Pronunciation often gets pushed to the bottom of the list. Many teachers say there’s just not enough time to teach pronunciation. Students often think it isn’t that important—after all, it won’t be tested on their college entrance exams! But if students need or want to speak English understandably, pronunciation is important. The days when learners only needed reading and writing skills in English are past. Depending on where you teach, many or all of your students will need to speak and understand English in real life to communicate with both native speakers of English and speakers of other languages. Even if students’ grammar and vocabulary are strong, if their pronunciation isn’t easy to understand, their communication will fail. We owe it to our students to give them the tools they’ll need to be able to communicate successfully in English.

Profile of medical students in the first group of the Faculdade Israelita de Ciências da Saúde Albert Einstein

ABSTRACT Objective: To describe first medical students' profile of the Faculdade Israelita de Ciências da Saúde Albert Einstein. Methods: Data were collected using an electronic questionnaire during the Biostatistics course in August of 2016. The students were inquired about demographic characteristics, data on their secondary education and college entrance exams, practice of physical exercise, leisure activities done, to have a physician in the family, and specialty that they intended to pursue as a career. Results: Most of the students were women aged 18 to 21 years and who were originally from the state of São Paulo, had received secondary education in a private school, took a course to prepare for college entrance exam, and participated in more than 5 college entrance exams in the same year they entered in the School of Medicine. The majority of participants practiced physical exercise regularly and were engaged in common leisure activities. Most of students (58%) had a physician in the family and more than half (52%) did not know which specialty to pursue as career. There was no association between relationship with a physician and the student's choice of a specialty (p=0.390). Conclusion: Although it was the first group of student of School of Medicine at Faculdade Israelita de Ciências da Saúde Albert Einstein who took a different admission process, our data showed that students' profile is similar to students from other colleges.