ESTRATÉGIAS FORMATIVAS E PROCESSOS METACOGNITIVOS NO CONTEXTO DA PEDAGOGIA DA ALTERNÂNCIA

Neste estudo, objetiva-se compreender como os espaços e tempos promovidos por uma estrutura organizacional e metodológica alternante potencializam situações que levam os educandos a conhecer, refletir e autorregular seus processos formativos. Tal direcionamento parte de uma problemática estabelecida pelas seguintes questões: (a) que elementos/situações os educandos mobilizam diante de uma estrutura organizacional e metodológica alternante, que lhes demanda o papel de sujeito ativo e protagonista do seu processo formativo? (b) Mediante quais condições as estratégias que a escola dispõe na sua organização metodológica alternante potencializam pensamentos e conhecimentos metacognitivos nos educandos? Para dar conta dessas interrogações, a pesquisa se caracteriza como um estudo de caso de tipo etnográfico, desenvolvido com jovens secundaristas no âmbito do Instituto Educar, sendo adotados como procedimentos de investigação a observação participante, a análise documental e o grupo focal. Esses delineamentos se amparam em bases teórico-conceituais sobre cultura e aprendizagem (POZO, 2002), narrativa, cultura e externalização (BRUNER, 2001) e metacognição (FLAVELL, 1979). Os resultados evidenciam que os espaços e tempos promovidos pela estrutura organizacional alternante mobilizam os educandos à experiência participativa, à construção de projetos de vida que ensejam democracia e autonomia e à ampliação das práticas culturais de suas comunidades. Com relação aos processos que levam os educandos a conhecer, refletir e autorregular a própria formação, evidenciou-se que as possibilidades de avanços cognitivos decorrem da sua participação em coletivos, sendo que é mediante a cooperação entre os pares que as estratégias formativas podem ser potencializadoras de pensamentos e conhecimentos metacognitivos.Palavras-chave: pedagogia da alternância; educação do campo; metacognição; narrativas.Formative strategies and metacognitive processes in the context of Alternance PedagogyAbstractThis study intends to comprehend how the spaces and times promoted by an Alternant organizational and methodological structure enhance situations that lead the learners to know, reflect and autoregulate its own formative processes. This targeting starts from a problematic stablished by the following questions: (a) which elements/situations the leaners mobilize when an Alternant organizational and methodological structure demand them the active subject role as the protagonist of their own formative process? (b) in which conditions the strategies that schools have in its Alternant methodological organization enhance the metacognitive thinking and knowledge in learners? To answer these questions, the research became a ethnographic case study, developed with high school students from “Instituto Educar”, in which the adopted investigation procedures were the participant observation, the documental analysis and the focal group. These outlines are sustained by theorical-conceptual basis about culture and learning (POZO, 2002), narrative, culture an externalization (BRUNER, 2001) and metacognition (FLAVELL, 1979). The results show that spaces and times promoted by the Alternant organizational and methodological structure engage the learners to the participative experience, to build life projects aiming democracy and autonomy to enlarge the cultural practices on their communities. Regarding the processes that lead the learners to know, reflect and autoregulate its own formation, the study has shown that the possibilities of cognitive advances are result of their own collective participation, being that is through the peer cooperation that the formative strategies can enhance metacognitive thoughts and knowledge.Keywords: alternance pedagogy; countryside education; metacognition; narratives.Estrategias formativas y procesos metacognitivos en el contexto de la Pedagogía de la AlternanciaResumenEn este estudio, se pretende comprender cómo los espacios y tiempos promovidos por una estructura organizacional y metodológica alternante potencian situaciones que llevan a los educandos a conocer, reflejar y autorregular sus procesos formativos. Tal orientación parte de una problemática establecida por las siguientes cuestiones: (a) qué elementos/situaciones los educandos movilizan ante una estructura organizacional y metodológica alternante, que les demanda el papel de sujeto activo y protagonista de su proceso formativo? (b) ¿En qué condiciones las estrategias que la escuela dispone en su organización metodológica alternante potencian pensamientos y conocimientos metacognitivos en los educandos? Para dar cuenta de estas interrogantes, la investigación se caracteriza como un estudio de caso de tipo etnográfico, desarrollado con jóvenes secundarios en el ámbito del Instituto Educar, siendo adoptados como procedimientos de investigación la observación participante, el análisis documental y el grupo focal. Estos delineamientos se amparan en bases teórico-conceptuales sobre cultura y aprendizaje (POZO, 2002), narrativa, cultura y externalización (BRUNER, 2001) y metacognición (FLAVELL, 1979). Los resultados evidencian que los espacios y tiempos promovidos por la estructura organizacional alternante movilizan a los educandos a la experiencia participativa, a la construcción de proyectos de vida que dan democracia y autonomía ya la ampliación de las prácticas culturales de sus comunidades. Con respecto a los procesos que llevan a los educandos a conocer, reflexionar y autorregular la propia formación, se evidenció que las posibilidades de avances cognitivos derivan de su participación en colectivos, siendo que es mediante la cooperación entre los pares que las estrategias formativas pueden ser potencializadoras de pensamientos y conocimientos metacognitivos.Palabras clave: pedagogía de la alternancia; educación del campo; metacognición; narrativas.

Domini da Mar: Manifestations of the aquapelagic imaginary in Venetian symbolism and folklore

The concept of the aquapelago, an assemblage of terrestrial and aquatic spaces generated by human activities, was first advanced in 2012 and has been subsequently developed with regard to what has been termed the ‘aquapelagic imaginary’ – the figures, symbols, myths and narratives generated by human engagement with such assemblages. Venice, a city premised on the integration of terrestrial and marine elements within an intermediate tidal lagoon, is a paradigmatic aquapelago and its artists have produced a substantial corpus of creative work reflecting various aspects of its Domini da Mar (maritime dominion). This article engages with one aspect of these engagements, the use of sirenas (mermaids), sea serpents, Neptune and associated motifs in visual and narrative culture from the Renaissance to the present. This subject is explored in a reverse chronological order. Commencing with a discussion of two striking contemporary sculptures, the article goes on to analyse modern renditions of Venetian folklore before moving back to explore a variety of Renaissance paintings and sculptures that feature mythic maritime motifs. Having followed this trajectory, the article shifts focus to examine the manner in which the prominence of the winged Lion of Saint Mark in Venetian iconography counteracts the aforementioned aquatic imagery, reflecting different perceptions of Venice as a social locale and as regional and international power at different historical junctures.

Identity of the Vietnamese narrative culture: archetypal journeys from folk narratives to fantasy short stories

The journey to another world is an archetype that exists in the forms of marvelous motifs and is also a typical narrative formula with the purpose of creating diverse versions of Vietnamese folk narratives. The archetypal journey was later reborn and expanded in medieval literature as Vietnamese culture, which has become more complex over time. With the aim of discovering the cultural identity of Vietnamese narratives using sociohistorical approaches and discussing the archetype grounded in specific contexts, this research focuses on journey motifs to the upper and lower world in folk narratives in early collections written in Han characters and in related historical and cultural bibliographies. At the same time, by analyzing the fantasy short stories in Excursive Notes on Weird Stories (Truyen ky man luc) by Nguyen Du, this study aims to discover the process of acculturation and creation of materials and motifs from folk narratives, and it discusses how these motifs have been adapted. This research reveals specific messages about the history, culture, era, voice and true identity of the medieval Vietnamese Confucian. Importantly, this study emphasizes the unification of spiritual power between folklore and Taoism and the powerful and influential competition between Taoism and Confucianism in medieval Vietnamese literature. The analysis shows that by recreating the motifs of the folk narratives, writers have built other world journeys to describe the hidden political discourses and religious conflicts in the thoughts of the human mind in the most ideal form.

PENCIPTAAN NARASI PRODUK BUDAYA MASYARAKAT DESA PLUNTURAN KECAMATAN PULUNG KABUPATEN PONOROGO

ABSTRACT Narrative can grow and develop regardless of geographical background. Of the various definitions of narrative, most of them relate the two main characteristics of it, namely: 1) events, governed by temporality-chronology of events and their presentation in the text; 2) telling or making a story, as a verbal act of mediation. Narrative is used to accommodate the interests of society such as ideology, nationalism, social relations, cultural order. These aspects include natural aspects, geographical aspects, social aspects, cultural aspects, political aspects, historical aspects, philosophical aspects, anthropological aspects, economic aspects, language aspects, artistic aspects, mythological aspects, technological aspects. Research on the ethnographic aspects of the people of plunturan village seeks to reveal the problems formulated as follows; 1. How is the construction of cultural products built by the villagers of plunturan, pulung district, kab. Ponorogo. 2. How the narrative was created by the villagers of Plunturan Pulung, Ponorogo? The phenomenon of narrative, literary works, art works, and cultural products are entities that are interrelated with one another, this also occurs in the community of plunturan village. Ethnography is defined as a form of investigation that relies heavily on participant observation, at least researchers are in a marginal position, trying to document in detail, patterns of interaction, people's perspectives, and patterns of their daily understanding and manifest the imagination of the people of plunturan kec. Pulung kab ponorogo in narrative form. Keywords: ethnography, narrative, culture, local, interdisciplinary

PENGUATAN LITERASI BUDAYA DALAM PEMBELAJARAN BAHASA INDONESIA MELALUI MEDIA TEKS NARASI BERMUATAN KEARIFAN LOKAL

The era of the industrial revolution 4.0 provides many challenges for students. These challenges not only focus on cognitive intelligence, but also intelligence in acting primarily in responding to cultural diversity. Cultural literacy is a basic skill that must be mastered by students that can be integrated into learning in schools. Through cultural literacy, students can increase knowledge and skills in understanding and behaving towards Indonesian culture as a national identity. This study aims to describe the strengthening of cultural literacy in Indonesian language learning through narrative texts that are loaded with local wisdom. This research is a qualitative research with literature study method. The strategy of cultural literacy in Indonesian language learning in schools can be done by providing narrative texts containing local wisdom as teaching media. The narrative text can be in the form of fiction narrative and non-fiction narrative. Culture, customs, and philosophy of life of the people contained in the narrative text containing local wisdom can increase students' knowledge about the culture of the region that they do not know yet. The narrative text of local wisdom contains noble values that can increase students' ability in responding to cultural diversity.