Allgemeine Pädagogik

This introduction to pedagogy establishes the principles of pedagogical action. Based on the responsibility of every human being for him- or herself, fellow human beings and the environment, the core task of pedagogy is to convincingly substantiate justified claims. Instruction, education, care, discipline and just community are derived and developed as tasks of educational activity.

Translation: pedagogical action for innovation in industrial technical education: an ethnographic approach

The objective was to interpret the meaning of the pedagogical practice that teachers carry out to carry out an industrial technical education oriented toward innovation, in the context of the Industrial Technical School “La Carucieña” in the city of Barquisimeto, Venezuela. The interpretive ethnographic method was used in the qualitative methodological perspective; participant observation was used in classrooms and workshops, and the in-depth interview of five teachers was used. The coding and categorization procedure resulted in two guiding categories: (a) Innovation in the pedagogical act of the Industrial Technical Schools, and (b) Pedagogy of Learning for Innovation, to which the hermeneutic process was carried out. As a final reflection it is necessary that the essence of the innovative being in the pedagogical act is the teacher, because his students will be the reflection of the attitude towards the need to improve, to incorporate changes and the dedication to overcome the education of routine and inertia.

Pädagogisches Ethos

Pedagogical Ethos. A Core competence of Pedagogical Actors? The article discusses selected attempts to define a specific pedagogical ethos and to identify it as a core competence of pedagogical action, especially of professionally acting pedagogical actors, but also of pedagogical practice as a whole. It compares Plato’s ›Socratic Eros‹ with Hartmut von Hentigs ›Socratic Imperative‹ and uses the pedagogical ethics of Wolfgang Brezinka, Hans-Jochen Gamm and Klaus Prange to show that attempts at justification outside of pedagogy are not able to capture the core competence of pedagogical action. It develops an outlook on a pedagogical ethos- and tact-research that does not interpret the effectiveness of pedagogical action monocausally, but ties it back to transitions from pedagogical to transformational interaction processes (Bildungsprozesse).

Is another democracy possible in schools? Challenges to create a truly democratic school

In most schools everywhere, democracy and participation continue to be carried out through the usual channels based on representative democracy and the vote of elected representatives. However, this reality is not monolithic, and we do find centers committed to practise a full and more profound democracy. Based on a case study, the article analyzes the theoretical and practical approach of Germinal School. Despite some difficulties, this school has successfully implemented a project of radical democracy, both through micropolitics and daily pedagogical action. This article also examines why it is so difficult to democratize school and how to create a truly democratic institution. Finally, we address the possibility of extending the democratic model presented here to other schools.

Educação física escolar e educação de jovens e adultos: desafios da docência no ensino remoto emergencial

INTRODUÇÃO: A presente pesquisa foi desenvolvida à luz das experiências docentes no atendimento educacional a estudantes matriculados/as na Educação de Jovens e Adultos (EJA) que foram imersos no Ensino Remoto Emergencial (ERE) em decorrência da COVID-19. OBJETIVO: Apresentar os desafios que emergem do processo de ensino e de aprendizado na ação pedagógica de professores de Educação Física que trabalham no ERE com turmas da EJA. MÉTODOS: Participaram do estudo, 3 professores de Educação Física, do município de Vigia de Nazaré no Estado do Pará - Brasil que lecionam nos anos finais do ensino fundamental e do ensino médio em duas escolas públicas estaduais que atendem a modalidade EJA. De cunho qualitativo, a pesquisa usou como instrumento de coleta uma entrevista semiestruturada. A análise de conteúdo subsidiou o tratamento dos dados das entrevistas. RESULTADOS: Através dos relatos obtidos foi possível deparar com as grandes dificuldades dos professores de Educação Física em relação ao ensino por meio do ERE e a dura realidade excludente do mesmo em relação aos/às alunos/as da EJA. CONCLUSÃO: Conclui-se, que o presente estudo poderá provocar novas discussões sobre o Ensino Remoto Emergencial e seu papel excludente na área da Educação, em especial no âmbito da Educação Física Escolar e a EJA.ABSTRACT. School physical education and youth and adult education: Challenges of teaching in remote education.BACKGROUND: This research was developed in the light of the teaching experiences in the educational care of students enrolled in Youth and Adult Education (EJA) who were immersed in Emergency Remote Education (ERE) due to the COVID-19. OBJECTIVE: To present the challenges that emerge from the teaching and learning process in the pedagogical action of Physical Education teachers who work in the ERE with EJA classes. METHODS: The study included 3 physical education teachers from the municipality of Vigia de Nazaré in the State of Pará - Brazil who teach in the final years of elementary school and high school in two state public schools that have the modality EJA. Of qualitative nature, the research used as a collection instrument a semi-structured interview. The content analysis supported the treatment of the data from the interviews. RESULTS: Through the reports obtained it was possible to face the great difficulties of physical education teachers in relation to teaching through ERE and the harsh excluding reality of the same in relation to the students of the EJA. CONCLUSION: It is concluded that this study may provoke new discussions on Emergency Remote Education and its excluding role in the area of Education, especially in the field of School Physical Education and the EJA.

Professional teachers’ lives in Hungary during the communist regime (1949-1990)

The study aims to introduce the memories of Hungarian high school teachers about their professional activities. The main aim is to investigate the experience of being a teacher during the communist era. Based on interviews with eleven retired secondary school teachers from a small town, the study attempts to depict personal life stories and identify altering pedagogical action models formed by history that are dependent on different social and political demands. With the help of the teachers’ memories, the study represents their educational paths and the way these educational professionals see the tasks, the roles, the prestige of their profession as well as the way they experienced their failures, victories, and their active and retired years.

From Work Tools to Didactic Resources for Mathematics Classes: Experiences in and for Technical Courses

Background: High school technical vocational education (Educação Profissional Técnica de Nível Médio - EPTNM) is an educational modality provided by the LDB and responsible for the qualification of part of the workers at the national level. Objective: to articulate theoretical assumptions of mathematics education in pedagogical action with students of EPTNM, and discuss the role that work tools can play in mathematics education of students of technical courses integrated to high school. Design: qualitative research, approaching a bibliographic research. Settings and participants: 96 texts published in the national meetings of mathematics education proceedings from 2010 through 2019. Data collection and analysis: to collect the data, we downloaded the proceedings, identified the files containing specific descriptors, performed a reading located where those terms were used and then selected the articles that presented proposals or experiences related to the EPTNM. For data analysis, we started from gross units of information (excerpts from the articles) for the categories of information (defined by the concept of transparency, following the theoretical framework). Results: Based on the notion of transparency of didactic resources, we found that the visibility of the instruments gives tasks an interdisciplinary character, since students become familiar with working tools. On the other hand, the invisibility of resources is favourable to pedagogical action, mainly by promoting intellectual work from manual work. Conclusions: regardless of the level of transparency of the working instrument, its use as a didactic resource is recommended for mathematics education at EPTNM.

An Ethnomathematical Perspective of STEM Education in a Glocalized World

An Ethnomathematics-based curriculum helps students demonstrate consistent mathematical processes as they reason, solve problems, communicate ideas, and choose appropriate representations through the development of daily mathematical practices. As well, it recognizes connections with Science, Technology, Engineering, and Mathematics (STEM) disciplines. Our pedagogical work, in relation to STEM Education, is based on the Trivium Curriculum for mathematics and ethnomodelling, which provides communicative, analytical, material, and technological tools to the development of emic, etic, and dialogic approaches that are necessary for the elaboration of the school curricula. STEM Education facilitates pedagogical action that connects ethnomathematics; mathematical modelling, problem-solving, critical judgment, and making sense of mathematical and non-mathematical environments, which involves distinct ways of thinking, reasoning, and developing mathematical knowledge in distinct sociocultural contexts. The ethnomathematical perspective for STEM Education proposed here provides a transformative pedagogy that exposes its power to transform students into critical and reflective citizens in order to enable them to transform society in a glocalized world.

Un análisis cualitativo de la motivación ante el aprendizaje de estudiantes de educación secundaria

RESUMENNumerosa es la evidencia empírica que ha demostrado que la motivación, además de constituir un factor absolutamente esencial en el proceso de aprendizaje del alumnado, debe preceder a dicho proceso para que, realmente, los estudiantes sientan el deseo real de aprender. Durante la etapa de enseñanza secundaria, la actuación pedagógica y las características personales del propio docente juegan ambas un destacado papel en el proceso motivacional de los jóvenes adolescentes hacia el aprendizaje quienes, en comparación con etapas educativas previas, han ido progresivamente perdiendo los niveles motivacionales que los mantienen voluntariamente próximos a la curiosidad por aprender. En este sentido, se plantea un trabajo de investigación de corte cualitativo con el objetivo de identificar aquellos aspectos didácticos y académicos que inciden en el estado motivacional del alumnado de la etapa de Secundaria y Bachillerato. Para ello, y teniendo en cuenta que el número de jóvenes estudiantes participantes en el estudio es de 28 (comprendidos entre las edades de 12 y 18 años), se conformaron un total de cuatro grupos de discusión con alumnado de tres centros de Educación Secundaria públicos. Los resultados, analizados atendiendo a las categorías resultantes del estudio cualitativo de la información, reflejan un conjunto de cualidades y aspectos a tener en consideración y, consecuentemente, sobre los que reflexionar con detenimiento. Todo ello, con la firme intención de introducir las oportunas mejoras que conduzcan al alumnado a manifestar un auténtico e intrínseco interés por aprender y formarse a lo largo de la vida.ABSTRACT Include abstract in English following IMRYD (Introduction, Method, Results, Discussion or Conclusion). Numerous is the empirical evidence that has shown that motivation, in addition to being an essential factor in the learning process of students, must precede this process so that students feel the real desire to learn. During the stage of Compulsory Secondary Education, the pedagogical action and the personal characteristics of the teacher both play a important function in the motivational process of young adolescents towards learning. In comparison with previous educational stages, students have progressively lost their motivational levels that keep them voluntarily close to the curiosity to learn. In this sense, a qualitative research is proposed with the aim of identifying those didactic and academic aspects that affect the motivational status of students of the Secondary stage. Taking into account that the number of young students participating in the study is 28 (between the ages of 12 and 18), a total of four discussion groups were formed with students from three public secondary education centres. The results, analyzed according to the categories of the qualitative study of the information, reflect a set of qualities and aspects to be taken into consideration and, consequently, about which to reflect carefully. All this, with the firm intention of introducing the opportune improvements that lead students to manifest an authentic and intrinsic interest in learning and training throughout life.

A Place-Based Pedagogical Action Study to Enrich Rural Sustainability: Knowledge Ties of National Taiwan University’s 10-Year Partnership with Pinglin

This study focuses on the loss of youth and talent as one of the most pressing social justice issues leading to unsustainable and inequitable development in rural communities. With the backdrop of the rapid decline in the young rural population and loss of local tacit knowledge, we question how to balance rural sustainability through place-based critical pedagogy by integrating rural societies, agri-economics, and cultural landscapes. To confront the crisis of a loss of young rural talent and local wisdom, interdisciplinary professors from the National Taiwan University initiated place-based pedagogical action research from winter 2011 to winter 2019. This interdisciplinary place-based pedagogy approach supported hundreds of students and educators by nurturing socio-cultural and economic networks that benefit both urban universities and rural communities. Using the curriculum outcomes of this study, we propose the concept of “Knowledge-Ties Youth Rural Sustainability” (KYRS). The KYRS framework addresses two questions: (1) how to bring young talent to rural everyday landscapes in order to sustain rural livelihoods, and (2) how to integrate rural tacit knowledge with contemporary sciences to create new technologies that sustain the environment. The KYRS framework serves as a pedagogical action research blueprint for university educators encountering similar rural challenges and opportunities to those faced by the National Taiwan University in Pinglin.