Diálogos sobre práxis reflexiva docente e a adoção do ensino remoto no PROEJA

O artigo problematiza a adoção do ensino remoto nos cursos técnicos integrados do Proeja no Ifes em tempos pandêmicos, e suas consequências, como possibilidade de mais uma interrupção da trajetória escolar dos estudantes da EJA. No contexto de naturalização de práticas educativas instrumentais e pragmáticas, alicerçadas nas diretrizes da educação a distância e que desconsideram as especificidades e as condições objetivas de sobrevivência desses educandos, recorremos aos pressupostos da epistemologia da práxis, estabelecendo nexos possíveis entre os estudos sócio-histórico-culturais de Vygotsky e o pensamento de Paulo Freire, na defesa da educação como prática da liberdade. As inferências da pesquisa documental e da sistematização da experiência permearam as análises em curso e permitiram apresentar um panorama, ainda que parcial, dos resultados da implementação do ensino remoto no Proeja como ameaça à formação humana integral, ressaltando a importância do papel ético-político dos educadores, na condição de mediadores dos processos de produção do conhecimento.Palavras-chave: Práxis; Formação humana; Ensino remoto.Dialogues on reflective teaching praxis and the adoption of remote teaching at PROEJAABSTRACTThe article problematizes the adoption of remote teaching by the technical courses of Proeja at Ifes during the coronavirus pandemic and its consequences, as another possible interruption in the school trajectory of EJA´s students. In time of naturalization of instrumental and pragmatic educational practices, guided by distance education principles that disregard the specificities and objective conditions of survival of EJAs students, we resorted to the assumptions of the epistemology of reflective praxis, establishing possible links between socio-historical studies and cultural aspects of Vygotsky and the thoughts of Paulo Freire, in the defense of education as a practice of freedom. The inferences from the documental research and the systematization of the experience permeated the ongoing analyzes and allowed to present an overview, albeit partial, of the results of the implementation of remote education at Proeja as a threat to integral human education, highlighting the importance of the ethical-political role of educators, as mediators of knowledge production processes.Keywords: Praxis; Human formation; Remote teaching.Diálogos sobre la praxis pedagógica reflexiva y la adopción de la ensenanza a distancia en PROEJARESUMENEl artículo problematiza la adopción del aprendizaje a distancia en los cursos técnicos integrados de Proeja en Ifes en tiempos de pandemia y sus consecuencias, como una posibilidad de otra interrupción en la trayectoria educativa de los estudiantes de EJA. En el contexto de naturalización de prácticas educativas instrumentales y pragmáticas, basadas en pautas de educación a distancia y que desconocen las especificidades y condiciones objetivas de supervivencia de estos estudiantes, se recurrió a los presupuestos de la epistemología de la praxis, estableciendo posibles vínculos entre los estudios socio-históricos-culturales de Vygotsky y el pensamiento de Paulo Freire, en defensa de la educación como práctica de la libertad. Las inferencias de la investigación documental y la sistematización de la experiencia permearon los análisis en curso y permitieron presentar un panorama, aunque parcial, de los resultados de la implementación de la educación a distancia en Proeja como amenaza a la educación humana integral, destacando la importancia del rol ético-político de los educadores, como mediadores de los procesos de producción de conocimiento. Palabras clave: Práxis; Formación humana; Enseñanza remota.

The Design of Curriculum in Human Education Through Daisaku Ikeda Children’s Stories

Human education teaches students that everyone has value, and each person should embrace their uniqueness, knowing diversity creates richness, not conflict, in the world. It is essential to show teachers concrete examples about how to create an environment where students can practice dialogue skills, develop global citizens’ character, and embrace their individuality. In this regard, our instructional design on human education may help teachers and researchers see the practicability of connecting humanity with K-12 curricula as well as develop a newfound respect for the need for human education.

Actualizing hope and joy in K-12 curricula through Daisaku Ikeda’s human education

Purpose: Our study aims to create a framework grounded in Daisaku Ikeda’s philosophy of education for educators and researchers to implement and evaluate human education in the classroom. Research Methodology: We first synthesized the eighteen chapters by scholars involved in Ikeda studies, published in the book entitled: Hope and Joy in Education: Engaging Daisaku Ikeda across Curriculum and Context to discover the main themes in Ikeda’s human education. Based on these themes, we selected six children’s stories developed by Ikeda to design lessons. We then conducted surveys with ten K-12 teachers across disciplines and school districts to explore their perspectives toward humanity and their feedback on our lesson design. Results: Our finding indicates that creating hope and joy in education is inseparable from human revolution, value creation, happiness, the greater self, global citizens, as well as life and death. In addition, the participant’s responses to the survey questions help educators and researchers understand what K-12 teachers look for in order to implement lessons on humanity more efficiently and effectively. Limitations: By no means would we consider our lesson design exemplary or applicable in all different contexts. Instead, we consider these lessons a starting point to continue exploring a better way to teach humanity in school. Contribution: Seeing examples of lesson plans on humanity and learning from K-12 teachers’ perspectives provide an aspect for educators and researchers to use, extend, or expand the present study to bring hope and joy to students in their local contexts.

Human education in the historical space virtual world of a computer game

This paper is devoted to computer games as a means of educating people. The paper emphasizes that computer games are firmly embedded in the everyday culture of modern society, while they carry a number of threats. However, in addition to the negative aspects, computer games have some positive features that are reasonable to implement within the framework of educational and educational programs. In a sense, a computer game is compared to a book, the content of which a person gets used to and experiences it. Certainly, we recognize that you can't put an equal sign between a computer game and a book, so this comparison is conditional. Thanks to visualization, a computer game can transmit information in a form that is not available to text or speech. It seems that if you do not study computer games in a pedagogical sense, their strengths will remain unclaimed and the whole essence of these games will be reduced to entertainment. English version of the article on pp. 664-670 is available at URL: https://panor.ru/articles/character-building-and-education-in-the-historical-context-of-the-virtual-world-of-computer-games/70041.html

Evaluation of literary appreciation Skills of Students of the college of Education university of wasit.

The study aimed to evaluate The literary appreciation Skills of the Students of the Department of Arabic Language at the college of Human Education at the university of wasit , the research sample consisted of (90) students of the Arabic Language Department of (45) Students in the third stage . To achieve the goal of the research, the researcher prepared atest to measure Literary appreciation skills consisted of (19) Paragraphs . After verifying the validity of the perform ance after presenting it to agroup of experts and Speciaists ,the Stability of the performance was also calculated by the method of repetition ,and it reached the Coefficient of Consistency. The researcher developed a number of treatments that Contribute to Solving this problem . Among the most important proposals are to Conduct a study to know the level of literary ,analysis among students of the Arabic Language Department in Iraqi universities to Conduct a study to identify the difficulties ,that Students of the Arabic language Department face in Studying literature. And to Conduct A Comparative Study to find out the level of literary appreciation and the level of literary Criticism among Students of the Arabic Language Department in universities Iraqi. ,Students ,the department Evaluation ,Skills ,Literary taste Key words: . Of Arabic language

The principle of work of a school psychologist and the main directions of psychological services

It is clear that the school psychologist performs psychological services at school. However, it is not possible to implement this important issue qualitatively by one specialist. Therefore, the whole pedagogical staff, or more precisely, every teacher must have the skills to provide psychological services at school. In the end, the greatest responsibility still falls on psychologists. The main goal of the work of a school psychologist is to be able to freely implement psychological methods and tools to achieve a solution to the problem on the basis of an individual approach. Psychological research has long shown that it is much more difficult to eliminate a defect in a student's mental development than to prevent it in advance. Here the importance of psycho-prophylactic work is especially noteworthy. This aspect should be taken into account during psychological services at school. Key words: school, psychologist, psychological support, human education, personality formation, psychologist parameters

The Views of Educators and Thinkers Who Influenced Education Policies in the Ottoman Period

Intellectuals and thinkers, who are influential on the society, have an influence on the people they live with their ideas, especially on the growing generations. It is seen that this intelligentsia, who leads and guides the society they live in, deeply affects the life of society. The works of these people, who have important roles in shaping the society in which they live with their thoughts, are adopted by the individuals in that society and their influence on the generation that has grown for many years is seen to last. The works of these people adopted by the society and their thoughts in these works are shown as examples in the educational institutions of that society and read as textbooks. For this reason, the opinions of educators and thinkers in that society have an impact on the growing generation.Surely, when we look at the Ottoman period, the number of educators and thinkers who had an impact on society is quite high. However, it is not possible to address all of them. That is not the point of this research. The important criterion in this research is the most important educators and thinkers of each period. In particular, they are educators and thinkers who have basic works on education and whose works have been taught in schools as textbooks for many years, and who have significant effects on social life. When we look at these thinkers, we can see that their influence continues from past to present. In this research, the document review pattern, which is one of the qualitative research methods, was used and it was determined that the findings of the research were dominated by the view that educational policies based on moral values and aiming to be trained in line with the abilities of the student should be applied in the ottoman period human education policies. In addition, it is seen that the first step of physically transitioning from madrasa system to today’s modern school and classroom system was taken by Selim Sabit Efendi.

PEDAGOGICAL HERITAGE OF N. I. PIROGOV IN THE PERSPECTIVE OF MEDICAL STUDENTS’ UPBRINGING

The article considers the life path and pedagogical ideas of N. I. Pirogov from the perspective of an anthropological approach. The mission of N. I. Pirogov in Russian educational development is emphasized. The versatility of his reform activity touches upon the issues of improving medical education, the autonomy of universities, and the humanistic ideal in human education. The creative heritage of N. I. Pirogov reveals the ethical and deontological principles of professional education of the medical worker, his spiritual and moral formation.