The relational and normative accommodation to the school environment of the pupils from traditional and step by step classes

Beginning from the presence of Step by Step educational alternative at the level of the Romanian educational space, from its spreading area and from its defi nitive specifi c aspects which this alternative illustrates at the level of the instructive-educative process, we decided to approach a comparative study between this educational alternative and the traditional educational system on the direction of pupils’ relational and normative accommodation inside the school environment. We can diff erentiate the following indicators for relational accommodation dimension: pupils’ relational behaviour and their capacity to communicate with peers and teachers. Used instruments: questionnaire (questions II and III). The obtained results can determine if this educational alternative is suitable for our country educational system. Within the Step by Step pattern, in the fi rst grade, the number of pupils who manage to do this is 10, which is 20.8%, in the second grade, the number rises to 25, which is 52.1%, while in the third grade the number rises to 35 pupils, which constitutes 72.9%.

PREPARATION OF FUTURE PHYSICAL EDUCATION TEACHERS FOR THE APPLICATION OF INDIVIDUAL EDUCATIONAL TRAJECTORIES OF STUDENTS' ACTIVITIES IN THE EDUCATIONAL PROCESS

Main objective. Theoretically substantiate and experimentally test the model and methods of training future teachers of Physical Culture. The pedagogical factors of future teachers of Physical Culture training to the implementation of individual educational trajectories in the educative process The thesis deals with the problem of future teachers of Physical Culture training to the implementation of individual educational trajectories in the students’ activity. Future teachers of Physical Culture preparedness to the implementation of individual educational trajectories of students’ activity" has been defined, the concepts " future teachers, individual educational trajectory, educational environment have been defined; the essence and the structure (motivational, cognitive, activity and reflexive components) of future teachers preparedness to the implementation of individual educational trajectories of students’ activity have been revealed. Methodology. Literature analysis, pedagogical research. Results The pedagogical factors of future teachers’ of Physical Education training to the implementation of individual educational trajectories in the educative process. Significance. Organization of future teachers’ of individual work according to individual educational trajectories have been theoretically substantiated.

Mediation

This article examines the place of mediation both internally and externally to the civil justice system. The growth of alternative dispute resolution (ADR) and the culture of settlement within formal justice has somewhat absorbed mediation as a process by which to resolve disputes at the door of the court. Yet, it can be argued that its origins lie within the community setting where social norms have a distinct role to play and where collective as well as individual interests have a significant impact. This paper considers the application of mediation in a much wider sense than simply as a tool for settlement. It explores the concept of mediation as an educative process that supports the generation and advocation of social norms. Mediation can be understood as a form of self-regulation which relies on perceptions of fairness, justice and trust. In so doing, it can be argued that it provides a means of informal justice amounting to dispute prevention as far as its relationship to the justice system is concerned. Viewed in this way, mediation provides a genuine first choice as a means to address and resolve conflict rather than an alternative method by which to settle disputes. Keywords: mediation; dispute resolution; dispute prevention; community norms; formal justice; informal justice; process pluralism; alternative; first choice.

AN INVESTIGATION ON INTERACTIVE THEMES APPERTAINING TO DESIGN EDUCATION, AS CONCEPTUAL COMPONENTS OF A SYSTEM

Design education is a highly interdisciplinary area of study, reserving continual common problematics that have close affiliation with technological change, communicative tools or periodic social tendencies, as well as cognitive approaches. This complex operational network necessitates a heuristic approach, involving systemic and intuitive processes synchronously. Aim: Considering the traditional arduousness of defining, measuring or even predicting the existing or probable quantifiable outputs of an educational model focusing on various design disciplines, a basic framework for a conceptual model basing interactive association is constructed, using extensively adopted words or phrases to clarify possible connections for giving way to foreseeable creative ideational strikes in a sustainable educative process. Method: Stated words and phrases are coded and positioned on a comprehensive base quoted from the literature, followed by a mapping via eight generic titles that are used as a tool set for making a classificative settlement on a specific table, peculiar to the research. Components of the table are planned to be associated for an interactive interpretation through the discussion, in the light of the research aims. Results: Intraindividual methodical operation process of this study has shown the decisive effect of systemic thinking in formulating a theoretical guideline for a futuristic design education approach. Particular outcomes point out the actual dominancy of interactive educative models across innovative activities. Conclusion: Particular findings of the research point out that a systems oriented prudential educational guideline, formulating the utilization of intuitive thinking, would revive future-proof approaches concerning design education. Primarily emphasized conceptual factors that are proposed to focus on design education in the light of inferences of this study, are introduced as systemic reasoning, temporal fluidity of educative concepts, cognitive interaction, sustainable innovation and flexible conceptual platforms.

Relación teoría-práctica y actividad común como focos para resolver problemas de educación: la significación del conocimiento de la educación no ampara el modelo dual (Versión en inglés)

This work insists on the importance of the study of theory-practice relationship to obtain specialized and specific knowledge of education: pedagogical knowledge. Education is a real field that people may know in different ways, forms, and types. Several types of knowledge and rationality are useful for making knowledge of education: philosophical theories, practical theories, applied research, substantive theories have let them build it. To a higher extent, knowledge of education has already made particular and specific concepts. This study establishes differences between knowledge of education and knowledge of disciplines which are used in educative process. Besides this, it emphasizes and upholds the Educational Knowledge Growth Model. The second half of this work continues to explain the different possibilities that each current of knowledge of education has, for solving the problems which arise in the intervention, regarding to theory-practice relationship. All this has been made by focusing the discussion about the theory- practice connection in three different pedagogical currents (marginal, subaltern, and autonomous). Signification as a principle of methodology is a problem derived from how the theory-practice relationship is understood in each current of knowledge of education to justify valid knowledge. By executing the external common activity, we improve and train the internal activities-capacities: without the activity it is impossible to educate and through the activity it becomes possible for the educatee to be an actor-agent and an increasingly better author-agent of his own projects and acts. We shall see how the pedagogical function generates intervention by means of internal and external common activities. And we can conclude that common activity and theory-practice relationship are focuses to solve education problems from pedagogical intervention, which always implies knowledge and action.

A POLÍTICA DE EDUCAÇÃO AMBIENTAL, SUA PRÁXIS NO LICENCIAMENTO E A HUMANIZAÇÃO NA SOCIEDADE

RESUMO: O presente trabalho apresenta uma práxis da Política Nacional de Educação Ambiental (PNEA) na Prefeitura Municipal de Rio Grande (PMRG) - RS, em espaço não escolar, através da pesquisa-ação do desenvolvimento de um Programa de Educação Ambiental (PEA) exigido como condicionante para a Licença Ambiental de Instalação (LI) de obras públicas municipais. A partir de Paulo Freire (2018), proporciona-se a humanização dos agentes públicos no processo educativo realizado, por meio da participação social interdisciplinar, através de oficinas para diálogo, informação e problematização quanto à triagem, segregação e destinação de resíduos da construção civil (RCC), e responsabilidade social para a preservação do ambiente. Busca-se então como resultado, a comunhão das consciências e o protagonismo dos sujeitos para a mudança na sociedade, que se expressam no envolvimento para a proteção, recuperação e melhoria das condições ambientais e da qualidade de vida de todos os seres vivos, conforme orientado no Programa Nacional de Educação Ambiental (ProNEA). Palavras-Chave: Educação Ambiental; Humanização; Prefeitura Municipal do Rio Grande; Resíduos da Construção Civil; Responsabilidade Socioambiental. RESUMEN: El presente trabajo presenta una praxis de la Política Nacional de Educación Ambiental (PNEA) en el Ayuntamiento Municipal de Rio Grande (PMRG) - RS, en espacio no escolar, a través de la investigación-acción del desarrollo de un Programa de Educación Ambiental (PEA) exigido como condicionante para la Licencia Ambiental de Instalación (LI) de obras públicas municipales. A partir de Paulo Freire (1979), se proporciona la humanización de los agentes públicos en el proceso educativo realizado, a través de la participación social interdisciplinaria, a través de talleres para diálogo, información y problematización en cuanto a la clasificación, segregación y destino de residuos de la construcción civil (RCC), y responsabilidad social para la preservación del medio ambiente. Se busca entonces como resultado, la comunión de las conciencias y el protagonismo de los sujetos para el cambio en la sociedad, que se expresan en el envolvimiento para la protección, recuperación y mejora de las condiciones ambientales y de la calidad de vida de todos los seres vivos, conforme orientado en el Programa Nacional de Educación Ambiental (ProNEA). Palabras clave: Educación Ambiental; humanización; Ayuntamiento Municipal de Rio Grande; Residuos de la construcción civil; Responsabilidad Socioambiental. ABSTRACT: The present work presents a praxis of the National Policy of Environmental Education (PNEA) in the Municipality of Rio Grande (PMRG) - RS, in non-school space, through action research of the development of an Environmental Education Program (PEA) required as a condition for the Environmental Installation License (LI) of municipal public works. From Paulo Freire (1979), the humanization of public agents in the educative process, through interdisciplinary social participation, is provided through workshops for dialogue, information and problematization regarding the sorting, segregation and destination of construction waste (RCC), and social responsibility for the preservation of the environment. As a result, the communion of the consciousnesses and the protagonism of the subjects for the change in the society, that expresses in the involvement for the protection, recovery and improvement of the environmental conditions and the quality of life of all the alive beings, as oriented in the National Environmental Education Program (ProNEA). Keywords: Environmental Education; Humanization; City Hall of Rio Grande; Civil Construction Waste; Social and Environmental Responsibility.

What is Existential Educational Encounter?

This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept of encounter, and b) to clarify its relationship to the humanistic concept of formation (or unfolding; Bildung), in order to establish the tension between Bildung-theory and the existential theory of human formation. The paper claims that, for a more elaborated understanding of the human educative process, the tension between the processes of encounter and Bildung should be seen as the core tension behind the holistic view of becoming human. Also, c) for an analysis of the Anglo-American reception of the concept, a phenomenological view of the encounter as a transcendental aspect of a learning process will be made in order to gain a wider view of the concept.

Gender Sensitive Teaching at Don Honorio Ventura Technological State University

The study was done to describe the gender sensitive teaching at Don Honorio Ventura Technological State University (DHVTSU) as a basis for the enhancement of the Gender and Development Program. Descriptive research was employed. The Deans, faculty members, and students of the university answered the questionnaire and interview as guided by various GAD Handbooks. Gender sensitive teaching is commonly noted as equality. Moreover, gender sensitive teaching was fully applied and fully observed in the areas of curriculum, learning objectives, learning content, learning experiences, textual materials, and learning assessment. However, issues on integration and proper application of gender sensitive teaching was raised among technical, technology, sciences, and mathematical courses With such conditions, continuous monitoring and trainings should be done so that the full application and full observance of gender sensitive teaching can be sustained. Also, a creation of module on how to concretely become gender neuter in all aspects of the educative process should be initiated.