Alfabetização e Educação Literária: Contrastando Duas Formas de Mediação de Livros Literários na Escola

Resumo O foco deste texto, recorte de uma pesquisa mais ampla sobre alfabetização de crianças, é a educação literária no contexto escolar. O objetivo é abordar como duas docentes, colaboradoras da pesquisa e atuantes em uma turma de 2º ano da Rede Municipal de Recife, conduziram as mediações durante a leitura de livros literários, além de evidenciar e compreender as diferenças e semelhanças nessas mediações, revelando o processo de escolarização da literatura. Metodologicamente, trabalham-se com técnicas e ferramentas etnográficas, incluindo a observação participante e entrevistas; a categoria de análise central é o evento. Argumenta-se que as interações com o livro literário, mediadas por professores, precisam ocupar um lugar de destaque nos processos de alfabetização. Os resultados obtidos indicam que, nessa turma, esses ocuparam esse lugar, mas também apontam contrastes entre as formas de mediação do texto literário, que podem resultar em aprendizagens também diferentes para as crianças; além disso, deixam claro o processo inevitável de escolarização da literatura, com as marcas da cultura escolar, próprias do trabalho pedagógico com a alfabetização. Palavras-chave: Leitura. Literatura na escola. Etnografia. AbstractThe focus of this text, part of a broader research on children's literacy, is literary education in the school context. The objective is to address how two teachers, research collaborators and working in a 2nd year class, from the Municipal Network of Recife, conducted mediations while reading literary books, in addition to highlighting and understanding the differences and similarities in these mediations, revealing the literature schooling process. Methodologically, it is worked with ethnographic techniques and tools, including participant observation and interviews; the central analysis category of this study is the event. It is argued that interactions with the literary book, mediated by teachers, need to occupy a prominent place in literacy processes. The results obtained indicate that, in this class, they occupied this place, but also point out contrasts among the forms of the literary text mediation, which can result in different learning for children; in addition, they make clear the inevitable schooling literature process, with the marks of school culture, typical of pedagogical work with literacy. Keywords: Reading. School Literature. Ethnography.

Religious Diversity, Secular Ethos and Schooling in a secondary school in India

The present study look at religious diversity and the role it plays in a school in India. The Constitution of India under Article 25-28 protects the freedom of religion in the country. The secular ideals are the core guiding principles of the society which were incorporated by the 42nd Amendment to the Preamble of the Indian Constitution. Therefore, the study tries to look at religious practices, attitudes, values and beliefs in the school to understand religious diversity. It also tries to understand the views of parents, teachers, and students to contextualize the school ethos, culture and schooling process. To comprehend the secular outlook and its role as envisaged in the Constitution of our country. The present study is a qualitative case study which was conducted in a public school by using observation and interviews with 30 students and 10 teachers of the school from classes VI-VIII each, apart from 10 interviews with parents. There is an indication, that there is a secular ethos in the school, however there are few occurrences of segregation, but on the whole there is inclusion. The policies, practices in the school reflect resilience and tolerance, characterized by value education

A AFETIVIDADE NA RELAÇÃO PROFESSOR-ALUNO E O PROCESSO ENSINO-APRENDIZAGEM: DISCUSSÃO DE DADOS MEDIATIZADA PELO PORTAL CAPES

The study discusses theinfluence of affectivity on teacher-student relationships and their contributions to the teaching-learning process. The objective is to highlightthe importance of affectivity throughout the schooling process and its respective impacts on student preparation and learning, also alerting to the need for new academic research on affectivity in the classroom. The problem that guided this study is what are the contributions of affectivity in the teacher-student relationship and its impacts on the teaching-learning process.The structure of the article is divided into three main themes, which are: conceptualizations and reflections on learning and affectivity, the importance of affectivity in the teacher-student relationship and in learning, and finally, the datasurvey and analysis. The methodology is bibliographic in nature, enriched with the state of knowledge, from the Periodic Portal of the Coordination for the Improvement of Higher Education Personnel (CAPES), in the last decade. Of the articles found, nineteen focus on the descriptor affectivity, covering the stages of early childhood education, elementary school, high school, higher education and distance education, which showed the importance of the teacher and his influence through the development of interactions, harmonious and affective relationships established from early childhood education to higher education. It was concluded that, throughout the schooling process, affectivity is an essential factor, which generates positive reflexes in education, and that the teacher is essential to the development of affective relationships established at all levels of education.

Helping Adolescents Exposed to Dangers: A Support Experience in Cameroonian Schools

Adolescent problems constantly evolve due to societal and demographic factors and the changes taking place in adolescents. Supporting adolescents in schools is an enriching and fulfilling experience. This complex work allows us to see not only the wealth of skills, diverse perspectives, resilience and motivation adolescents display during their schooling process, but also the difficulties they encounter in the process. From 2008/2009 to 2017/2018 academic year (10 years), 2,916 students from form one to upper six in a college in Cameroon, with various requests was supported. Adolescents were supported by intruding into their psychic, school and family worlds, to understand the influence of the events that they experience on their learning. With the help of clinical interviews and educational talks, they were able to overcome several challenges facing them at home and in their social environment at school, a different social system in which they must navigate to find their feet. Adolescents can suffer from parental disaffection, anxiety, poor family interactions, adolescent crisis, and even socio-economic precariousness of parents, violence, loss, bereavement and sometimes mental imbalance. The main difficulties are due to family dysfunction. Psychoeducation, helping relationship, counselling and psychotherapy were the means by which the adolescents were helped to regain their self-confidence, and have a sense of security in school, to find their way despite the daily family dysfunctions.

Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

THE SCHOOLING OF SCIENCE TEACHING IN PRIMARY EDUCATION IN PARANÁ: BETWEEN DISENCHANTMENT OF THE WORLD AND UTILITARIANISM, NUANCES OF A MORAL EDUCATION

This text analyzes the schooling process as to what was called “scientific teaching” in primary education in the state of Paraná (Brazil), over the first three decades of the XX century. From the perspective of the curriculum history, it analyzes interactions between arguments in favor of its introduction and the emergence of the subject Physical and Natural Sciences in the study programs. As sources, it mobilizes educational reform projects, the pedagogical press, as well as normative documents, official reports and teaching programs. The analysis allows identifying two moments in the path of the respective school subject. The first, as of the first decade of the XX century, when the array of the contents to be taught receives less attention than the assimilation of a mental and behavioral discipline. The second, around the 1920s, when the utility of the contents in relation to labor and hygiene habits is highlighted.

Rural young in High School: schooling experiences and youth expectations

This article presents the results of a research that sought to analyze the schooling process of young students in their first year of Higher Education from a rural school. We try to highlight the most significant facts of the school experiences brought by students and their expectations for the future with the aim of understanding the meaning they attribute to the experiences in a school located in countryside. The research procedures were establishment observations, individual semi-structured interviews, questionnaire and documentary study The survey data suggest that young people are able to express their opinions about classes, content and school. From the research data, we can say that young people are able to express their opinions about classes, content and school. From the interviews, we realized that the meanings attributed to the school in the schooling process are positive, since young people feel confident in this institution.

Roma at School: A Look at the Past and the Present. The Case of Portugal

The schooling process has become more widespread among the Portuguese Roma population since 1974, with the end of the Estado Novo dictatorship and the establishment of democracy. Nevertheless, the Roma nomadism or semi-nomadism, financial shortcomings and the absence of social/cultural/family stimuli are some of the reasons that explain their low school attendance rates. Only in the last decades has such attendance increased, as a result of the implementation of several public policies, particularly of the Social Integration Income. This social policy, implemented in 1996, introduced important changes in this population, especially in areas such as schooling, personal hygiene, housing, health, or sedentism.Recent research has shown an increase in the educational level of the Roma population, but school dropouts and failure remain high. This tendency was also studied in the northeast of Portugal, in a PhD thesis about the relationships between the Roma and school. In the present research work, a qualitative methodology was adopted, using direct and participant observation, as well as interviews to some Roma parents and non-Roma teachers. Both groups emphasize the main difficulties of Roma children at school.The conclusions show that several factors affect these students’ schooling nowadays, especially poor housing conditions, parents’ illiteracy or low schooling, lack of daily study monitoring at home, absence of models in their environment, non-attendance of pre-school, and discrimination against them.

Una pedagogización de los deportes. La figura de Benigno Rodríguez Jurado y sus políticas sobre cultura física y deportes = A sport pedagogization. Benigno Rodríguez Jurado’s public figure, policies and discourses on physical culture and sports

En la Argentina de la década de 1920 se produjo un proceso de escolarización de los deportes –esto es, su inclusión en los establecimientos educativos–, para posteriormente, con el desarrollo de la década de 1940, llevarse a cabo otro de pedagogización de los deportes. Con este posicionamiento teórico como trasfondo, en este escrito se indagan los discursos de una figura importante en esteproceso, cuya trayectoria política y deportiva a la vez da cuenta de dicho pasaje hacia la pedagogización de los deportes: Benigno Rodríguez Jurado. Interesa especialmente analizar sus discursos en torno a la cultura física y los deportes, particularmente aquellos que realiza en su gestión como director del Departamento de Cultura Física de la Universidad Nacional de La Plata. En lo que respecta a su idea de cultura física, se observa que está vinculada a la búsqueda delmejoramiento de la salud, en línea con las concepciones que sobre este término se hacían en el contexto nacional y latinoamericano, a la vez que remite a ciertas ideas eugenésicas al referir almejoramiento de las generaciones futuras. Por otra parte, se analizan los sentidos sobre lo deportivo, con cierta idealización de su práctica, con tono moralizante, encontrando ciertas tensiones entre eldeporte escolar y el federado. De todo ello se desprende que, mientras fue director, Benigno Rodríguez Jurado desarrolló en elDepartamento de Cultura Física, y a través de la enseñanza de la Educación Física en el Colegio Nacional y el Colegio Secundario de Señoritas, un laboratorio de ideas para una escolarización deldeporte, es decir su inclusión curricular, y posteriormente, en la Dirección General de Educación Física y Cultura de la provincia de Buenos Aires, desde 1940, desplegó una pedagogización de los deportes. AbstractIn 1920s, in Argentina, was developed a schooling process of sports –that is, its inclusion in educational establishments–, and later, with the development of the 1940s, was the time of a pedagogizationprocess of sports. With this theoretical positioning as a background, this paper analyzes the discourses of an important figure in this process, who’s political and sports career at the same time shows thisprocesses passage: Benigno Rodríguez Jurado. It is especially interesting to understand his speeches about physical culture and sports, particularly those he performs as director of the Department ofPhysical Culture of the National University of La Plata. Regarding his idea of physical culture, it is observed that it is linked to health improvement, in line with other national and international meanings, referring to certain eugenic rhetoric. On the other hand, Rodríguez Jurado sports senses show a certain idealization of their practice, with a moralizing tone, finding tensions between school sports and federated sports. As its director, Benigno Rodríguez Jurado developed in the Department of Physical Culture, through Physical Education classes at the National College and the Secondary School of Ladies, a laboratory of ideas for schooling of sport, that is, its curricular inclusion, and then, in the General Directorate of Physical Education and Culture of the province of Buenos Aires, since 1940, to develop a pedagogization of sports.

The Peer Group’s Agency in a Brazilian School

Black working-class boys are the group with the most significant difficulties in their schooling process. In dialogue with Raewyn Connell, we seek to analyze how the collective conceptions of peer groups have influenced the school engagement of Brazilian boys. We conducted an ethnographic research with students around the age of 14 at an urban state school in the periphery of the city of São Paulo. We analyzed the hierarchization process between two groups of boys, demonstrating the existence of a collective notion of masculinity that works against engagement with the school. Well-known to the Anglophone academic literature, this association is rather uncommon in the Brazilian literature. We have therefore attempted to describe and analyze here the challenges faced by Black working-class Brazilian boys to establish more positive educational trajectories.