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.

Problem-based learning as a means of chemistry education effectiveness improvement at a medical university

The paper discusses the goals and objectives of problem-based learning, discusses methods of students cognitive activity and cognitive independence stimulation by practical problems solving. Problem-based learning is a necessary condition for increasing students motivation for self-study and self-education, contributes to the development of students cognitive abilities. Problematic interpretation of educational material by practical problems solving, integrated problems with designation of interdisciplinary connections suggest using of a partial search method to optimize students cognitive activity. The relevance of problem-based learning largely lies in its developmental orientation, including various types of situational problems solving in the study of the course chemistry. Special attention is paid to problem-based learning through the case method, actualization of interdisciplinary connections as a didactic principle in teaching. The subject role of the teacher is actualized, which still remains central and coordinating, presupposes a creative approach to work, the presence of fundamental theoretical knowledge, intellectual baggage, global professional thinking and professional culture. The formulation of problematic situations requires innovative thinking, non-standard approaches to learning, contributes to a better understanding of their professional role, democratization and modernization of the educational process. Objective data on the advantages of problem-based learning for the development of students cognitive abilities, manifestation of subjectivity, activation of the acquired knowledge and their application in practice to solve real educational, educational-research and educational-professional tasks, development of systemic clinical thinking capable of providing a high level of training of a modern specialist are presented in health care.

Variable plural marking in Palenquero Creole

One of the most salient putative African features of Palenquero, an Afro-Hispanic creole spoken in northern Colombia, is the prenominal plural marker ma. However, plural number is not categorically marked with ma, which alternates with bare forms in plural contexts and also occurs in singular contexts. In a principled sample of noun phrases (n = 1,186) from the spontaneous speech of twenty-seven Palenquero-Spanish bilinguals, the rate of ma (versus zero) is 51% in plural and 13% in singular contexts. Singular ma is favored with subjects and specific objects, consistent with an association with definiteness. In plural contexts, where it is robust, selection of ma is favored with specific and generic referents in subject role. This conditioning indicates that plural marking is favored for discourse referential nouns, in accordance with the cross-linguistic generalization that morphological marking tends to appear on instances that approach the prototypical function of a category (Hopper & Thompson, 1984).

FORMATION OF KNOWLEDGE OF STUDENTS IN THE FIELD OF HEALTHY NUTRITION

There was implpemented the introduction of the curriculum of the educational cycle “Formation of knowledge in the field of healthy nutrition ...” (36 hours), designed for the continuous development of knowledge of minors in educational organizations, teachers to increase the motivation to eat dishes that meet the physiological needs of the organism, taking into account the household nutrition showed a high degree of efficiency such training. After completing the training cycle, the number of correct answers increased by 46%. Assessment of the quality of training of teachers and educators showed a high percentage of excellent and good answers (65.4% and 27.3% respectively). The formation of motivation for eating dishes that meet the physiological needs of the organism was noted by teachers as a “high degree of conformity of the knowledge” (69%) to the expected learning outcomes. The subject-role feeding of educational information was shown to cause positive emotional responses in 61% of preschool children and 63% of children of the primary school age and is accompanied by a favorable emotional response to food intake in the educational institutions, which contributes to the formation of healthy eating behavior.

The finite clause

The topic of this chapter is the T-domain. The specifier of TP is the subject position. The finite verb never appears in T on the surface. In subordinate clauses it remains in V; in main clauses it moves on to C. There is an obligatory subject requirement for all finite, non-imperative clauses. In cases where no argument raises to SpecTP, a non-referential element is used to fill the subject role. There are two kinds of passives, a periphrastic one with an auxiliary and the perfect participle, or one derived from the reflexive form of the verb. The passive subject may be any nominal complement, including the complement of some prepositions, stranding the preposition. Sentence adverbials are left-adjoined to VP. By object shift an unstressed pronoun is shifted across the sentence adverbial if no other material intervenes. Negated objects cannot occur in VP, and have to be replaced by the negation above VP.

Internet memes as multimodal constructions

This paper considers a range of so-called image macro Internet memes and describes them as emerging multimodal constructions relying as much on image as on text, and apportioning roles to images much like constructional slots, for instance to fill in a subject role in a subjectless clause, or even to provide the main clause content to a textually given when-clause. In addition to existing or partially altered linguistic constructions, many examples also rely on specific top text/bottom text division of labor, and crucially depend on frame metonymy, with limited formal means quickly cueing richly detailed frames (for instance by using iconic images). The popularity of memes, forming series and cycles of iterations and remixes, and their role in establishing and maintaining discourse communities seems to be driven by a need to express and reconstrue viewpoints, often starting from ideas, affects or stereotypes assumed to be intersubjectively shared with viewers, whose responses they solicit. This paper argues that a proper description of Internet memes of the type considered requires a construction grammar approach, complemented by an understanding of viewpoint dynamics in terms of a Discourse Viewpoint Space regulating the network of spaces and viewpoints.

Typical Phrases For Shona Syntactic Subjecthood

This paper presents findings from a qualitative research that focused on providing a comprehensive description of the Shona subject relation. Shona is a Bantu language spoken by around 75% of the over 13million people making up the Zimbabwean population plus the other speakers in neighbouring countries like Zambia, Botswana and South Africa. The paper reveals the types of phrases that typically perform the subject role in the language. The research concentrated mainly on the language as used by speakers of the dialect spoken by the Karanga people of Masvingo Province (the region around Great Zimbabwe) and the Zezuru dialect spoken by people of central and northern Zimbabwe (the area around Harare Province).