- Sisyphus - Journal of Education
Instituto da Educação da Universidade de Lisboa
Alameda da Universidade
1649-013 Lisboa
Portugal - (+351) 217943633
- Education, Mathematics Education, Teacher Education, Educational Technology, Higher Education, Educación, and 10 moreScience Education, Educational Research, Educational Psychology, Physics Education, ICT in Education, TICs aplicadas a la Educacion, Physical Education, Sociology of Education, Education Policy, and Adult Educationedit
- Sisyphus – Journal of Education (http://revistas.rcaap.pt/sisyphus) aims to be a place for debate on political, soci... moreSisyphus – Journal of Education (http://revistas.rcaap.pt/sisyphus) aims to be a place for debate on political, social, economic, cultural, historical, curricular and organizational aspects of education. It pursues an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
The journal publishes papers displaying original researches—theoretical studies and empirical analyses—and expressing a wide variety of methods, in order to encourage the submission of both innovative and provocative work based on different orientations, including political ones. Consequently, it does not stand by any particular paradigm; on the contrary, it seeks to promote the possibility of multiple approaches. The editors will look for articles in a wide range of academic disciplines, searching for both clear and significant contributions to the understanding of educational processes. They will accept papers submitted by researchers, scholars, educational administration professionals, teachers, students, and well-informed observers of the educational field and correlative domains. Additionally, the journal will encourage and accept proposals embodying unconventional elements, such as photographic essays and artistic creations.edit
[PT] O número temático da Sisyphus — Revista de Educação, “Políticas Educativas e Mudanças na Profissão Docente”, tem como propósito apresentar um conjunto de estudos com extensa base empírica que refletem sobre os efeitos na... more
[PT]
O número temático da Sisyphus — Revista de Educação, “Políticas Educativas e Mudanças na Profissão Docente”, tem como propósito apresentar um conjunto de estudos com extensa base empírica que refletem sobre os efeitos na reestruturação da profissão docente das mudanças que se operam nas políticas educativas contemporâneas. Mais precisamente, a partir de geografias latino-americanas, dá-se a conhecer como se têm operado processos de reconfiguração da profissão docente no contexto dos processos de regulação transnacional da educação.
[EN]
This Sisyphus — Journal of Education thematic issue, “Education Policies and Changes in the Teaching Profession”, aims to present a set of empirical-based studies focused on the effects of the ongoing changes in education policies on the restructuring of the teaching profession. More precisely, from Latin American geographies, the issue shows how teaching profession reconfiguration has been operated in the context of the processes of transnational governance in education.
[ES]
Este número temático de Sisyphus — Revista de Educación, “Políticas Educativas y Cambios en la Profesión Docente”, tiene como objetivo presentar un conjunto de estudios con una amplia base empírica que reflexione sobre los efectos en la reestructuración de la profesión docente de los cambios que tienen lugar en las políticas educativas contemporáneas. Más precisamente, desde las geografías latinoamericanas, se muestra cómo se han operado los procesos de reconfiguración de la profesión docente en el contexto de los procesos de regulación transnacional de la educación.
O número temático da Sisyphus — Revista de Educação, “Políticas Educativas e Mudanças na Profissão Docente”, tem como propósito apresentar um conjunto de estudos com extensa base empírica que refletem sobre os efeitos na reestruturação da profissão docente das mudanças que se operam nas políticas educativas contemporâneas. Mais precisamente, a partir de geografias latino-americanas, dá-se a conhecer como se têm operado processos de reconfiguração da profissão docente no contexto dos processos de regulação transnacional da educação.
[EN]
This Sisyphus — Journal of Education thematic issue, “Education Policies and Changes in the Teaching Profession”, aims to present a set of empirical-based studies focused on the effects of the ongoing changes in education policies on the restructuring of the teaching profession. More precisely, from Latin American geographies, the issue shows how teaching profession reconfiguration has been operated in the context of the processes of transnational governance in education.
[ES]
Este número temático de Sisyphus — Revista de Educación, “Políticas Educativas y Cambios en la Profesión Docente”, tiene como objetivo presentar un conjunto de estudios con una amplia base empírica que reflexione sobre los efectos en la reestructuración de la profesión docente de los cambios que tienen lugar en las políticas educativas contemporáneas. Más precisamente, desde las geografías latinoamericanas, se muestra cómo se han operado los procesos de reconfiguración de la profesión docente en el contexto de los procesos de regulación transnacional de la educación.
Research Interests:
[PT] O artigo sistematiza os marcos legais e conceituais, de 1996 aos dias atuais, que estruturam a ação estatal no Brasil em relação à carreira e avaliação docentes na Educação Básica, e apresenta informações sobre as condições de... more
[PT]
O artigo sistematiza os marcos legais e conceituais, de 1996 aos dias atuais, que estruturam a ação estatal no Brasil em relação à carreira e avaliação docentes na Educação Básica, e apresenta informações sobre as condições de emprego no quadro de alterações dos modos de regulação dos sistemas de ensino. Constata que a regulamentação dos planos de carreira é dependente da capacidade de negociação entre os entes federados e o movimento docente e que novas demandas educacionais têm ensejado o surgimento de carreiras paralelas, configurando hierarquias ocupacionais e discriminações. Observa que políticas atuais que enfatizam o alcance de metas de desempenho docente em contraposição aos critérios tradicionais dos estatutos profissionais – estabilidade, progressão hierárquica e valorização dos títulos e da experiência –, são advogadas por segmentos que influem na agenda educativa no país na perspectiva da nova gestão pública. A defesa de formas de remuneração baseadas em incentivos vinculados a uma avaliação docente meritocrática ampara-se na crença de que assim se melhora o desempenho nos testes de larga escala e se garante a aprendizagem dos estudantes.
[EN]
The legal and conceptual frameworks that structure state action in Brazil, 1996-2019, in relation to the career and evaluation of teachers in basic education are systematized, plus information on employment conditions in the context of changes in the modes of regulation of education systems. It is noted that the regulation of career is dependent on the ability to negotiate between federated entities and the teaching movement. New educational demands have led to the emergence of parallel teaching careers, configuring occupational hierarchies and discrimination. Notes that current policies that emphasize the achievement of teaching performance goals as opposed to the traditional criteria of professional statutes—stability, hierarchical progression and appreciation of titles and experience—are advocated by segments that influence the educational agenda according to new public management canon. The defense of forms of remuneration based on incentives linked to a meritocratic teacher evaluation is supported by the belief that the performance in the large-scale tests is improved and the students' learning is guaranteed.
[ES]
Se sistematizan los marcos legales y conceptuales que estructuran la acción estatal en Brasil (1996-2019) en relación con la carrera y la evaluación de los docentes en educación básica, más información sobre las condiciones de empleo en el contexto de los cambios en los modos de regulación de los sistemas educativos. Cabe señalar que la regulación de los planes de carrera depende de la capacidad de negociación entre las entidades federadas y el movimiento docente. Las nuevas demandas educativas han llevado a la aparición de carreras docentes paralelas, configurando jerarquías ocupacionales y discriminación. Señala que las políticas actuales que enfatizan el logro de las metas de desempeño docente en oposición a los criterios tradicionales de los estatutos profesionales (estabilidad, progresión jerárquica y apreciación de títulos y experiencia) son defendidas por segmentos que influyen en la agenda educativa del país en la perspectiva de la nueva gestión pública. La defensa de formas de remuneración basadas en incentivos vinculados a una evaluación docente meritocrática se apoya en la creencia de que de esta manera se mejora el rendimiento en las pruebas a gran escala y se garantiza el aprendizaje de los estudiantes.
O artigo sistematiza os marcos legais e conceituais, de 1996 aos dias atuais, que estruturam a ação estatal no Brasil em relação à carreira e avaliação docentes na Educação Básica, e apresenta informações sobre as condições de emprego no quadro de alterações dos modos de regulação dos sistemas de ensino. Constata que a regulamentação dos planos de carreira é dependente da capacidade de negociação entre os entes federados e o movimento docente e que novas demandas educacionais têm ensejado o surgimento de carreiras paralelas, configurando hierarquias ocupacionais e discriminações. Observa que políticas atuais que enfatizam o alcance de metas de desempenho docente em contraposição aos critérios tradicionais dos estatutos profissionais – estabilidade, progressão hierárquica e valorização dos títulos e da experiência –, são advogadas por segmentos que influem na agenda educativa no país na perspectiva da nova gestão pública. A defesa de formas de remuneração baseadas em incentivos vinculados a uma avaliação docente meritocrática ampara-se na crença de que assim se melhora o desempenho nos testes de larga escala e se garante a aprendizagem dos estudantes.
[EN]
The legal and conceptual frameworks that structure state action in Brazil, 1996-2019, in relation to the career and evaluation of teachers in basic education are systematized, plus information on employment conditions in the context of changes in the modes of regulation of education systems. It is noted that the regulation of career is dependent on the ability to negotiate between federated entities and the teaching movement. New educational demands have led to the emergence of parallel teaching careers, configuring occupational hierarchies and discrimination. Notes that current policies that emphasize the achievement of teaching performance goals as opposed to the traditional criteria of professional statutes—stability, hierarchical progression and appreciation of titles and experience—are advocated by segments that influence the educational agenda according to new public management canon. The defense of forms of remuneration based on incentives linked to a meritocratic teacher evaluation is supported by the belief that the performance in the large-scale tests is improved and the students' learning is guaranteed.
[ES]
Se sistematizan los marcos legales y conceptuales que estructuran la acción estatal en Brasil (1996-2019) en relación con la carrera y la evaluación de los docentes en educación básica, más información sobre las condiciones de empleo en el contexto de los cambios en los modos de regulación de los sistemas educativos. Cabe señalar que la regulación de los planes de carrera depende de la capacidad de negociación entre las entidades federadas y el movimiento docente. Las nuevas demandas educativas han llevado a la aparición de carreras docentes paralelas, configurando jerarquías ocupacionales y discriminación. Señala que las políticas actuales que enfatizan el logro de las metas de desempeño docente en oposición a los criterios tradicionales de los estatutos profesionales (estabilidad, progresión jerárquica y apreciación de títulos y experiencia) son defendidas por segmentos que influyen en la agenda educativa del país en la perspectiva de la nueva gestión pública. La defensa de formas de remuneración basadas en incentivos vinculados a una evaluación docente meritocrática se apoya en la creencia de que de esta manera se mejora el rendimiento en las pruebas a gran escala y se garantiza el aprendizaje de los estudiantes.
Research Interests:
[ES] En este artículo se analizan las principales orientaciones de las políticas nacionales destinadas a regular la formación y el trabajo docente a partir de comienzos de este siglo durante los gobiernos del denominado “kirchnerismo”... more
[ES]
En este artículo se analizan las principales orientaciones de las políticas nacionales destinadas a regular la formación y el trabajo docente a partir de comienzos de este siglo durante los gobiernos del denominado “kirchnerismo” (2003-2007; 2007-2011 y 2011-2015) y la gestión de la Alianza Cambiemos (2015-2019). El análisis evidencia que las propuestas de Desarrollo Profesional Docente promovidas en Argentina entre el 2003 y el 2015 fueron diseñadas en el marco de un proyecto de inclusión social, en confrontación con las demandas de profesionalización hegemónicas en la década de los noventa y como respuesta a la fragmentación del sistema. Desde fines de 2015, el nuevo gobierno, a partir de un diagnóstico de crisis de la calidad educativa basado en los resultados de las pruebas estandarizadas, propuso una formación docente centrada en las habilidades y conocimientos a ser evaluados y en “liderazgo educativo”. Este liderazgo fue considerado como un atributo clave de un supuesto docente global, preparado para ejercer su rol fuera de todo contexto local, cultural y político, inserto en un modelo que buscaba orientar el sistema educativo hacia la formación de “emprendedores” preparados para desenvolverse dentro de la lógica del mercado.
[PT]
Neste artigo, analisamos as principais orientações das políticas destinadas a regular a formação e o trabalho dos professores na Argentina, desde o início deste século, durante os governos do chamado “Kirchnerismo” (2003-2007; 2007-2011 e 2011-2015) e a gestão da Alianza Cambiemos (2015-2019). A análise mostra que as propostas de desenvolvimento profissional dos professores promovidas entre 2003 e 2015 foram elaboradas no âmbito de um projeto de inclusão social, em confronto com as demandas de profissionalização hegemônica da década de noventa e como tentativa de articulação de um sistema considerado fragmentado. Desde o final de 2015, partindo de um diagnóstico de crise da qualidade da educação baseando-se nos resultados de testes padronizados, o novo governo propôs ações de formação de professores focadas nas aptidões, conhecimentos e na “liderança educacional”. Essa liderança foi considerada um atributo-chave de um professor global imaginado, preparado para exercer o seu papel independentemente do contexto local, cultural e político, e inserido num modelo que procura orientar o sistema educativo para a formação de “empreendedores”, preparados para funcionar dentro da lógica do mercado.
[EN]
In this article, we analyse the main orientations of policies aimed teacher training and work in Argentina, from the beginning of this century, during the governments of the so-called “Kirchnerism” (2003-2007; 2007-2011 and 2011-2015) and the Alianza Cambiemos (2015-2019). The analysis shows that between 2003 and 2015, teachers' training was designed within the framework of social inclusion, as opposed to the hegemonic demands for professionalization during the ´90s. Since the end of 2015, the Alianza Cambiemos administration made a diagnosis based on the results of standardized tests: Argentina suffered an “educational quality crisis”. The answer was to train teachers in skills, knowledge and “educational leadership”. Leadership was considered a key attribute of an imagined global teacher, capable of playing their role in diverse local, cultural and political contexts. The article shows how this training model was built to orient the education system towards the training of “entrepreneurs”, able to cope within the market.
En este artículo se analizan las principales orientaciones de las políticas nacionales destinadas a regular la formación y el trabajo docente a partir de comienzos de este siglo durante los gobiernos del denominado “kirchnerismo” (2003-2007; 2007-2011 y 2011-2015) y la gestión de la Alianza Cambiemos (2015-2019). El análisis evidencia que las propuestas de Desarrollo Profesional Docente promovidas en Argentina entre el 2003 y el 2015 fueron diseñadas en el marco de un proyecto de inclusión social, en confrontación con las demandas de profesionalización hegemónicas en la década de los noventa y como respuesta a la fragmentación del sistema. Desde fines de 2015, el nuevo gobierno, a partir de un diagnóstico de crisis de la calidad educativa basado en los resultados de las pruebas estandarizadas, propuso una formación docente centrada en las habilidades y conocimientos a ser evaluados y en “liderazgo educativo”. Este liderazgo fue considerado como un atributo clave de un supuesto docente global, preparado para ejercer su rol fuera de todo contexto local, cultural y político, inserto en un modelo que buscaba orientar el sistema educativo hacia la formación de “emprendedores” preparados para desenvolverse dentro de la lógica del mercado.
[PT]
Neste artigo, analisamos as principais orientações das políticas destinadas a regular a formação e o trabalho dos professores na Argentina, desde o início deste século, durante os governos do chamado “Kirchnerismo” (2003-2007; 2007-2011 e 2011-2015) e a gestão da Alianza Cambiemos (2015-2019). A análise mostra que as propostas de desenvolvimento profissional dos professores promovidas entre 2003 e 2015 foram elaboradas no âmbito de um projeto de inclusão social, em confronto com as demandas de profissionalização hegemônica da década de noventa e como tentativa de articulação de um sistema considerado fragmentado. Desde o final de 2015, partindo de um diagnóstico de crise da qualidade da educação baseando-se nos resultados de testes padronizados, o novo governo propôs ações de formação de professores focadas nas aptidões, conhecimentos e na “liderança educacional”. Essa liderança foi considerada um atributo-chave de um professor global imaginado, preparado para exercer o seu papel independentemente do contexto local, cultural e político, e inserido num modelo que procura orientar o sistema educativo para a formação de “empreendedores”, preparados para funcionar dentro da lógica do mercado.
[EN]
In this article, we analyse the main orientations of policies aimed teacher training and work in Argentina, from the beginning of this century, during the governments of the so-called “Kirchnerism” (2003-2007; 2007-2011 and 2011-2015) and the Alianza Cambiemos (2015-2019). The analysis shows that between 2003 and 2015, teachers' training was designed within the framework of social inclusion, as opposed to the hegemonic demands for professionalization during the ´90s. Since the end of 2015, the Alianza Cambiemos administration made a diagnosis based on the results of standardized tests: Argentina suffered an “educational quality crisis”. The answer was to train teachers in skills, knowledge and “educational leadership”. Leadership was considered a key attribute of an imagined global teacher, capable of playing their role in diverse local, cultural and political contexts. The article shows how this training model was built to orient the education system towards the training of “entrepreneurs”, able to cope within the market.
Research Interests:
[PT] Um velho orfanato da cidade de Engenheiro Paulo de Frontin, no vale do café do estado do Rio de Janeiro, criado no Brasil durante a ditadura de Getúlio Vargas, é desenterrado para se pensar o presente das práticas psicológicas na... more
[PT]
Um velho orfanato da cidade de Engenheiro Paulo de Frontin, no vale do café do estado do Rio de Janeiro, criado no Brasil durante a ditadura de Getúlio Vargas, é desenterrado para se pensar o presente das práticas psicológicas na educação. Na perspectiva dos estudos Foucaultianos, alicerçamos uma ontologia histórica entre espaços disciplinares do passado e redes de segurança do agora. Desse entrecruzar dos governos da infância em dois tempos, conceituo pré-crime – da ficção científica de Phillip Kindred Dick – na educação e devir-órfão. Dois estudos de casos de autismo e de infração apontam-nos uma “psicolagem” tutelar dos corpos que nos faculta vislumbrar uma psicologia crítica a do presente. Nos termos de uma Hermenêutica do sujeito (Foucault, 2014a), empreende-se neste trabalho uma psicologia do cuidado de si como prática de liberdade, cujo olhar seja de reflexão sobre a memória ao mesmo tempo que de atitude para com o devir.
[EN]
An old orphanage in the city of Engenheiro Paulo de Frontin, in the coffee valley of the state of Rio de Janeiro, created in Brazil during the Getulio Vargas dictatorship, is unearthed to think about the present of psychological practices in education. From the perspective of Foucaultian studies, we ground a historical ontology between disciplinary spaces of the past and safety nets of the now. From this intersection of two-time childhood governments, I conceptualize pre-crime – from Phillip Kindred Dick's science fiction – in education and becoming orphan. Two case studies of autism and infraction point to a tutelary “psycholage” of bodies that enables us to glimpse a critical psychology of the present. In terms of a Hermeneutics of the subject (Foucault, 2014a), this work undertakes a psychology of self-care as a practice of freedom, whose gaze is a reflection on memory at the same time as an attitude towards becoming.
[ES]
Un antiguo orfanato en la ciudad de Engenheiro Paulo de Frontin, en el valle cafetero del estado de Río de Janeiro, creado en Brasil durante la dictadura de Getúlio Vargas, es desenterrado para pensar sobre el presente de las prácticas psicológicas en la educación. Desde la perspectiva de los estudios de Foucault, hemos construido una ontología histórica entre espacios disciplinarios en el pasado y redes de seguridad en el presente. Desde esta intersección de los gobiernos de la infancia en dos etapas, conceptúo pré-crimen – de la película de ciencia ficción de Phillip Kindred Dick–, en educación y devenir-huérfano. Dos estudios de caso de autismo e infracción apuntan a un “psiencolado” tutelar de los cuerpos que nos permite vislumbrar una psicología que critica el presente. En términos de una hermenéutica del tema (Foucault, 2014a), este trabajo utiliza una psicología del autocuidado como una práctica de libertad, cuya visión es reflexionar sobre la memoria al mismo tiempo que sobre la actitud hacia el devenir.
Um velho orfanato da cidade de Engenheiro Paulo de Frontin, no vale do café do estado do Rio de Janeiro, criado no Brasil durante a ditadura de Getúlio Vargas, é desenterrado para se pensar o presente das práticas psicológicas na educação. Na perspectiva dos estudos Foucaultianos, alicerçamos uma ontologia histórica entre espaços disciplinares do passado e redes de segurança do agora. Desse entrecruzar dos governos da infância em dois tempos, conceituo pré-crime – da ficção científica de Phillip Kindred Dick – na educação e devir-órfão. Dois estudos de casos de autismo e de infração apontam-nos uma “psicolagem” tutelar dos corpos que nos faculta vislumbrar uma psicologia crítica a do presente. Nos termos de uma Hermenêutica do sujeito (Foucault, 2014a), empreende-se neste trabalho uma psicologia do cuidado de si como prática de liberdade, cujo olhar seja de reflexão sobre a memória ao mesmo tempo que de atitude para com o devir.
[EN]
An old orphanage in the city of Engenheiro Paulo de Frontin, in the coffee valley of the state of Rio de Janeiro, created in Brazil during the Getulio Vargas dictatorship, is unearthed to think about the present of psychological practices in education. From the perspective of Foucaultian studies, we ground a historical ontology between disciplinary spaces of the past and safety nets of the now. From this intersection of two-time childhood governments, I conceptualize pre-crime – from Phillip Kindred Dick's science fiction – in education and becoming orphan. Two case studies of autism and infraction point to a tutelary “psycholage” of bodies that enables us to glimpse a critical psychology of the present. In terms of a Hermeneutics of the subject (Foucault, 2014a), this work undertakes a psychology of self-care as a practice of freedom, whose gaze is a reflection on memory at the same time as an attitude towards becoming.
[ES]
Un antiguo orfanato en la ciudad de Engenheiro Paulo de Frontin, en el valle cafetero del estado de Río de Janeiro, creado en Brasil durante la dictadura de Getúlio Vargas, es desenterrado para pensar sobre el presente de las prácticas psicológicas en la educación. Desde la perspectiva de los estudios de Foucault, hemos construido una ontología histórica entre espacios disciplinarios en el pasado y redes de seguridad en el presente. Desde esta intersección de los gobiernos de la infancia en dos etapas, conceptúo pré-crimen – de la película de ciencia ficción de Phillip Kindred Dick–, en educación y devenir-huérfano. Dos estudios de caso de autismo e infracción apuntan a un “psiencolado” tutelar de los cuerpos que nos permite vislumbrar una psicología que critica el presente. En términos de una hermenéutica del tema (Foucault, 2014a), este trabajo utiliza una psicología del autocuidado como una práctica de libertad, cuya visión es reflexionar sobre la memoria al mismo tiempo que sobre la actitud hacia el devenir.
Research Interests:
[PT] Para introduzir este número, os editores partem da constatação simples de que tudo se tornou mais complexo. A relação do Homem com o seu ambiente, a relação do Homem com os outros, e a relação do Homem consigo próprio, tudo isso... more
[PT]
Para introduzir este número, os editores partem da constatação simples de que tudo se tornou mais complexo. A relação do Homem com o seu ambiente, a relação do Homem com os outros, e a relação do Homem consigo próprio, tudo isso tende a mudar. Sempre com a memória curta, apesar do ensino da História, da Filosofia e, já agora, da Educação, as sociedades contemporâneas desenvolveram novas modalidades para atropelar os direitos e a integridade das várias espécies. Como pensar a Educação, neste contexto? Como repensar as formas e as fórmulas da Educação, numa perspetiva mais abrangente, mas sem deixar de lado os particularismos? Quais as perspetivas oferecidas pelas novas abordagens que, embora promissoras, podem não ser acompanhadas por atos? A estas várias interrogações fazem eco as contribuições apresentadas neste número. Contribuições diversificadas, mas com o elo comum de propor uma reflexão tão prática quanto possível sobre o amanhã.
[ENG]
To introduce this issue, the editors start from the simple observation that everything has become more complex. The relationship of human beings with the environment, the relationship of human beings with others, and the relationship of human beings to her/himself - all this tends to change. With a bad memory of the past events, despite the teachings of History, Philosophy and, indeed, Education, contemporary societies have developed new modalities for violating the rights and the integrity of the various species. How is it possible to think about education in this context? How is it possible to rethink the forms and formulas of education, in a broader perspective, but without leaving aside the particularities? What are the prospects offered by the new approaches that, although promising, may not be accompanied by acts? Various questions for the various contributions of this issue, having in common to propose practical ideas about tomorrow.
[ES]
Para ingresar este número, los editores suponen que todo se ha vuelto más complejo. La relación del hombre con su entorno, la relación del hombre con los demás y la relación del hombre consigo mismo tienden a cambiar. Siempre con poca memoria, a pesar de la enseñanza de la historia, la filosofía e, incluso ahora, la educación, las sociedades contemporáneas han desarrollado nuevas formas de pisotear los derechos y la integridad de las diversas especies. ¿Cómo pensar sobre la educación en este contexto? ¿Cómo repensar las formas y fórmulas de la Educación, desde una perspectiva más amplia, pero sin descuidar los particularismos? ¿Cuáles son las perspectivas que ofrecen los nuevos enfoques que, aunque prometedores, pueden no estar acompañados de hechos? Estas diversas preguntas hacen eco de las contribuciones presentadas en este número. Diversas contribuciones, pero con el vínculo común de proponer una reflexión lo más práctica posible sobre el mañana.
Para introduzir este número, os editores partem da constatação simples de que tudo se tornou mais complexo. A relação do Homem com o seu ambiente, a relação do Homem com os outros, e a relação do Homem consigo próprio, tudo isso tende a mudar. Sempre com a memória curta, apesar do ensino da História, da Filosofia e, já agora, da Educação, as sociedades contemporâneas desenvolveram novas modalidades para atropelar os direitos e a integridade das várias espécies. Como pensar a Educação, neste contexto? Como repensar as formas e as fórmulas da Educação, numa perspetiva mais abrangente, mas sem deixar de lado os particularismos? Quais as perspetivas oferecidas pelas novas abordagens que, embora promissoras, podem não ser acompanhadas por atos? A estas várias interrogações fazem eco as contribuições apresentadas neste número. Contribuições diversificadas, mas com o elo comum de propor uma reflexão tão prática quanto possível sobre o amanhã.
[ENG]
To introduce this issue, the editors start from the simple observation that everything has become more complex. The relationship of human beings with the environment, the relationship of human beings with others, and the relationship of human beings to her/himself - all this tends to change. With a bad memory of the past events, despite the teachings of History, Philosophy and, indeed, Education, contemporary societies have developed new modalities for violating the rights and the integrity of the various species. How is it possible to think about education in this context? How is it possible to rethink the forms and formulas of education, in a broader perspective, but without leaving aside the particularities? What are the prospects offered by the new approaches that, although promising, may not be accompanied by acts? Various questions for the various contributions of this issue, having in common to propose practical ideas about tomorrow.
[ES]
Para ingresar este número, los editores suponen que todo se ha vuelto más complejo. La relación del hombre con su entorno, la relación del hombre con los demás y la relación del hombre consigo mismo tienden a cambiar. Siempre con poca memoria, a pesar de la enseñanza de la historia, la filosofía e, incluso ahora, la educación, las sociedades contemporáneas han desarrollado nuevas formas de pisotear los derechos y la integridad de las diversas especies. ¿Cómo pensar sobre la educación en este contexto? ¿Cómo repensar las formas y fórmulas de la Educación, desde una perspectiva más amplia, pero sin descuidar los particularismos? ¿Cuáles son las perspectivas que ofrecen los nuevos enfoques que, aunque prometedores, pueden no estar acompañados de hechos? Estas diversas preguntas hacen eco de las contribuciones presentadas en este número. Diversas contribuciones, pero con el vínculo común de proponer una reflexión lo más práctica posible sobre el mañana.
Research Interests:
[PT] Este artigo apresenta um estudo de caso de uma escola pública de periferia urbana, em área socialmente vulnerável. Similar sob alguns aspetos a uma prisão, o estabelecimento era defensivo em face dos alunos e da comunidade. O... more
[PT]
Este artigo apresenta um estudo de caso de uma escola pública de periferia urbana, em área socialmente vulnerável. Similar sob alguns aspetos a uma prisão, o estabelecimento era defensivo em face dos alunos e da comunidade. O absenteísmo docente fazia que, durante certos tempos, as turmas ficassem sós, sem atividades e proibidas de usar telemóveis. A indisciplina e a violência da/na/contra a escola se manifestavam amiúde, a gerar o mal-estar de professores e alunos. Em contraste, docentes com liderança carismática faziam diferente e estabeleciam relações afetivas com os estudantes, nos limites do seu papel. Apesar do sofrimento psíquico e físico, a maioria dos educadores continuava as suas rotinas. A escola mostra que, já no século XXI, a não mudança de valores passadistas, limitadoras do diálogo, impedia a adoção de soluções simples, porém que contribuiriam para solucionar grande parte dos processos violentos.
[EN]
This article presents the case-study of a public school, located in a socially vulnerable area of the urban periphery. Partly like a prison, this school was defensive in relation to its students and community. Teacher absenteeism led classes to be scarcely supervised, without activities, as well as prohibited to use cell phones. Indiscipline and violence of/in/against school were very frequent, generating teachers’ mental and physical illnesses. However, some charismatic teachers acted differently from the philosophical and the methodological perspectives. They established affective relations with their students, as professionals. Despite illnesses, other teachers used to keep their routines. This case study shows that archaic values, not directed to dialogue, prevented the adoption of simple solutions that would solve most of the violent processes at school.
[ES]
Este artículo presenta el estudio de caso de una escuela pública, ubicada en un área socialmente vulnerable de la periferia urbana. En parte como una prisión, esta escuela era defensiva en relación con sus estudiantes y la comunidad. El ausentismo de los maestros llevaba a que las clases fuesen apenas supervisadas, sin actividades, así como prohibido usar teléfonos celulares. La indisciplina y la violencia de / en / contra la escuela eran muy frecuentes, generando malestar en profesores y alumnado. Sin embargo, algunos maestros carismáticos actuaban de manera diferente y establecían relaciones afectivas con sus estudiantes, como profesionales. A pesar de las enfermedades mentales y físicas, la mayoría de los maestros solía mantener sus rutinas. Este estudio de caso muestra que los valores arcaicos, no dirigidos al diálogo, impidieron la adopción de soluciones simples que podrían resolver la mayoría de los procesos violentos en la escuela
Este artigo apresenta um estudo de caso de uma escola pública de periferia urbana, em área socialmente vulnerável. Similar sob alguns aspetos a uma prisão, o estabelecimento era defensivo em face dos alunos e da comunidade. O absenteísmo docente fazia que, durante certos tempos, as turmas ficassem sós, sem atividades e proibidas de usar telemóveis. A indisciplina e a violência da/na/contra a escola se manifestavam amiúde, a gerar o mal-estar de professores e alunos. Em contraste, docentes com liderança carismática faziam diferente e estabeleciam relações afetivas com os estudantes, nos limites do seu papel. Apesar do sofrimento psíquico e físico, a maioria dos educadores continuava as suas rotinas. A escola mostra que, já no século XXI, a não mudança de valores passadistas, limitadoras do diálogo, impedia a adoção de soluções simples, porém que contribuiriam para solucionar grande parte dos processos violentos.
[EN]
This article presents the case-study of a public school, located in a socially vulnerable area of the urban periphery. Partly like a prison, this school was defensive in relation to its students and community. Teacher absenteeism led classes to be scarcely supervised, without activities, as well as prohibited to use cell phones. Indiscipline and violence of/in/against school were very frequent, generating teachers’ mental and physical illnesses. However, some charismatic teachers acted differently from the philosophical and the methodological perspectives. They established affective relations with their students, as professionals. Despite illnesses, other teachers used to keep their routines. This case study shows that archaic values, not directed to dialogue, prevented the adoption of simple solutions that would solve most of the violent processes at school.
[ES]
Este artículo presenta el estudio de caso de una escuela pública, ubicada en un área socialmente vulnerable de la periferia urbana. En parte como una prisión, esta escuela era defensiva en relación con sus estudiantes y la comunidad. El ausentismo de los maestros llevaba a que las clases fuesen apenas supervisadas, sin actividades, así como prohibido usar teléfonos celulares. La indisciplina y la violencia de / en / contra la escuela eran muy frecuentes, generando malestar en profesores y alumnado. Sin embargo, algunos maestros carismáticos actuaban de manera diferente y establecían relaciones afectivas con sus estudiantes, como profesionales. A pesar de las enfermedades mentales y físicas, la mayoría de los maestros solía mantener sus rutinas. Este estudio de caso muestra que los valores arcaicos, no dirigidos al diálogo, impidieron la adopción de soluciones simples que podrían resolver la mayoría de los procesos violentos en la escuela
Research Interests:
[PT] As crianças desempenham um papel fundamental na construção de conhecimento, tanto sobre si mesmas, como sobre os contextos em que se movem, possibilitando um maior entendimento e compreensão sobre como perspetivam as suas vidas,... more
[PT]
As crianças desempenham um papel fundamental na construção de conhecimento, tanto sobre si mesmas, como sobre os contextos em que se movem, possibilitando um maior entendimento e compreensão sobre como perspetivam as suas vidas, nomeadamente em contextos tão específicos como o bairro de habitação social.
Procurámos compreender, interpelar e mobilizar as crianças como agentes ativos, nos processos de atribuição de significado aos seus modos de vida, nos seus territórios de ação, perante a possibilidade de se assumirem como sujeitos dotados de uma ação significativa em tais contextos.
As crianças revelaram competências sociais de participação na análise, identificação e envolvimento na vida social, assumindo pontos de vista, identificando problemáticas, atribuindo responsabilidades e apresentando propostas com vista à sua resolução, revelando autonomia e protagonismo nas suas vidas. Embora sem o apoio do adulto não tenham conseguido dar continuidade à operacionalização da mudança, por eles proposta, modificaram atitudes e conquistaram um lugar de maior poder.
[EN]
Children play a key role in building knowledge, both on themselves and on the contexts in which they move, enabling a greater understanding of how they approach their lives, especially in contexts as specific as the neighbourhood of social housing.
We sought to understand, question and mobilize children as active agents in the processes of meaning attribution to their ways of life in their fields of action, faced with the possibility of assuming themselves as subjects endowed with a meaningful action in such contexts.
Children shown social skills of participation in the analysis, identification and involvement in social life, assuming their own points of views, identifying problems, assigning responsibilities and offering proposals for their resolution, thus showing self-sufficiency and leadership in their lives. Although without adult support they could not continue to develop the change they initially proposed, they changed attitudes and achieved a place of higher power.
[ES]
Los niños juegan un papel clave en la construcción de conocimiento sobre sí mismos y los contextos en los que se mueven, lo que permite una mayor comprensión de cómo ven sus vidas, particularmente en contextos tan específicos como el vecindario de vivienda social.
Intentamos comprender, desafiar y movilizar a los niños como agentes activos en los procesos de atribución de significado a sus formas de vida, en sus territorios de acción, dada la posibilidad de asumir como sujetos con una acción significativa en tales contextos.
Los niños revelaron habilidades sociales de participación en el análisis, identificación y participación en la vida social, asumiendo puntos de vista, identificando problemas, asignando responsabilidades y presentando propuestas para su resolución, revelando autonomía y protagonismo en sus vidas. Aunque sin el apoyo del adulto, no pudieron continuar con la consecución del cambio que propusieron, cambiaron las actitudes y ganaron un lugar de mayor poder.
As crianças desempenham um papel fundamental na construção de conhecimento, tanto sobre si mesmas, como sobre os contextos em que se movem, possibilitando um maior entendimento e compreensão sobre como perspetivam as suas vidas, nomeadamente em contextos tão específicos como o bairro de habitação social.
Procurámos compreender, interpelar e mobilizar as crianças como agentes ativos, nos processos de atribuição de significado aos seus modos de vida, nos seus territórios de ação, perante a possibilidade de se assumirem como sujeitos dotados de uma ação significativa em tais contextos.
As crianças revelaram competências sociais de participação na análise, identificação e envolvimento na vida social, assumindo pontos de vista, identificando problemáticas, atribuindo responsabilidades e apresentando propostas com vista à sua resolução, revelando autonomia e protagonismo nas suas vidas. Embora sem o apoio do adulto não tenham conseguido dar continuidade à operacionalização da mudança, por eles proposta, modificaram atitudes e conquistaram um lugar de maior poder.
[EN]
Children play a key role in building knowledge, both on themselves and on the contexts in which they move, enabling a greater understanding of how they approach their lives, especially in contexts as specific as the neighbourhood of social housing.
We sought to understand, question and mobilize children as active agents in the processes of meaning attribution to their ways of life in their fields of action, faced with the possibility of assuming themselves as subjects endowed with a meaningful action in such contexts.
Children shown social skills of participation in the analysis, identification and involvement in social life, assuming their own points of views, identifying problems, assigning responsibilities and offering proposals for their resolution, thus showing self-sufficiency and leadership in their lives. Although without adult support they could not continue to develop the change they initially proposed, they changed attitudes and achieved a place of higher power.
[ES]
Los niños juegan un papel clave en la construcción de conocimiento sobre sí mismos y los contextos en los que se mueven, lo que permite una mayor comprensión de cómo ven sus vidas, particularmente en contextos tan específicos como el vecindario de vivienda social.
Intentamos comprender, desafiar y movilizar a los niños como agentes activos en los procesos de atribución de significado a sus formas de vida, en sus territorios de acción, dada la posibilidad de asumir como sujetos con una acción significativa en tales contextos.
Los niños revelaron habilidades sociales de participación en el análisis, identificación y participación en la vida social, asumiendo puntos de vista, identificando problemas, asignando responsabilidades y presentando propuestas para su resolución, revelando autonomía y protagonismo en sus vidas. Aunque sin el apoyo del adulto, no pudieron continuar con la consecución del cambio que propusieron, cambiaron las actitudes y ganaron un lugar de mayor poder.
Research Interests:
[FR] Cet article trace d’abord un bilan du cadre institutionnel et constitutionnel actuel du droit à l’éducation dans quatre des États membres de la CPLP (Angola, Cap-Vert, Guinée équatoriale et Mozambique). Cette étape est suivie... more
[FR]
Cet article trace d’abord un bilan du cadre institutionnel et constitutionnel actuel du droit à l’éducation dans quatre des États membres de la CPLP (Angola, Cap-Vert, Guinée équatoriale et Mozambique). Cette étape est suivie par une étude sur l’état des travaux scientifiques menés au Portugal sur le droit à l’éducation dans le monde lusophone. L’accent est mis sur les recherches sur le contexte, le droit positif, et les programmes d’aide au développement promus par l’ONU et l’UNESCO au sein des pays intéressés. Plus que d’avancer des conclusions ou d’encourager le développement de nouvelles recherches, cette étude fournit de nouvelles données, indiquant l’importance de la problématique du droit à l’éducation au sein de la CPLP dans le futur.
[PT]
Este artigo procede, primeiramente, a uma análise do quadro institucional e constitucional atual do direito à educação em quatro dos Estados membros da CPLP (Angola, Cabo Verde, Guiné Equatorial e Moçambique). Segue-se um estudo sobre o estado dos trabalhos científicos realizados em Portugal sobre o direito à educação no mundo de língua portuguesa. Merecem especial atenção os estudos sobre o contexto, o direito positivo e os programas de assistência ao desenvolvimento promovidos pela ONU e pela UNESCO nos países em causa. Mais do que delinear conclusões ou incentivar novas pesquisas sobre o tema, este estudo fornece novos dados, sobre as atuais dimensões de análise da problemática do direito à educação na CPLP e as posssibilidades de desenvolvimento no futuro.
[EN]
This article first analyses the current institutional and constitutional framework of the right to education in four of the Member States of the CPLP (Angola, Cape Verde, Equatorial Guinea and Mozambique). Further, this study focuses on the state of scientific work carried out in Portugal on the right to education in the Portuguese-speaking world. Special attention is paid to studies on the context, positive rights and programmes of aid to development promoted by the UN and UNESCO in the countries concerned. More than outlining conclusions or encouraging further research on the subject, this study provides new data, indicating the relevance of the problem of the right to education in the CPLP in the future.
[ES]
Este artículo analiza primero el marco institucional y constitucional actual del derecho a la educación en cuatro de los estados miembros de la CPLP (Angola, Cabo Verde, Guinea Ecuatorial y Mozambique). A continuación, se realiza un estudio sobre el estado del trabajo científico realizado en Portugal sobre el derecho a la educación en el mundo de habla portuguesa. Se debe prestar especial atención a los estudios de contexto, leyes positivas y programas de asistencia para el desarrollo promovidos por la ONU y la UNESCO en los países interesados. Más que sacar conclusiones o alentar nuevas investigaciones sobre el tema, este estudio proporciona nuevos datos sobre las dimensiones actuales del análisis del derecho a la educación en la CPLP y las posibilidades de desarrollo futuro.
Cet article trace d’abord un bilan du cadre institutionnel et constitutionnel actuel du droit à l’éducation dans quatre des États membres de la CPLP (Angola, Cap-Vert, Guinée équatoriale et Mozambique). Cette étape est suivie par une étude sur l’état des travaux scientifiques menés au Portugal sur le droit à l’éducation dans le monde lusophone. L’accent est mis sur les recherches sur le contexte, le droit positif, et les programmes d’aide au développement promus par l’ONU et l’UNESCO au sein des pays intéressés. Plus que d’avancer des conclusions ou d’encourager le développement de nouvelles recherches, cette étude fournit de nouvelles données, indiquant l’importance de la problématique du droit à l’éducation au sein de la CPLP dans le futur.
[PT]
Este artigo procede, primeiramente, a uma análise do quadro institucional e constitucional atual do direito à educação em quatro dos Estados membros da CPLP (Angola, Cabo Verde, Guiné Equatorial e Moçambique). Segue-se um estudo sobre o estado dos trabalhos científicos realizados em Portugal sobre o direito à educação no mundo de língua portuguesa. Merecem especial atenção os estudos sobre o contexto, o direito positivo e os programas de assistência ao desenvolvimento promovidos pela ONU e pela UNESCO nos países em causa. Mais do que delinear conclusões ou incentivar novas pesquisas sobre o tema, este estudo fornece novos dados, sobre as atuais dimensões de análise da problemática do direito à educação na CPLP e as posssibilidades de desenvolvimento no futuro.
[EN]
This article first analyses the current institutional and constitutional framework of the right to education in four of the Member States of the CPLP (Angola, Cape Verde, Equatorial Guinea and Mozambique). Further, this study focuses on the state of scientific work carried out in Portugal on the right to education in the Portuguese-speaking world. Special attention is paid to studies on the context, positive rights and programmes of aid to development promoted by the UN and UNESCO in the countries concerned. More than outlining conclusions or encouraging further research on the subject, this study provides new data, indicating the relevance of the problem of the right to education in the CPLP in the future.
[ES]
Este artículo analiza primero el marco institucional y constitucional actual del derecho a la educación en cuatro de los estados miembros de la CPLP (Angola, Cabo Verde, Guinea Ecuatorial y Mozambique). A continuación, se realiza un estudio sobre el estado del trabajo científico realizado en Portugal sobre el derecho a la educación en el mundo de habla portuguesa. Se debe prestar especial atención a los estudios de contexto, leyes positivas y programas de asistencia para el desarrollo promovidos por la ONU y la UNESCO en los países interesados. Más que sacar conclusiones o alentar nuevas investigaciones sobre el tema, este estudio proporciona nuevos datos sobre las dimensiones actuales del análisis del derecho a la educación en la CPLP y las posibilidades de desarrollo futuro.
Research Interests:
[EN] This paper will analyse the conceptual evolution and development of learning cities and regions in adult education research work. Adult education research has got a great potential to investigate concrete mechanisms of learning... more
[EN]
This paper will analyse the conceptual evolution and development of learning cities and regions in adult education research work. Adult education research has got a great potential to investigate concrete mechanisms of learning city-region constructions and to estimate the changing nature and structures of learning city-region models based on the examples of two learning cities, Cork in Ireland and Pécs in Hungary. Therefore, the paper tries to discover some major aspects of learning city-region models and different learning city-region collaborations at local-regional levels, emphasized by the OECD and UNESCO, which may enhance both participation and performance in learning of adults, but also, the learning of other age groups affecting transgenerational dimensions of learning and that of community development.
[PT]
Este artigo analisa a evolução do conceito de cidade e região educadora e o desenvolvimento desta ideia na investigação em educação de adultos. A investigação neste domínio pode contribuir para a compreensão dos mecanismos de construção concretos das cidades e regiões educadoras; pode ainda permitir interpretar as mudanças da natureza e da estrutura dos modelos de cidade e região educadora a partir de exemplos como os de Cork, na Irlanda, e de Pécs, na Hungria. Este texto procura destacar os aspetos mais importantes dos modelos referidos e as relações que se estabelecem nos níveis local e regional, destacados pela OCDE e a UNESCO. Nestes casos, a participação e a aprendizagem dos adultos podem ser promovidas, assim como a aprendizagem de sujeitos pertencentes a outros grupos etários, enfatizando-se por esta via dimensões da aprendizagem transgeracional e do desenvolvimento comunitário.
This paper will analyse the conceptual evolution and development of learning cities and regions in adult education research work. Adult education research has got a great potential to investigate concrete mechanisms of learning city-region constructions and to estimate the changing nature and structures of learning city-region models based on the examples of two learning cities, Cork in Ireland and Pécs in Hungary. Therefore, the paper tries to discover some major aspects of learning city-region models and different learning city-region collaborations at local-regional levels, emphasized by the OECD and UNESCO, which may enhance both participation and performance in learning of adults, but also, the learning of other age groups affecting transgenerational dimensions of learning and that of community development.
[PT]
Este artigo analisa a evolução do conceito de cidade e região educadora e o desenvolvimento desta ideia na investigação em educação de adultos. A investigação neste domínio pode contribuir para a compreensão dos mecanismos de construção concretos das cidades e regiões educadoras; pode ainda permitir interpretar as mudanças da natureza e da estrutura dos modelos de cidade e região educadora a partir de exemplos como os de Cork, na Irlanda, e de Pécs, na Hungria. Este texto procura destacar os aspetos mais importantes dos modelos referidos e as relações que se estabelecem nos níveis local e regional, destacados pela OCDE e a UNESCO. Nestes casos, a participação e a aprendizagem dos adultos podem ser promovidas, assim como a aprendizagem de sujeitos pertencentes a outros grupos etários, enfatizando-se por esta via dimensões da aprendizagem transgeracional e do desenvolvimento comunitário.
Research Interests:
[PT] Neste texto, pretendo explorar o que constitui uma educação ao longo da vida (ELV) numa perspectiva latino americana: quais as suas origens, quando e porquê surgiu o conceito contemporâneo, e como seria uma prática orientada pelos... more
[PT]
Neste texto, pretendo explorar o que constitui uma educação ao longo da vida (ELV) numa perspectiva latino americana: quais as suas origens, quando e porquê surgiu o conceito contemporâneo, e como seria uma prática orientada pelos princípios da educação ao longo da vida nesse continente. Parto de duas premissas centrais. Primeiro, que a ELV é um conceito profundamente democrático e participativo, porque implica o acesso de todas as pessoas a processos educativos em qualquer momento da vida, possuindo implicações políticas fortes com a mudança. Fortalece a noção do direito à educação e educação como direito. E, segundo, exploro o conceito de educação ao longo da vida na sua relação com o conceito da educação popular. Concluo que mesmo que educamos crianças ou adultos, ao situar essa educação na perspectiva da educação ao longo da vida, a sua configuração muda.
[EN]
In this paper, I intend to explore what constitutes lifelong education from a Latin American perspective: what are its origins, when and why did the contemporary concept arise and what would a practice oriented by the principles of lifelong education look like. I take two central premises as my starting point. First, that lifelong education is a profoundly democratic and participatory concept since it implies the access of all people to educational processes in whatever moment of their life, and possesses strong political implications with change. As a concept, it strengthens the notion of the right to education and education as a right. Second, I explore the concept of lifelong education in its relation with the concept of popular education. I conclude that whether educating children or adults, when this education is situated in the perspective of lifelong education, its configuration changes.
Neste texto, pretendo explorar o que constitui uma educação ao longo da vida (ELV) numa perspectiva latino americana: quais as suas origens, quando e porquê surgiu o conceito contemporâneo, e como seria uma prática orientada pelos princípios da educação ao longo da vida nesse continente. Parto de duas premissas centrais. Primeiro, que a ELV é um conceito profundamente democrático e participativo, porque implica o acesso de todas as pessoas a processos educativos em qualquer momento da vida, possuindo implicações políticas fortes com a mudança. Fortalece a noção do direito à educação e educação como direito. E, segundo, exploro o conceito de educação ao longo da vida na sua relação com o conceito da educação popular. Concluo que mesmo que educamos crianças ou adultos, ao situar essa educação na perspectiva da educação ao longo da vida, a sua configuração muda.
[EN]
In this paper, I intend to explore what constitutes lifelong education from a Latin American perspective: what are its origins, when and why did the contemporary concept arise and what would a practice oriented by the principles of lifelong education look like. I take two central premises as my starting point. First, that lifelong education is a profoundly democratic and participatory concept since it implies the access of all people to educational processes in whatever moment of their life, and possesses strong political implications with change. As a concept, it strengthens the notion of the right to education and education as a right. Second, I explore the concept of lifelong education in its relation with the concept of popular education. I conclude that whether educating children or adults, when this education is situated in the perspective of lifelong education, its configuration changes.
Research Interests:
[PT] Entre 2010 e 2018, no Colégio Pedro Arrupe (CPA), foi desenhado e implementado um programa de Formação Humana (FH) para todos os alunos do pré-escolar ao 12o ano. Tendo como ponto de partida o lema do colégio Ser a Servir, o... more
[PT]
Entre 2010 e 2018, no Colégio Pedro Arrupe (CPA), foi desenhado e implementado um programa de Formação Humana (FH) para todos os alunos do pré-escolar ao 12o ano. Tendo como ponto de partida o lema do colégio Ser a Servir, o programa tem como missão a promoção de competências associadas à relação de cada pessoa consigo mesma, com os outros e com o mundo. O artigo apresenta e explicita as referências, objetivos e a metodologia do programa de FH, relacionando-o com a Estratégia Nacional de Cidadania (ENEC) e a disciplina Cidadania e Desenvolvimento (DL 55/2018). No final é feita uma breve apresentação das diferentes propostas do programa.
[EN]
Between 2010 and 2018, at the school Colégio Pedro Arrupe (CPA), a Human development program was designed and implemented for all students from pre-school to the end of secondary school. The starting point was the school moto To be by serving (Ser a Servir), and the program was developed aiming the promotion of competences important for the relation of each person with oneself, others and the world. The article presents and explains the references, goals and methodologies of the program, as well as the relation of the program with the Nacional Strategy for Citizenship and the Citizenship and Development Course (DL 55/2018). A brief presentation of the proposals for each year is included in the end.
Entre 2010 e 2018, no Colégio Pedro Arrupe (CPA), foi desenhado e implementado um programa de Formação Humana (FH) para todos os alunos do pré-escolar ao 12o ano. Tendo como ponto de partida o lema do colégio Ser a Servir, o programa tem como missão a promoção de competências associadas à relação de cada pessoa consigo mesma, com os outros e com o mundo. O artigo apresenta e explicita as referências, objetivos e a metodologia do programa de FH, relacionando-o com a Estratégia Nacional de Cidadania (ENEC) e a disciplina Cidadania e Desenvolvimento (DL 55/2018). No final é feita uma breve apresentação das diferentes propostas do programa.
[EN]
Between 2010 and 2018, at the school Colégio Pedro Arrupe (CPA), a Human development program was designed and implemented for all students from pre-school to the end of secondary school. The starting point was the school moto To be by serving (Ser a Servir), and the program was developed aiming the promotion of competences important for the relation of each person with oneself, others and the world. The article presents and explains the references, goals and methodologies of the program, as well as the relation of the program with the Nacional Strategy for Citizenship and the Citizenship and Development Course (DL 55/2018). A brief presentation of the proposals for each year is included in the end.
Research Interests:
[PT] As atividades experimentais desempenham um papel de fundamental importância no ensino de ciências e estas deveriam ser utilizadas de maneira frequente em sala de aula. Todavia, diversas são as pesquisas que apontam inúmeros desafios... more
[PT]
As atividades experimentais desempenham um papel de fundamental importância no ensino de ciências e estas deveriam ser utilizadas de maneira frequente em sala de aula. Todavia, diversas são as pesquisas que apontam inúmeros desafios à utilização dessas atividades na escola básica, muitas delas relacionadas a questões estruturais. Pensando isso, iniciou-se há alguns anos a construção de um laboratório didático localizado no Instituto de Física e Química da Universidade Federal de Itajubá - Brasil, cujo acervo é constituído totalmente por experimentos que podem ser controlados à distância através da Internet. Neste trabalho apresentamos um conjunto experimental desenvolvido para este laboratório e que pode ser utilizado na realização de dois experimentos: “Acústica” e “Hidrostática”, duas áreas que apresentam amplo potencial de investigação no ensino da Física. Cada experimento é discutido separadamente abordando seus aspectos conceituais e instrumentais. Para cada caso é feito um ensaio experimental e os resultados obtidos são apresentados para demonstrar como é possível obter dados de qualidade a partir do conjunto em questão. As respectivas interfaces dos usuários são apresentadas e suas principais funções são explicadas neste trabalho.
[EN]
Experimental activities play a key role in science education and should be used more often in the classroom. However, there are several researches that point out numerous challenges for using those activities in school, many of them related to structural issues. Taking this into account, the construction of a didactic laboratory located at Physics and Chemistry Institute, Federal University of Itajubá – Brazil, has begun a few years ago, whose collection consists entirely of experiments that can be remotely controlled through the Internet. In this work we present an experimental set developed for this laboratory meant to be used in two experiments: "Acoustics" and "Hydrostatic", two areas that present a great research potential in the Physics teaching. Each experiment is discussed separately addressing its conceptual and instrumental aspects. For each case an experimental test is made and the results obtained are presented to demonstrate how it is possible to obtain quality data from the set in question. The user interfaces are presented and their main functions are explained in this work.
As atividades experimentais desempenham um papel de fundamental importância no ensino de ciências e estas deveriam ser utilizadas de maneira frequente em sala de aula. Todavia, diversas são as pesquisas que apontam inúmeros desafios à utilização dessas atividades na escola básica, muitas delas relacionadas a questões estruturais. Pensando isso, iniciou-se há alguns anos a construção de um laboratório didático localizado no Instituto de Física e Química da Universidade Federal de Itajubá - Brasil, cujo acervo é constituído totalmente por experimentos que podem ser controlados à distância através da Internet. Neste trabalho apresentamos um conjunto experimental desenvolvido para este laboratório e que pode ser utilizado na realização de dois experimentos: “Acústica” e “Hidrostática”, duas áreas que apresentam amplo potencial de investigação no ensino da Física. Cada experimento é discutido separadamente abordando seus aspectos conceituais e instrumentais. Para cada caso é feito um ensaio experimental e os resultados obtidos são apresentados para demonstrar como é possível obter dados de qualidade a partir do conjunto em questão. As respectivas interfaces dos usuários são apresentadas e suas principais funções são explicadas neste trabalho.
[EN]
Experimental activities play a key role in science education and should be used more often in the classroom. However, there are several researches that point out numerous challenges for using those activities in school, many of them related to structural issues. Taking this into account, the construction of a didactic laboratory located at Physics and Chemistry Institute, Federal University of Itajubá – Brazil, has begun a few years ago, whose collection consists entirely of experiments that can be remotely controlled through the Internet. In this work we present an experimental set developed for this laboratory meant to be used in two experiments: "Acoustics" and "Hydrostatic", two areas that present a great research potential in the Physics teaching. Each experiment is discussed separately addressing its conceptual and instrumental aspects. For each case an experimental test is made and the results obtained are presented to demonstrate how it is possible to obtain quality data from the set in question. The user interfaces are presented and their main functions are explained in this work.
Research Interests:
RESUMO Este estudo decorre de uma experiência de formação com futuros professores (FPs) de física e de matemática, assente numa perspetiva STEM, num cenário de aprendizagem com tecnologia. A investigação foca-se noPedagogical Content... more
RESUMO
Este estudo decorre de uma experiência de formação com futuros professores (FPs) de física e de matemática, assente numa perspetiva STEM, num cenário de aprendizagem com tecnologia. A investigação foca-se noPedagogical Content Knowledge(PCK) dos FPs relativo à promoção da articulação das duas áreas, procurando perceber-se como integram a tecnologia na planificação de aulas do 8.o ano e os desafios e dificuldades que emergem nesse contexto. A análise dos dados, recolhidos através dos planos de aula e reflexões escritas dos FPs, incidiu sobre os modos como perspetivam e refletem sobre o uso da tecnologia nas três dimensões do modelo de articulação adotado. Evidencia-se que os FPs integram a tecnologia para sustentar os processos de inquiry e argumentação na presença das duas áreas disciplinares. Contudo, o uso da tecnologia para promover síntese de conhecimentos constituiu um ponto crítico, sendo um dos aspetos do PCK a merecer maior atenção na formação.
ABSTRACT
This study comes from a teacher education experiment with prospective teachers (PTs) of physics and of mathematics, assuming a STEM perspective, in a learning scenario with technology. It focuses PTs’ Pedagogical Content Knowledge (PCK) to promote the articulation of the two areas, trying to understand how they integrate technology in their lesson plans for one 8th grade class and what challenges and difficulties emerge in that context. The analysis of the data, collected through the PTs’ lesson plans and written reflections, focused on how they perceive and reflect on the technology use in the three dimensions of the adopted integration model. PTs are able to integrate the technology to support inquiry and argumentation processes when two disciplinary areas are present. However, technology’s use to promote the synthesis of knowledge emerges as a critical point, and thus it is one aspect of the PCK that demands more attention from teacher education.
Este estudo decorre de uma experiência de formação com futuros professores (FPs) de física e de matemática, assente numa perspetiva STEM, num cenário de aprendizagem com tecnologia. A investigação foca-se noPedagogical Content Knowledge(PCK) dos FPs relativo à promoção da articulação das duas áreas, procurando perceber-se como integram a tecnologia na planificação de aulas do 8.o ano e os desafios e dificuldades que emergem nesse contexto. A análise dos dados, recolhidos através dos planos de aula e reflexões escritas dos FPs, incidiu sobre os modos como perspetivam e refletem sobre o uso da tecnologia nas três dimensões do modelo de articulação adotado. Evidencia-se que os FPs integram a tecnologia para sustentar os processos de inquiry e argumentação na presença das duas áreas disciplinares. Contudo, o uso da tecnologia para promover síntese de conhecimentos constituiu um ponto crítico, sendo um dos aspetos do PCK a merecer maior atenção na formação.
ABSTRACT
This study comes from a teacher education experiment with prospective teachers (PTs) of physics and of mathematics, assuming a STEM perspective, in a learning scenario with technology. It focuses PTs’ Pedagogical Content Knowledge (PCK) to promote the articulation of the two areas, trying to understand how they integrate technology in their lesson plans for one 8th grade class and what challenges and difficulties emerge in that context. The analysis of the data, collected through the PTs’ lesson plans and written reflections, focused on how they perceive and reflect on the technology use in the three dimensions of the adopted integration model. PTs are able to integrate the technology to support inquiry and argumentation processes when two disciplinary areas are present. However, technology’s use to promote the synthesis of knowledge emerges as a critical point, and thus it is one aspect of the PCK that demands more attention from teacher education.
Research Interests:
RESUMO O artigo discute um estudo exploratório envolvendo produção de vídeos, demonstrações matemáticas e estudantes de Graduação, matriculados na disciplina Geometria Analítica, da Universidade Federal de Roraima do Brasil. O objetivo... more
RESUMO
O artigo discute um estudo exploratório envolvendo produção de vídeos, demonstrações matemáticas e estudantes de Graduação, matriculados na disciplina Geometria Analítica, da Universidade Federal de Roraima do Brasil. O objetivo da investigação foi compreender como a tecnologia digital coparticipa da produção de conhecimento matemático. Com o intuito de observar nas atividades aspectos que relacionam Álgebra e Geometria foi realizada uma investigação qualitativa. Desse modo, os dados produzidos a partir das observações e da análise dos vídeos possibilitaram: revelar o entendimento que os estudantes tiveram sobre demonstrações matemáticas; constatar que os estudantes consideram suficiente demonstrar uma proposição matemática particularizando a solução; perceber que a interação com as tecnologias digitais enriquece a comunicação de ideias matemáticas; e compreender que a coparticipação da tecnologia digital auxilia na produção de conhecimento matemático, na verificação das proposições e na visualização dos objetos.
ABSTRACT
The article discusses an exploratory study involving video production, mathematical demonstrations and Undergraduate students, enrolled in the discipline Analytical Geometry, at the Federal University of Roraima, Brazil. The objective of the research was to understand how digital technology coparticipates in the production of mathematical knowledge. In order to observe aspects related to Algebra and Geometry, a qualitative investigation was carried out. Thus, the data produced from the observations and the analysis of the videos made it possible: to reveal the understanding students had about mathematical demonstrations; to verify that the students consider it sufficient to demonstrate a mathematical proposition particularizing the solution; to realize that interaction with digital technologies enriches the communication of mathematical ideas; and to understand that the co-participation of digital technology assists in the production of mathematical knowledge, in the verification of propositions and in the visualization of objects.
O artigo discute um estudo exploratório envolvendo produção de vídeos, demonstrações matemáticas e estudantes de Graduação, matriculados na disciplina Geometria Analítica, da Universidade Federal de Roraima do Brasil. O objetivo da investigação foi compreender como a tecnologia digital coparticipa da produção de conhecimento matemático. Com o intuito de observar nas atividades aspectos que relacionam Álgebra e Geometria foi realizada uma investigação qualitativa. Desse modo, os dados produzidos a partir das observações e da análise dos vídeos possibilitaram: revelar o entendimento que os estudantes tiveram sobre demonstrações matemáticas; constatar que os estudantes consideram suficiente demonstrar uma proposição matemática particularizando a solução; perceber que a interação com as tecnologias digitais enriquece a comunicação de ideias matemáticas; e compreender que a coparticipação da tecnologia digital auxilia na produção de conhecimento matemático, na verificação das proposições e na visualização dos objetos.
ABSTRACT
The article discusses an exploratory study involving video production, mathematical demonstrations and Undergraduate students, enrolled in the discipline Analytical Geometry, at the Federal University of Roraima, Brazil. The objective of the research was to understand how digital technology coparticipates in the production of mathematical knowledge. In order to observe aspects related to Algebra and Geometry, a qualitative investigation was carried out. Thus, the data produced from the observations and the analysis of the videos made it possible: to reveal the understanding students had about mathematical demonstrations; to verify that the students consider it sufficient to demonstrate a mathematical proposition particularizing the solution; to realize that interaction with digital technologies enriches the communication of mathematical ideas; and to understand that the co-participation of digital technology assists in the production of mathematical knowledge, in the verification of propositions and in the visualization of objects.
Research Interests:
RESUMO O impacto favorável da integração das tecnologias móveis nos processos de aprendizagens em sala de aula apresenta-se atualmente como um tema complexo onde a investigação ainda não encontrou consenso. Contudo, os benefícios da... more
RESUMO
O impacto favorável da integração das tecnologias móveis nos processos de aprendizagens em sala de aula apresenta-se atualmente como um tema complexo onde a investigação ainda não encontrou consenso. Contudo, os benefícios da tecnologia móvel para os alunos com necessidades educativas especiais tendem a ser recorrentemente evidenciados na literatura. O presente trabalho apresenta os resultados de um estudo desenvolvido com tablets no 3o ciclo do ensino básico num colégio na área de Lisboa, especificamente na aprendizagem da Língua Inglesa. A implementação de um programa de integração de tablets, ao longo de um ano letivo, permitiu a recolha de dados quantitativos e qualitativos, com vista a explorar afinidades entre a aprendizagem móvel e a aprendizagem de línguas estrangeiras. O estudo foca-se na análise das seguintes variáveis: motivação para aprendizagem da Língua Inglesa, competência comunicativa (especificamente, produção oral em língua inglesa) e competência digital, comparando-se alunos com e sem necessidades educativas especiais. De um total de 106 alunos do 7o e 8o anos, analisam-se os resultados encontrados nas variáveis indicadas junto de 13 alunos com dificuldades específicasdeaprendizagem,comparativamente aumgrupode19alunosescolhidosaleatoriamenteparaconstituir um grupo amostral numericamente equivalente. Os resultados revelaram-se favoráveis, encontrando-se melhorias em ambos os grupos e algumas diferenças entre eles.
ABSTRACT
The favourable impact of integrating mobile technologies into the learning processes in the classroom is currently a complex subject where research has not yet found consensus. However, the benefits of mobile technology for students with special educational needs tend to be recurrently evidenced in the literature. The results of a study developed with tablets in the 3rd cycle of basic education in a school in the Lisbon area, specifically in English language learning, are hereby presented. The implementation of a tablet integration program over the course of a school year allowed the collection of quantitative and qualitative data to explore the affinities between mobile learning and foreign language learning. The study focuses on the following variables: motivation for English language learning, communicative competence (specifically, oral production in English) and digital competence, comparing students with and without special educational needs. From a total of 106 students in the 7th and 8th grades, we analyse the results found in the variables indicated for 13 students with specific learning difficulties, compared to a group of 19 students randomly chosen to constitute a numerically equivalent sample group. The results were favourable, with improvements in both groups and some differences between them.
O impacto favorável da integração das tecnologias móveis nos processos de aprendizagens em sala de aula apresenta-se atualmente como um tema complexo onde a investigação ainda não encontrou consenso. Contudo, os benefícios da tecnologia móvel para os alunos com necessidades educativas especiais tendem a ser recorrentemente evidenciados na literatura. O presente trabalho apresenta os resultados de um estudo desenvolvido com tablets no 3o ciclo do ensino básico num colégio na área de Lisboa, especificamente na aprendizagem da Língua Inglesa. A implementação de um programa de integração de tablets, ao longo de um ano letivo, permitiu a recolha de dados quantitativos e qualitativos, com vista a explorar afinidades entre a aprendizagem móvel e a aprendizagem de línguas estrangeiras. O estudo foca-se na análise das seguintes variáveis: motivação para aprendizagem da Língua Inglesa, competência comunicativa (especificamente, produção oral em língua inglesa) e competência digital, comparando-se alunos com e sem necessidades educativas especiais. De um total de 106 alunos do 7o e 8o anos, analisam-se os resultados encontrados nas variáveis indicadas junto de 13 alunos com dificuldades específicasdeaprendizagem,comparativamente aumgrupode19alunosescolhidosaleatoriamenteparaconstituir um grupo amostral numericamente equivalente. Os resultados revelaram-se favoráveis, encontrando-se melhorias em ambos os grupos e algumas diferenças entre eles.
ABSTRACT
The favourable impact of integrating mobile technologies into the learning processes in the classroom is currently a complex subject where research has not yet found consensus. However, the benefits of mobile technology for students with special educational needs tend to be recurrently evidenced in the literature. The results of a study developed with tablets in the 3rd cycle of basic education in a school in the Lisbon area, specifically in English language learning, are hereby presented. The implementation of a tablet integration program over the course of a school year allowed the collection of quantitative and qualitative data to explore the affinities between mobile learning and foreign language learning. The study focuses on the following variables: motivation for English language learning, communicative competence (specifically, oral production in English) and digital competence, comparing students with and without special educational needs. From a total of 106 students in the 7th and 8th grades, we analyse the results found in the variables indicated for 13 students with specific learning difficulties, compared to a group of 19 students randomly chosen to constitute a numerically equivalent sample group. The results were favourable, with improvements in both groups and some differences between them.
Research Interests: Teaching English As A Foreign Language, Technology Enhanced Learning, Special Educational Needs, Technology-enhanced Learning, MALL (Mobile Assisted Language Learning), and 8 moreTablet, Teaching English as a foreign language (TEFL), Tablets, Integração Escolar Das Crianças Portadoras De Necessidades Educativas Especiais, Use of Tablet Computers in the Classroom, Necessidades Educativas Especiais, Ensino de inglês como língua estrangeira, and Aprendizagem Suportada Por Tecnologias
RESUMO O Programa oficial do Ensino Secundário para a disciplina de português prevê a leitura integral de várias obras literárias representativas da cultura nacional. Todavia, as características dos jovens urbanos do século XXI são... more
RESUMO
O Programa oficial do Ensino Secundário para a disciplina de português prevê a leitura integral de várias obras literárias representativas da cultura nacional. Todavia, as características dos jovens urbanos do século XXI são incompatíveis com esta proposta, o que cria novos desafios à escola. Neste artigo descreve-se uma experiência pedagógica, que levou os estudantes a trabalhar conteúdos literários, colocando-os numa posição ativa de produção de conhecimento e de interpretação autónoma do texto literário, a propósito do estudo de Memorial do Convento, de José Saramago. A proposta implicou o recurso às novas tecnologias e resultou na criação de um conjunto diversificado de videojogos. As conclusões apontam a possibilidade de um trabalho de apropriação de conhecimento, que desvie o professor do seu papel tradicional de transmissor de saberes e coloque o aluno numa posição em que a sua vivência de imersão digital permita a criação de uma escola adaptada à pós-modernidade.
ABSTRACT
The official school study program determines that the Portuguese students have to fully read a set of literary works, representative of our national culture. However, the characteristics of urban 21st century-youth are incompatible with this proposal and this creates new challenges for educators. In this article, we describe a pedagogical experiment involving the use of new technologies, which placed students in an active position of autonomous literary text interpreters. This work led a specific group of students to produce a set of different videogames. This paper reports this experiment, details the computer resources they utilised and briefly describes their different readings of Memorial do Convento, by José Saramago. The conclusions of this experiment point to a different work conception, one which is able to remove the teacher from the traditional role of knowledge transmitter and allows for the creation of a suitable postmodern school.
O Programa oficial do Ensino Secundário para a disciplina de português prevê a leitura integral de várias obras literárias representativas da cultura nacional. Todavia, as características dos jovens urbanos do século XXI são incompatíveis com esta proposta, o que cria novos desafios à escola. Neste artigo descreve-se uma experiência pedagógica, que levou os estudantes a trabalhar conteúdos literários, colocando-os numa posição ativa de produção de conhecimento e de interpretação autónoma do texto literário, a propósito do estudo de Memorial do Convento, de José Saramago. A proposta implicou o recurso às novas tecnologias e resultou na criação de um conjunto diversificado de videojogos. As conclusões apontam a possibilidade de um trabalho de apropriação de conhecimento, que desvie o professor do seu papel tradicional de transmissor de saberes e coloque o aluno numa posição em que a sua vivência de imersão digital permita a criação de uma escola adaptada à pós-modernidade.
ABSTRACT
The official school study program determines that the Portuguese students have to fully read a set of literary works, representative of our national culture. However, the characteristics of urban 21st century-youth are incompatible with this proposal and this creates new challenges for educators. In this article, we describe a pedagogical experiment involving the use of new technologies, which placed students in an active position of autonomous literary text interpreters. This work led a specific group of students to produce a set of different videogames. This paper reports this experiment, details the computer resources they utilised and briefly describes their different readings of Memorial do Convento, by José Saramago. The conclusions of this experiment point to a different work conception, one which is able to remove the teacher from the traditional role of knowledge transmitter and allows for the creation of a suitable postmodern school.
Research Interests:
RESUMO O desenho de cursos online tem sido olhado de acordo com diferentes teorias, como os nove níveis de Gagne, a Comunidade de Inquirição de Garrison, Anderson e Archer ou mesmo o Conectivismo de Siemens. Em 2003, Terry Anderson... more
RESUMO
O desenho de cursos online tem sido olhado de acordo com diferentes teorias, como os nove níveis de Gagne, a Comunidade de Inquirição de Garrison, Anderson e Archer ou mesmo o Conectivismo de Siemens. Em 2003, Terry Anderson avançou com um conjunto de princípios relacionados com a equivalência de interação estudante- estudante, estudante-conteúdo e estudante-professor, para que se alcance uma aprendizagem significativa e profunda, ao qual apelidou de Teorema da Equivalência da Interação. Desde então que vários estudos têm sido feitos para a validação dos seus princípios. Neste artigo procura-se, a partir de uma revisão da literatura, analisar os vários resultados obtidos sobre o Teorema da Equivalência da Interação e entender as suas contribuições no momento de decisão sobre o desenho de um curso online, nomeadamente a questão do custo-benefício de se ter desenhos com mais ou menos intensidade de interação.
ABSTRACT
Many theories have contributed to design an online course, such as Gagne’s nine levels, Garrison, Anderson and Archer’s Community of Inquiry, or even Siemens’s Connectivism. In 2003, Terry Anderson has theorized about the equivalency between student-student, student-content and student-teacher interactions. He named it the Interaction Equivalency Theorem and many studies have been developed to validate its principles. In this paper we do a Literature Review to analyze the results of the different studies about Interaction Equivalency Theorem. Moreover, with these results we foresee to bring contributions to the course design process, namely developing and delivering education that is cost affordable for all of us, based on the interaction intensity.
O desenho de cursos online tem sido olhado de acordo com diferentes teorias, como os nove níveis de Gagne, a Comunidade de Inquirição de Garrison, Anderson e Archer ou mesmo o Conectivismo de Siemens. Em 2003, Terry Anderson avançou com um conjunto de princípios relacionados com a equivalência de interação estudante- estudante, estudante-conteúdo e estudante-professor, para que se alcance uma aprendizagem significativa e profunda, ao qual apelidou de Teorema da Equivalência da Interação. Desde então que vários estudos têm sido feitos para a validação dos seus princípios. Neste artigo procura-se, a partir de uma revisão da literatura, analisar os vários resultados obtidos sobre o Teorema da Equivalência da Interação e entender as suas contribuições no momento de decisão sobre o desenho de um curso online, nomeadamente a questão do custo-benefício de se ter desenhos com mais ou menos intensidade de interação.
ABSTRACT
Many theories have contributed to design an online course, such as Gagne’s nine levels, Garrison, Anderson and Archer’s Community of Inquiry, or even Siemens’s Connectivism. In 2003, Terry Anderson has theorized about the equivalency between student-student, student-content and student-teacher interactions. He named it the Interaction Equivalency Theorem and many studies have been developed to validate its principles. In this paper we do a Literature Review to analyze the results of the different studies about Interaction Equivalency Theorem. Moreover, with these results we foresee to bring contributions to the course design process, namely developing and delivering education that is cost affordable for all of us, based on the interaction intensity.
Research Interests:
Os artigos deste número espelham bem a diversidade disciplinar e a multiplicidade temática que compõem a investigação educacional contemporânea.
Research Interests:
[Resumo] O artigo reflete sobre limites e possibilidades do Programa Um Computador por Aluno (PROUCA), no estado de São Paulo, na ressignificação das práticas pedagógicas, na inclusão digital e no empoderamento de professores e alunos. O... more
[Resumo]
O artigo reflete sobre limites e possibilidades do Programa Um Computador por Aluno (PROUCA), no estado de São Paulo, na ressignificação das práticas pedagógicas, na inclusão digital e no empoderamento de professores e alunos. O marco teórico abrange dois campos conceituais: inclusão digital e empoderamento freireano. A pesquisa qualitativa se vale da análise temática de conteúdo dos registros de campo das visitas às cinco escolas, escolhidas segundo critérios de amostra intencional. A caracterização do Programa no cenário mundial contextualiza o relato analítico das escolas. A discussão dos resultados sugere que, diante da realidade plural das escolas e das recorrências referentes aos avanços e aos problemas por elas enfrentados, restam muitos desafios ao Programa, como instância significativa para a inclusão digital, a ressignificação das práticas pedagógicas e o empoderamento de professores e alunos.
[Abstract]
The article reflects on the limits and the possibilities of the One Laptop per Child Program, in the state of São Paulo, related to redefinition of teaching practices, digital inclusion and the empowerment of teachers and students. The theoretical framework covers two conceptual fields: digital inclusion and empowerment (according to Freire’s ideas). The qualitative research develops a thematic content analysis of field records of the visits to five schools, chosen according to criteria of intentional sample. The characterization of the Program into the world scenario contextualizes the analytic report of the schools. The discussion of survey results suggests that, considering the plural reality of schools and the recurrences related to advances and problems they face, there are many challenges to the Program, as a significant forum for digital inclusion, redefinition of educational practices and empowerment of teachers and students.
O artigo reflete sobre limites e possibilidades do Programa Um Computador por Aluno (PROUCA), no estado de São Paulo, na ressignificação das práticas pedagógicas, na inclusão digital e no empoderamento de professores e alunos. O marco teórico abrange dois campos conceituais: inclusão digital e empoderamento freireano. A pesquisa qualitativa se vale da análise temática de conteúdo dos registros de campo das visitas às cinco escolas, escolhidas segundo critérios de amostra intencional. A caracterização do Programa no cenário mundial contextualiza o relato analítico das escolas. A discussão dos resultados sugere que, diante da realidade plural das escolas e das recorrências referentes aos avanços e aos problemas por elas enfrentados, restam muitos desafios ao Programa, como instância significativa para a inclusão digital, a ressignificação das práticas pedagógicas e o empoderamento de professores e alunos.
[Abstract]
The article reflects on the limits and the possibilities of the One Laptop per Child Program, in the state of São Paulo, related to redefinition of teaching practices, digital inclusion and the empowerment of teachers and students. The theoretical framework covers two conceptual fields: digital inclusion and empowerment (according to Freire’s ideas). The qualitative research develops a thematic content analysis of field records of the visits to five schools, chosen according to criteria of intentional sample. The characterization of the Program into the world scenario contextualizes the analytic report of the schools. The discussion of survey results suggests that, considering the plural reality of schools and the recurrences related to advances and problems they face, there are many challenges to the Program, as a significant forum for digital inclusion, redefinition of educational practices and empowerment of teachers and students.
Research Interests:
[Resumo] O artigo resulta de um estudo em extensão, etapa subsequente a uma primeira incursão de natureza qualitativa, integrando-se de forma sequencial e complementar num estudo mais amplo, em que se procurou contribuir para a... more
[Resumo]
O artigo resulta de um estudo em extensão, etapa subsequente a uma primeira incursão de natureza qualitativa, integrando-se de forma sequencial e complementar num estudo mais amplo, em que se procurou contribuir para a compreensão do processo de desenvolvimento profissional dos professores do ensino superior. Atendendo, em particular, à dimensão docente do exercício profissional, e circunscrevendo-se aos docentes que atuam na formação de professores no subsistema de ensino superior politécnico, procurou-se associar as preocupações manifestadas e as conceções perfilhadas relativamente ao processo de ensino-aprendizagem a diferentes perfis de orientação pedagógica. Recorrendo à aplicação de questionários à população docente das Escolas Superiores de Educação da região de Lisboa e Vale do Tejo foi possível agrupar os docentes em três grupos com diferentes traços de orientação pedagógica, tendo-se ainda concluído, que nenhuma das variáveis sociodemográficas analisadas interferiu per si na composição dos grupos.
[Abstract]
The article results from an extension study, a stage that follows a first qualitative study, and is integrated in a sequential and complementary way in a larger study, in which we tried to deepen the understanding of the professional development process of higher education teachers. Considering, in particular, the teaching dimension of the professional practice, and regarding teachers who work in the training of polytechnic higher education teachers, different profiles of pedagogical orientation have been linked both to the concerns expressed by teachers, as to their concepts about the teaching-learning process. By applying questionnaires to the teaching population of the Higher Education Schools of the Lisbon and Vale do Tejo region, it was possible to group the teachers into three groups with different traits of pedagogical orientation. We, also, conclude that none of the sociodemographic variables analyzed interfered per se in the groups' composition.
O artigo resulta de um estudo em extensão, etapa subsequente a uma primeira incursão de natureza qualitativa, integrando-se de forma sequencial e complementar num estudo mais amplo, em que se procurou contribuir para a compreensão do processo de desenvolvimento profissional dos professores do ensino superior. Atendendo, em particular, à dimensão docente do exercício profissional, e circunscrevendo-se aos docentes que atuam na formação de professores no subsistema de ensino superior politécnico, procurou-se associar as preocupações manifestadas e as conceções perfilhadas relativamente ao processo de ensino-aprendizagem a diferentes perfis de orientação pedagógica. Recorrendo à aplicação de questionários à população docente das Escolas Superiores de Educação da região de Lisboa e Vale do Tejo foi possível agrupar os docentes em três grupos com diferentes traços de orientação pedagógica, tendo-se ainda concluído, que nenhuma das variáveis sociodemográficas analisadas interferiu per si na composição dos grupos.
[Abstract]
The article results from an extension study, a stage that follows a first qualitative study, and is integrated in a sequential and complementary way in a larger study, in which we tried to deepen the understanding of the professional development process of higher education teachers. Considering, in particular, the teaching dimension of the professional practice, and regarding teachers who work in the training of polytechnic higher education teachers, different profiles of pedagogical orientation have been linked both to the concerns expressed by teachers, as to their concepts about the teaching-learning process. By applying questionnaires to the teaching population of the Higher Education Schools of the Lisbon and Vale do Tejo region, it was possible to group the teachers into three groups with different traits of pedagogical orientation. We, also, conclude that none of the sociodemographic variables analyzed interfered per se in the groups' composition.
Research Interests:
[Abstract] The following article discusses aspects of Italian nationalization found in two primary education textbooks in Brazil, which were used in Italian schools in this country. It analyses how the ideal of an Italian nation was... more
[Abstract]
The following article discusses aspects of Italian nationalization found in two primary education textbooks in Brazil, which were used in Italian schools in this country. It analyses how the ideal of an Italian nation was instilled in Italian elementary school students in Brazil at the beginning of the 20th century, through many references to figures such as the queen mother, kings, and Italian national heroes. It also highlights the reactions to such inculcation methods from many sectors of Brazilian society.
[Resumo]
O presente artigo trata de aspectos da nacionalização italiana contidos em dois livros didáticos destinados à educação primária no Brasil para serem usados em escolas italianas neste país. Analisa como o ideal de nação italiana deveria ser incutido em crianças da escola elementar italiana no Brasil no início do século XX por meio de distintas referências, tais como, a nona, reis e heróis nacionais italianos. Além disso, destaca as reações a esses modos de inculcação, por vários setores da sociedade brasileira.
The following article discusses aspects of Italian nationalization found in two primary education textbooks in Brazil, which were used in Italian schools in this country. It analyses how the ideal of an Italian nation was instilled in Italian elementary school students in Brazil at the beginning of the 20th century, through many references to figures such as the queen mother, kings, and Italian national heroes. It also highlights the reactions to such inculcation methods from many sectors of Brazilian society.
[Resumo]
O presente artigo trata de aspectos da nacionalização italiana contidos em dois livros didáticos destinados à educação primária no Brasil para serem usados em escolas italianas neste país. Analisa como o ideal de nação italiana deveria ser incutido em crianças da escola elementar italiana no Brasil no início do século XX por meio de distintas referências, tais como, a nona, reis e heróis nacionais italianos. Além disso, destaca as reações a esses modos de inculcação, por vários setores da sociedade brasileira.
Research Interests:
[Resumo] O presente artigo analisa a legislação brasileira referente à educação especial e identifica a participação do Estado brasileiro na viabilização da escolarização, de modo a suprir as necessidades educacionais dos alunos com... more
[Resumo]
O presente artigo analisa a legislação brasileira referente à educação especial e identifica a participação do Estado brasileiro na viabilização da escolarização, de modo a suprir as necessidades educacionais dos alunos com deficiência. Trata-se de análise documental, que considera a legislação desde o Período Colônia (1500-1822), até a publicação da Política Nacional de Educação Especial na Perspectiva Inclusiva (2008). Evidencia as primeiras experiências educacionais e as parcas iniciativas em termos de normatização da educação de pessoas com deficiência. No decorrer do período, a participação incipiente do Estado fomenta um fazer político que isentava a ação governamental de ofertar gratuitamente o ensino, delegando-o à esfera privada e marginalizando a população com deficiência. Conclui-se que embora o processo inclusivo na atual política educacional brasileira tenha avançado em termos legais, como preconizados na Constituição Federal (1988), garantindo a igualdade de condições de acesso e permanência na escola e o atendimento educacional especializado, necessita consolidar vários aspectos para implementação e garantia da qualidade na escolarização dos alunos público-alvo da educação especial.
[Abstract]
This article analyzes the Brazilian legislation regarding special education and identifies the participation of the Brazilian State in the feasibility of schooling, in order to meet the educational needs of students with disabilities. It is a documentary analysis, which considers the legislation from the Colony Period (1500-1822) until the publication of the National Policy on Special Education in the Inclusive Perspective (2008). It shows the first educational experiences and the meager initiatives in terms of normatization of the education of people with disabilities. Throughout the period, the incipient participation of the State fostered a political move that exempted government action from gratuitously offering education, delegating it to the private sphere and marginalizing the population with disabilities. It is concluded that although the inclusive process in the current Brazilian educational policy has advanced in legal terms as recommended in the Federal Constitution (1988), guaranteeing the equality of conditions of access and permanence in the school and the specialized educational service, needs to consolidate several aspects for implementation and quality assurance in the schooling of the targeted public education students.
O presente artigo analisa a legislação brasileira referente à educação especial e identifica a participação do Estado brasileiro na viabilização da escolarização, de modo a suprir as necessidades educacionais dos alunos com deficiência. Trata-se de análise documental, que considera a legislação desde o Período Colônia (1500-1822), até a publicação da Política Nacional de Educação Especial na Perspectiva Inclusiva (2008). Evidencia as primeiras experiências educacionais e as parcas iniciativas em termos de normatização da educação de pessoas com deficiência. No decorrer do período, a participação incipiente do Estado fomenta um fazer político que isentava a ação governamental de ofertar gratuitamente o ensino, delegando-o à esfera privada e marginalizando a população com deficiência. Conclui-se que embora o processo inclusivo na atual política educacional brasileira tenha avançado em termos legais, como preconizados na Constituição Federal (1988), garantindo a igualdade de condições de acesso e permanência na escola e o atendimento educacional especializado, necessita consolidar vários aspectos para implementação e garantia da qualidade na escolarização dos alunos público-alvo da educação especial.
[Abstract]
This article analyzes the Brazilian legislation regarding special education and identifies the participation of the Brazilian State in the feasibility of schooling, in order to meet the educational needs of students with disabilities. It is a documentary analysis, which considers the legislation from the Colony Period (1500-1822) until the publication of the National Policy on Special Education in the Inclusive Perspective (2008). It shows the first educational experiences and the meager initiatives in terms of normatization of the education of people with disabilities. Throughout the period, the incipient participation of the State fostered a political move that exempted government action from gratuitously offering education, delegating it to the private sphere and marginalizing the population with disabilities. It is concluded that although the inclusive process in the current Brazilian educational policy has advanced in legal terms as recommended in the Federal Constitution (1988), guaranteeing the equality of conditions of access and permanence in the school and the specialized educational service, needs to consolidate several aspects for implementation and quality assurance in the schooling of the targeted public education students.
Research Interests:
[Educação, Saúde e Cuidado] O número temático sobre Educação, Saúde e Cuidado socializa estudos inovadores na interface entre educação e saúde, ao centrar-se na noção de cuidado como potencializador dos processos de aprendizagens... more
[Educação, Saúde e Cuidado]
O número temático sobre Educação, Saúde e Cuidado socializa estudos inovadores na interface entre educação e saúde, ao centrar-se na noção de cuidado como potencializador dos processos de aprendizagens relacionadas ao adoecimento e de narrativas biográficas de pessoas com doenças crônicas. Os textos discutem dimensões metodológicas no campo das narrativas de pacientes com doenças crônicas (esclerose, hipertensão, diabetes, câncer, AIDS, doenças mentais, entre outras), implicando reflexões que partam das experienciais biográficas com o adoecimento, mas, também, análises sobre políticas públicas de saúde, formação dos profissionais de saúde e ações de cuidado em saúde. O número busca ampliar discussões entre narrativas, educação, saúde e cuidado, em diálogo com princípios da educação terapêutica do paciente, de ações interdisciplinares no campo da saúde, do trabalho dos profissionais de saúde e de narrativas de pacientes. O dossiê contribui com reflexões teóricas sobre educação e saúde, bem como apresenta resultados de pesquisas que se dedicam às narrativas e aprendizagens com a doença, de crianças ou adultos, na vertente da pesquisa biográfica em educação, da medicina narrativa e de ações de cuidado em saúde.
[Education, Health and Care]
By focusing on the notion of care as an enhancer of learning processes related to illness and biographical narratives of people with chronic diseases, this thematic issue about Education, Health and Care intends to socialize innovative studies at the interface between Education and Health. These texts approach methodological dimensions in the field of patients’ narratives with chronic diseases (sclerosis, hypertension, diabetes, cancer, AIDS, mental illness, among others) and imply considerations that rise from biographical experiences with illness, but also reviews on public health policies, training of health professionals and health care actions.This number seeks to increase the discussion between narratives, education, health and care, in dialogue with the principles of the patient therapeutic education, the interdisciplinary actions in the field of health, the work of health professionals and patient narratives. The dossier contributes with theoretical considerations about education and health, as well as shows results of researches dedicated to narratives and learnings with the disease, in the field of biographical research in education, narrative medicine and health care actions, whether with children or adults.
O número temático sobre Educação, Saúde e Cuidado socializa estudos inovadores na interface entre educação e saúde, ao centrar-se na noção de cuidado como potencializador dos processos de aprendizagens relacionadas ao adoecimento e de narrativas biográficas de pessoas com doenças crônicas. Os textos discutem dimensões metodológicas no campo das narrativas de pacientes com doenças crônicas (esclerose, hipertensão, diabetes, câncer, AIDS, doenças mentais, entre outras), implicando reflexões que partam das experienciais biográficas com o adoecimento, mas, também, análises sobre políticas públicas de saúde, formação dos profissionais de saúde e ações de cuidado em saúde. O número busca ampliar discussões entre narrativas, educação, saúde e cuidado, em diálogo com princípios da educação terapêutica do paciente, de ações interdisciplinares no campo da saúde, do trabalho dos profissionais de saúde e de narrativas de pacientes. O dossiê contribui com reflexões teóricas sobre educação e saúde, bem como apresenta resultados de pesquisas que se dedicam às narrativas e aprendizagens com a doença, de crianças ou adultos, na vertente da pesquisa biográfica em educação, da medicina narrativa e de ações de cuidado em saúde.
[Education, Health and Care]
By focusing on the notion of care as an enhancer of learning processes related to illness and biographical narratives of people with chronic diseases, this thematic issue about Education, Health and Care intends to socialize innovative studies at the interface between Education and Health. These texts approach methodological dimensions in the field of patients’ narratives with chronic diseases (sclerosis, hypertension, diabetes, cancer, AIDS, mental illness, among others) and imply considerations that rise from biographical experiences with illness, but also reviews on public health policies, training of health professionals and health care actions.This number seeks to increase the discussion between narratives, education, health and care, in dialogue with the principles of the patient therapeutic education, the interdisciplinary actions in the field of health, the work of health professionals and patient narratives. The dossier contributes with theoretical considerations about education and health, as well as shows results of researches dedicated to narratives and learnings with the disease, in the field of biographical research in education, narrative medicine and health care actions, whether with children or adults.
[Resumé] L’expérience de la maladie introduit à une nouvelle dimension de la vie et de la subjectivité ; elle engage un ensemble de processus biographiques qui se traduisent chez le sujet malade par des reconfigurations du rapport à... more
[Resumé]
L’expérience de la maladie introduit à une nouvelle dimension de la vie et de la subjectivité ; elle engage un ensemble de processus biographiques qui se traduisent chez le sujet malade par des reconfigurations du rapport à soi-même et à son existence et des transformations dans ses modes d’être au monde. La contribution rend compte de cette activité biographique du sujet malade au service de son « maintien de soi en vie et en santé », en prenant pour illustration les récits et propos recueillis dans le cadre d’une étude menée auprès de malades chroniques souffrant de rhinite allergique.
[Abstract]
The experience of the disease creates a new dimension of life and subjectivity and involves a set of biographical processes that translates to the sick subject, both by reconfigurations of the relationship with himself and his existence, as by transformations in his ways of being in the world. The article discusses the biographic activity of the sick subject in order to “stay alive and healthy”, considering narrative examples and comments obtained in a study with chronic patients with allergic rhinitis.
[Resumo]
A experiência da doença induz uma nova dimensão da vida e da subjetividade, envolvendo um conjunto de processos biográficos que se traduzem para o sujeito doente, tanto por reconfigurações da relação consigo mesmo e com sua existência, quanto por transformações em seus modos de estar no mundo. O artigo discute a atividade biográfica do sujeito doente para “manter-se em vida e com saúde”, tomando como ilustração exemplos narrativas e comentários obtidos em um estudo de pacientes crônicos portadores de rinite alérgica.
L’expérience de la maladie introduit à une nouvelle dimension de la vie et de la subjectivité ; elle engage un ensemble de processus biographiques qui se traduisent chez le sujet malade par des reconfigurations du rapport à soi-même et à son existence et des transformations dans ses modes d’être au monde. La contribution rend compte de cette activité biographique du sujet malade au service de son « maintien de soi en vie et en santé », en prenant pour illustration les récits et propos recueillis dans le cadre d’une étude menée auprès de malades chroniques souffrant de rhinite allergique.
[Abstract]
The experience of the disease creates a new dimension of life and subjectivity and involves a set of biographical processes that translates to the sick subject, both by reconfigurations of the relationship with himself and his existence, as by transformations in his ways of being in the world. The article discusses the biographic activity of the sick subject in order to “stay alive and healthy”, considering narrative examples and comments obtained in a study with chronic patients with allergic rhinitis.
[Resumo]
A experiência da doença induz uma nova dimensão da vida e da subjetividade, envolvendo um conjunto de processos biográficos que se traduzem para o sujeito doente, tanto por reconfigurações da relação consigo mesmo e com sua existência, quanto por transformações em seus modos de estar no mundo. O artigo discute a atividade biográfica do sujeito doente para “manter-se em vida e com saúde”, tomando como ilustração exemplos narrativas e comentários obtidos em um estudo de pacientes crônicos portadores de rinite alérgica.
[Resumo] Noções conceituais de imagens, estigmas e refiguração identitária relacionadas as pessoas que vivem com HIV/Aids são mobilizadas para análises de narrativas de colaboradores da Revista Saber Viver, publicadas na seção ‘Conte sua... more
[Resumo]
Noções conceituais de imagens, estigmas e refiguração identitária relacionadas as pessoas que vivem com HIV/Aids são mobilizadas para análises de narrativas de colaboradores da Revista Saber Viver, publicadas na seção ‘Conte sua História’. Objetiva-se discutir modos como são forjados socialmente imagens e estigmas sobre o HIV/Aids e disposições construídas pelos sujeitos, face ao processo de enfrentamento da estigmatização, a partir das narrativas autobiográficas publicadas na revista, possibilitando-me leituras cruzadas sobre aprendizagem biográfica com a doença e formas de enfretamento com a cronicidade. O texto situa aspectos concernentes a criação, produção, circulação e recepção da revista, ao tematizar imagens construídas historicamente sobre o HIV/Aids, cruzando-as com formas diversas de estigmas e discriminação sobre a epidemia e a cronicidade da doença. A centralidade do texto incide sobre a análise das narrativas (auto)biográficas dos colaboradores da revista, implicando diálogos sobre estigmas, processo de refiguração identitária, por parte dos sujeitos, quando narram sobre suas experiências com a cronicidade da doença.
[Abstract]
Conceptual notions of images, stigmata and identity reframing related to people living with HIV / AIDS are mobilized to analyze narratives of collaborators of the Revista [journal] Saber Viver, published in the section ‘Conte sua História’ [Tell your story]. The objective is to discuss ways in which images and stigmas about HIV/Aids and the constructions built by the subjects, in the face of the stigmatization process, are socially forged from the autobiographical narratives published in the journal, enabling me to read cross-references on biographical learning with disease and forms of coping with chronicity. The text addresses aspects related to the creation, production, circulation and reception of the journal, thematicalizing historically constructed images of HIV/Aids, crossing them with different forms of stigmas and discrimination about the epidemic and the chronicity of the disease. The centrality of the text focuses on the analysis of the (auto)biographical narratives of the journal's collaborators, implying dialogues about stigmata, a process of identity reframing on the part of the subjects, when they narrate about their experiences with the chronicity of the disease.
Noções conceituais de imagens, estigmas e refiguração identitária relacionadas as pessoas que vivem com HIV/Aids são mobilizadas para análises de narrativas de colaboradores da Revista Saber Viver, publicadas na seção ‘Conte sua História’. Objetiva-se discutir modos como são forjados socialmente imagens e estigmas sobre o HIV/Aids e disposições construídas pelos sujeitos, face ao processo de enfrentamento da estigmatização, a partir das narrativas autobiográficas publicadas na revista, possibilitando-me leituras cruzadas sobre aprendizagem biográfica com a doença e formas de enfretamento com a cronicidade. O texto situa aspectos concernentes a criação, produção, circulação e recepção da revista, ao tematizar imagens construídas historicamente sobre o HIV/Aids, cruzando-as com formas diversas de estigmas e discriminação sobre a epidemia e a cronicidade da doença. A centralidade do texto incide sobre a análise das narrativas (auto)biográficas dos colaboradores da revista, implicando diálogos sobre estigmas, processo de refiguração identitária, por parte dos sujeitos, quando narram sobre suas experiências com a cronicidade da doença.
[Abstract]
Conceptual notions of images, stigmata and identity reframing related to people living with HIV / AIDS are mobilized to analyze narratives of collaborators of the Revista [journal] Saber Viver, published in the section ‘Conte sua História’ [Tell your story]. The objective is to discuss ways in which images and stigmas about HIV/Aids and the constructions built by the subjects, in the face of the stigmatization process, are socially forged from the autobiographical narratives published in the journal, enabling me to read cross-references on biographical learning with disease and forms of coping with chronicity. The text addresses aspects related to the creation, production, circulation and reception of the journal, thematicalizing historically constructed images of HIV/Aids, crossing them with different forms of stigmas and discrimination about the epidemic and the chronicity of the disease. The centrality of the text focuses on the analysis of the (auto)biographical narratives of the journal's collaborators, implying dialogues about stigmata, a process of identity reframing on the part of the subjects, when they narrate about their experiences with the chronicity of the disease.
[Resumo] O professor do Ensino Fundamental e Médio nem sempre consegue superar os desafios no cotidiano do trabalho, com isso sofre maior esforço físico e psíquico, o que pode acarretar em diversos problemas de saúde. O presente estudo... more
[Resumo]
O professor do Ensino Fundamental e Médio nem sempre consegue superar os desafios no cotidiano do trabalho, com isso sofre maior esforço físico e psíquico, o que pode acarretar em diversos problemas de saúde. O presente estudo objetiva compreender os significados aludidos por professoras ao processo de adoecimento relacionado ao exercício da docência na rede pública de Ensino Fundamental e Médio no município de São Miguel das Matas, Bahia, Brasil. Trata-se de uma abordagem qualitativa com entrevistas narrativas cuja análise utiliza a teoria da hermenêutica descrita por Paul Ricouer. São destacadas quatro categorias temáticas: Dor crônica, voz do docente, queixas psíquicas e interferências dos problemas de saúde na vida pessoal e social. A intersubjetividade relacionada ao adoecimento confirma sofrimento e prejuízos na vida pessoal destas profissionais. Sentem-se sem recuperação e narram sobre a necessidade de superação diária destes obstáculos para continuar na docência, mesmo adoecidas.
[Abstract]
The teacher of Elementary and Middle School can not always overcome the challenges in the daily life of the work, with this it undergoes greater physical and psychic effort, which can cause in diverse health problems. The present study aims to understand the meanings alluded by teachers to the process of illness related to the exercise of teaching in the public school of Elementary and Middle School in the city of São Miguel das Matas, Bahia, Brazil. This is a qualitative approach with narrative interviews whose analysis uses the theory of hermeneutics described by Paul Ricouer. Four thematic categories are highlighted: Chronic pain, teacher's voice, psychic complaints and interferences of health problems in personal and social life. The intersubjectivity related to illness confirms suffering and losses in the personal life of these professionals. They feel without recovery and tell about the need to overcome these obstacles daily to continue teaching, even sick.
O professor do Ensino Fundamental e Médio nem sempre consegue superar os desafios no cotidiano do trabalho, com isso sofre maior esforço físico e psíquico, o que pode acarretar em diversos problemas de saúde. O presente estudo objetiva compreender os significados aludidos por professoras ao processo de adoecimento relacionado ao exercício da docência na rede pública de Ensino Fundamental e Médio no município de São Miguel das Matas, Bahia, Brasil. Trata-se de uma abordagem qualitativa com entrevistas narrativas cuja análise utiliza a teoria da hermenêutica descrita por Paul Ricouer. São destacadas quatro categorias temáticas: Dor crônica, voz do docente, queixas psíquicas e interferências dos problemas de saúde na vida pessoal e social. A intersubjetividade relacionada ao adoecimento confirma sofrimento e prejuízos na vida pessoal destas profissionais. Sentem-se sem recuperação e narram sobre a necessidade de superação diária destes obstáculos para continuar na docência, mesmo adoecidas.
[Abstract]
The teacher of Elementary and Middle School can not always overcome the challenges in the daily life of the work, with this it undergoes greater physical and psychic effort, which can cause in diverse health problems. The present study aims to understand the meanings alluded by teachers to the process of illness related to the exercise of teaching in the public school of Elementary and Middle School in the city of São Miguel das Matas, Bahia, Brazil. This is a qualitative approach with narrative interviews whose analysis uses the theory of hermeneutics described by Paul Ricouer. Four thematic categories are highlighted: Chronic pain, teacher's voice, psychic complaints and interferences of health problems in personal and social life. The intersubjectivity related to illness confirms suffering and losses in the personal life of these professionals. They feel without recovery and tell about the need to overcome these obstacles daily to continue teaching, even sick.
[Resumo] Este artigo objetiva analisar, junto a manuais de civilidade, os discursos civilizatórios que procuram regrar aspectos da saúde física e moral ao longo da década de 1950, estabelecendo um breve contraponto com a perspectiva... more
[Resumo]
Este artigo objetiva analisar, junto a manuais de civilidade, os discursos civilizatórios que procuram regrar aspectos da saúde física e moral ao longo da década de 1950, estabelecendo um breve contraponto com a perspectiva médica defendida já a partir da década de 1920, em Florianópolis/SC. O estudo centra-se, principalmente, em normativas sobre a preservação da saúde física e moral constantes de dois manuais de civilidade publicados na década de 1950 que foram utilizados em aulas do Curso Normal e que integram um acervo didático preservado pelo Laboratório de Patrimônio Cultural da UDESC. São eles: “Da Arte de Ser Dona de Casa”, de Marta de Betânia N.D.S. (1951) e “O Livro de Etiqueta: Um Guia Para a Vida Elegante”, de Amy Vanderbilt (1958).
[Abstract]
This article presents an analysis of civility handbooks regarding civilizing discourses seeking to rule over aspects of physical and moral health issues throughout the 1950 decade, establishing a brief counterpoint with the medical perspective defended since the 1920 decade in the city of Florianopolis, Brazil. The study is centered mainly in normative discourses on preserving physical and moral health within two civility handbooks published in the 1950 decade and used in Normal Schools, as part of a teaching archive preserved by the UDESC Cultural Heritage Laboratory. They are named “Da Arte de Ser Dona de Casa [Housewife Arts],” by Marta de Betânia N.D.S. (1951), and “O Livro de Etiqueta: Um Guia Para a Vida Elegante [Book of Etiquette: A Guide to Elegant Living],” by Amy Vanderbilt (1958).
Este artigo objetiva analisar, junto a manuais de civilidade, os discursos civilizatórios que procuram regrar aspectos da saúde física e moral ao longo da década de 1950, estabelecendo um breve contraponto com a perspectiva médica defendida já a partir da década de 1920, em Florianópolis/SC. O estudo centra-se, principalmente, em normativas sobre a preservação da saúde física e moral constantes de dois manuais de civilidade publicados na década de 1950 que foram utilizados em aulas do Curso Normal e que integram um acervo didático preservado pelo Laboratório de Patrimônio Cultural da UDESC. São eles: “Da Arte de Ser Dona de Casa”, de Marta de Betânia N.D.S. (1951) e “O Livro de Etiqueta: Um Guia Para a Vida Elegante”, de Amy Vanderbilt (1958).
[Abstract]
This article presents an analysis of civility handbooks regarding civilizing discourses seeking to rule over aspects of physical and moral health issues throughout the 1950 decade, establishing a brief counterpoint with the medical perspective defended since the 1920 decade in the city of Florianopolis, Brazil. The study is centered mainly in normative discourses on preserving physical and moral health within two civility handbooks published in the 1950 decade and used in Normal Schools, as part of a teaching archive preserved by the UDESC Cultural Heritage Laboratory. They are named “Da Arte de Ser Dona de Casa [Housewife Arts],” by Marta de Betânia N.D.S. (1951), and “O Livro de Etiqueta: Um Guia Para a Vida Elegante [Book of Etiquette: A Guide to Elegant Living],” by Amy Vanderbilt (1958).
[Resumo] Neste texto partilha-se uma reflexão proporcionada pelo encontro entre as autoras, movidas pelos respetivos trabalhos com narrativas biográficas e histórias de vida. Focamos, sobretudo, possibilidades de exploração de sentidos... more
[Resumo]
Neste texto partilha-se uma reflexão proporcionada pelo encontro entre as autoras, movidas pelos respetivos trabalhos com narrativas biográficas e histórias de vida. Focamos, sobretudo, possibilidades de exploração de sentidos do que fazemos e projetamos, abarcando elementos da nossa ação e investigação e no papel que assumimos na docência e na formação de profissionais de Educação e de Saúde. Afirmando que ser profissional do humano é intervir consciente e criticamente, o que só faz sentido se a profissão estiver fortemente impregnada de um compromisso social, desafiam-nos os modos de (re)configuração identitária que merecem reflexões profundas sobre o valor e a necessidade de escutar as crianças, valorizando uma ecologia dos saberes, as aprendizagens e o desenvolvimento, pessoais e profissionais, derivados dessa vida e(m) interação. Este artigo é um primeiro passo na conceção e desenvolvimento do projeto internacional, Saúde, Educação e Cuidado – o lugar das narrativas no pensar e formar para o cuidar. Com participantes de Portugal e de França, sugerimos que a diferença nos fortalece em caminhos de formação. Nestes percursos onde humanização de processos, trajetórias de vida e cuidado se encontram e tomam centralidade, compromete-nos o aprender pensando sobre a própria vida.
[Abstract]
In this text we share a reflection, provided by the encounter between the authors, moved by their respective works with biographical narratives and life stories. We focus, above all, possibilities of exploring the meanings of what we do and project, embracing elements of our daily experience and action. Here we mobilize the idea that the teacher is a professional of the human being, conscious and critical intervener of its social role, whose action is developed in the interaction with other people, especially and here called the children. In this perspective, teaching with children only makes sense if it is strongly imbued with a social commitment, that is, with the people in the contexts that live in the day to day, thinking about what is more immediate, but also with society and culture in more global terms. In this text, we are challenged by the modes of identity (re) configuration by which the lived experiences are maintained. We believe in the vitality of biographical research with narratives and in the scientific knowledge promoted, aligning research, action and education. This article is a first step in the design and development of an international project, Health, Education and Care - the place of narratives in thinking and training. With participants from Portugal and France, we suggest that difference strengthens us in training paths. In these pathways where humanization of processes, life trajectories and care meet and take center stage, we believe that is possible learning about life.
Neste texto partilha-se uma reflexão proporcionada pelo encontro entre as autoras, movidas pelos respetivos trabalhos com narrativas biográficas e histórias de vida. Focamos, sobretudo, possibilidades de exploração de sentidos do que fazemos e projetamos, abarcando elementos da nossa ação e investigação e no papel que assumimos na docência e na formação de profissionais de Educação e de Saúde. Afirmando que ser profissional do humano é intervir consciente e criticamente, o que só faz sentido se a profissão estiver fortemente impregnada de um compromisso social, desafiam-nos os modos de (re)configuração identitária que merecem reflexões profundas sobre o valor e a necessidade de escutar as crianças, valorizando uma ecologia dos saberes, as aprendizagens e o desenvolvimento, pessoais e profissionais, derivados dessa vida e(m) interação. Este artigo é um primeiro passo na conceção e desenvolvimento do projeto internacional, Saúde, Educação e Cuidado – o lugar das narrativas no pensar e formar para o cuidar. Com participantes de Portugal e de França, sugerimos que a diferença nos fortalece em caminhos de formação. Nestes percursos onde humanização de processos, trajetórias de vida e cuidado se encontram e tomam centralidade, compromete-nos o aprender pensando sobre a própria vida.
[Abstract]
In this text we share a reflection, provided by the encounter between the authors, moved by their respective works with biographical narratives and life stories. We focus, above all, possibilities of exploring the meanings of what we do and project, embracing elements of our daily experience and action. Here we mobilize the idea that the teacher is a professional of the human being, conscious and critical intervener of its social role, whose action is developed in the interaction with other people, especially and here called the children. In this perspective, teaching with children only makes sense if it is strongly imbued with a social commitment, that is, with the people in the contexts that live in the day to day, thinking about what is more immediate, but also with society and culture in more global terms. In this text, we are challenged by the modes of identity (re) configuration by which the lived experiences are maintained. We believe in the vitality of biographical research with narratives and in the scientific knowledge promoted, aligning research, action and education. This article is a first step in the design and development of an international project, Health, Education and Care - the place of narratives in thinking and training. With participants from Portugal and France, we suggest that difference strengthens us in training paths. In these pathways where humanization of processes, life trajectories and care meet and take center stage, we believe that is possible learning about life.
[Resumo] Em Portugal, apesar da ciência e meios de comunicação precipitarem a visibilidade das sexualidades do adulto idoso, forças históricas e sociais continuam a perpetuar a sua omissão. É neste contexto, que começa a ser exigido a... more
[Resumo]
Em Portugal, apesar da ciência e meios de comunicação precipitarem a visibilidade das sexualidades do adulto idoso, forças históricas e sociais continuam a perpetuar a sua omissão. É neste contexto, que começa a ser exigido a profissionais de saúde a abordagem das sexualidades do adulto idoso. Assim, numa investigação de mestrado procurou-se conhecer, por entrevista, as conceções de um grupo de adultos idosos sobre as suas experiências de sexualidade e os cuidados prestados por profissionais de saúde. A operacionalização da entrevista, enquanto método, levantou questões éticas e metodológicas, movidas, por exemplo, pelas diferenças geracionais e culturais entre entrevistadora e entrevistados. Assim, neste artigo propomos um exercício de reflexividade sobre a perspetiva da entrevistadora e dos entrevistados e as relações intersubjetivas negociadas. Consequentemente, esperamos contribuir para uma reflexão acerca da condução ética de estudos das sexualidades dos adultos idosos, quando, em particular, sejam estes os entrevistados.
[Abstract]
In Portugal, even though science and the media start to turn older adults’ sexualities more visible, historic and social strengths still neglect them. In this context, health professionals’ capacity to approach older adults’ sexualities is being required. Therefore, in this master’s research we aimed to find, through interview, the ideas of a group of older adults about their experiences on sexuality and health professionals’ practices. The operationalization of the interview as a method raised ethical and methodological questions, triggered, for instance by generational and cultural differences between the interviewee and the interviewer. Thus, in this article we propose a reflexivity exercise about the standpoint of who interviewed and the interviewee and on intersubjective relationships negotiated. Consequently, we expect to contribute for a reflection about the ethical conduct of sexualities’ studies on older adults, when, in particular, they get interviewed.
Em Portugal, apesar da ciência e meios de comunicação precipitarem a visibilidade das sexualidades do adulto idoso, forças históricas e sociais continuam a perpetuar a sua omissão. É neste contexto, que começa a ser exigido a profissionais de saúde a abordagem das sexualidades do adulto idoso. Assim, numa investigação de mestrado procurou-se conhecer, por entrevista, as conceções de um grupo de adultos idosos sobre as suas experiências de sexualidade e os cuidados prestados por profissionais de saúde. A operacionalização da entrevista, enquanto método, levantou questões éticas e metodológicas, movidas, por exemplo, pelas diferenças geracionais e culturais entre entrevistadora e entrevistados. Assim, neste artigo propomos um exercício de reflexividade sobre a perspetiva da entrevistadora e dos entrevistados e as relações intersubjetivas negociadas. Consequentemente, esperamos contribuir para uma reflexão acerca da condução ética de estudos das sexualidades dos adultos idosos, quando, em particular, sejam estes os entrevistados.
[Abstract]
In Portugal, even though science and the media start to turn older adults’ sexualities more visible, historic and social strengths still neglect them. In this context, health professionals’ capacity to approach older adults’ sexualities is being required. Therefore, in this master’s research we aimed to find, through interview, the ideas of a group of older adults about their experiences on sexuality and health professionals’ practices. The operationalization of the interview as a method raised ethical and methodological questions, triggered, for instance by generational and cultural differences between the interviewee and the interviewer. Thus, in this article we propose a reflexivity exercise about the standpoint of who interviewed and the interviewee and on intersubjective relationships negotiated. Consequently, we expect to contribute for a reflection about the ethical conduct of sexualities’ studies on older adults, when, in particular, they get interviewed.
[Resumen] Este estudio se centra en analizar las declaraciones de los adolescentes sobre los beneficios que para ellos supone participar en experiencias teatrales. Se han identificado a partir de 5 grupos foco, con una muestra de 53... more
[Resumen]
Este estudio se centra en analizar las declaraciones de los adolescentes sobre los beneficios que para ellos supone participar en experiencias teatrales. Se han identificado a partir de 5 grupos foco, con una muestra de 53 participantes, de entre 12 y 20 años. Los resultados apuntan a que dichas prácticas: promueven habilidades personales; ofrecen una oportunidad para explorar y expresar sentimientos; proporcionan un contexto de apoyo y seguridad; posibilitan hacer amigos; incrementan habilidades comunicativas; proporcionan recursos para ser empleados en otros ámbitos y momentos de la vida; ayudan a formar la identidad y mejorar la autoestima; desarrollan destrezas para entender a los otros; y suponen una oportunidad para evadirse de las situaciones negativas. Se discuten las limitaciones y se reconoce la necesidad de seguir investigando esta temática con otros participantes y otros diseños de investigación.
[Abstract]
This article presents the research carried out about the benefits that adolescents manifest regarding the experience of acting. These are identified from 5 focus groups, with a sample of 53 people, aged between 12 and 20 years. The qualitative results suggest that these practices can mean a significant help to positive personal development, and can be summarized in: to help to promote different personal resources; to offer an opportunity to explore and express feelings; to provide a context of support and security; to make friends; to enhance communicative skills; to provide resources to be used in other areas and times in people’s life; to affirm identity and to strengthen autonomy; to develop skills to understand others; and to provide opportunity to escape from negative situations. The need to investigate this topic with other participants and other research designs is recognized.
[Resumo]
Este estudo centra-se em analisar as opiniões dos adolescentes e jovens sobre os benefícios de participar de experiências teatrais. A investigação baseou-se em 5 grupos focais, com uma amostra de 53 sujeitos, com idades compreendidas entre os 12 e os 20 anos, selecionados de centros educativos públicos e privados da cidade de Valência e da sua área de influência. Os resultados sugerem que essas práticas promovem aptidões pessoais; oferecem uma oportunidade para explorar e expressar sentimentos; fornecem um contexto de apoio e de segurança; possibilitam fazer amigos; incrementam a capacidade de comunicação; fornecem recursos que podem ser aplicados em outras áreas e momentos da vida; ajudam a formar a identidade e melhorar a autoestima; desenvolvem a capacidade de melhor entender os outros; e supõem uma oportunidade de evasão de situações negativas. Discutem-se as limitações do estudo e reconhece-se a necessidade de continuar a investigar esta temática com outros sujeitos e outros desenhos de investigação.
Este estudio se centra en analizar las declaraciones de los adolescentes sobre los beneficios que para ellos supone participar en experiencias teatrales. Se han identificado a partir de 5 grupos foco, con una muestra de 53 participantes, de entre 12 y 20 años. Los resultados apuntan a que dichas prácticas: promueven habilidades personales; ofrecen una oportunidad para explorar y expresar sentimientos; proporcionan un contexto de apoyo y seguridad; posibilitan hacer amigos; incrementan habilidades comunicativas; proporcionan recursos para ser empleados en otros ámbitos y momentos de la vida; ayudan a formar la identidad y mejorar la autoestima; desarrollan destrezas para entender a los otros; y suponen una oportunidad para evadirse de las situaciones negativas. Se discuten las limitaciones y se reconoce la necesidad de seguir investigando esta temática con otros participantes y otros diseños de investigación.
[Abstract]
This article presents the research carried out about the benefits that adolescents manifest regarding the experience of acting. These are identified from 5 focus groups, with a sample of 53 people, aged between 12 and 20 years. The qualitative results suggest that these practices can mean a significant help to positive personal development, and can be summarized in: to help to promote different personal resources; to offer an opportunity to explore and express feelings; to provide a context of support and security; to make friends; to enhance communicative skills; to provide resources to be used in other areas and times in people’s life; to affirm identity and to strengthen autonomy; to develop skills to understand others; and to provide opportunity to escape from negative situations. The need to investigate this topic with other participants and other research designs is recognized.
[Resumo]
Este estudo centra-se em analisar as opiniões dos adolescentes e jovens sobre os benefícios de participar de experiências teatrais. A investigação baseou-se em 5 grupos focais, com uma amostra de 53 sujeitos, com idades compreendidas entre os 12 e os 20 anos, selecionados de centros educativos públicos e privados da cidade de Valência e da sua área de influência. Os resultados sugerem que essas práticas promovem aptidões pessoais; oferecem uma oportunidade para explorar e expressar sentimentos; fornecem um contexto de apoio e de segurança; possibilitam fazer amigos; incrementam a capacidade de comunicação; fornecem recursos que podem ser aplicados em outras áreas e momentos da vida; ajudam a formar a identidade e melhorar a autoestima; desenvolvem a capacidade de melhor entender os outros; e supõem uma oportunidade de evasão de situações negativas. Discutem-se as limitações do estudo e reconhece-se a necessidade de continuar a investigar esta temática com outros sujeitos e outros desenhos de investigação.
[Resumo] O direito à educação reveste-se de vários sentidos, como precioso fruto do Iluminismo e da Ilustração. Ora é concebido como fazedor de milagres, a alterar valores, atitudes e comportamentos de indivíduos e sociedades; ora é um... more
[Resumo]
O direito à educação reveste-se de vários sentidos, como precioso fruto do Iluminismo e da Ilustração. Ora é concebido como fazedor de milagres, a alterar valores, atitudes e comportamentos de indivíduos e sociedades; ora é um direito programático e residual, importante apenas para a “formação de capital humano”, quando ele se caracteriza como efetivo. Este movimento pendular de otimismo e pessimismo educativos, observado em diferentes períodos, em momentos solitários ou em momentos simultâneos, na verdade não faz jus ao direito à educação. É possível, ao mesmo tempo, verificar a relevância do direito à educação ora para um lado, ora para outro, em diferentes espaços geográficos e sociais contemporaneamente, o que dificulta generalizações fundamentadas na empiria. A própria Constituição da UNESCO, escrita sobre as cinzas da Segunda Guerra Mundial na Europa, assumiu uma posição idealista, com o seu propósito de construção utópica da paz mundial. Entretanto, o idealismo mistura-se ao realismo quando nos damos conta da importância das ideias, dos conhecimentos científicos, verdadeiros e falsos, das ideologias, dos currículos escolares e universitários e dos meios de comunicação de massa para esculpir tanto as noções de paz e fraternidade, como os ódios, em múltiplas dimensões.
O direito à educação reveste-se de vários sentidos, como precioso fruto do Iluminismo e da Ilustração. Ora é concebido como fazedor de milagres, a alterar valores, atitudes e comportamentos de indivíduos e sociedades; ora é um direito programático e residual, importante apenas para a “formação de capital humano”, quando ele se caracteriza como efetivo. Este movimento pendular de otimismo e pessimismo educativos, observado em diferentes períodos, em momentos solitários ou em momentos simultâneos, na verdade não faz jus ao direito à educação. É possível, ao mesmo tempo, verificar a relevância do direito à educação ora para um lado, ora para outro, em diferentes espaços geográficos e sociais contemporaneamente, o que dificulta generalizações fundamentadas na empiria. A própria Constituição da UNESCO, escrita sobre as cinzas da Segunda Guerra Mundial na Europa, assumiu uma posição idealista, com o seu propósito de construção utópica da paz mundial. Entretanto, o idealismo mistura-se ao realismo quando nos damos conta da importância das ideias, dos conhecimentos científicos, verdadeiros e falsos, das ideologias, dos currículos escolares e universitários e dos meios de comunicação de massa para esculpir tanto as noções de paz e fraternidade, como os ódios, em múltiplas dimensões.
Research Interests:
[Resumo] Neste artigo, o autor começa por caracterizar os tempos actuais como tempos de desassossego e de uma certa normalização da anormalidade, detendo-se particularmente nos impactos deste contexto algo turbulento e complexo no modo... more
[Resumo]
Neste artigo, o autor começa por caracterizar os tempos actuais como tempos de desassossego e de uma certa normalização da anormalidade, detendo-se particularmente nos impactos deste contexto algo turbulento e complexo no modo como os direitos são concebidos e manipulados e no modo como a educação passou a ser compreendida. O autor ressalta, então, como os direitos humanos tendem a ser encarados como ferramentas multiusos, ao serviço de novo realismo político e económico, aparentemente mais apaziguador, enquanto a educação está a transfigurar-se, apresentando, neste momento, várias faces, com destaque para a fórmula que o texto caracteriza como mcEducação e que pressupõe, naturalmente, um modo específico não só de entender o serviço da “educação às direitas” mas também de “endireitar” os direitos humanos, mais adaptados, por conseguinte, à performatividade competitiva.
[Abstract]
The author defines contemporary times as restlessness times, when a certain normalization of abnormality occurs; affecting this somewhat turbulent and complex context on how the rights are conceived and manipulated, as well as how education became understood. Then, human rights tend to be conceived as multi-use tools to serve the new political and economic realism, apparently as peacemaker, whereas education has been changed to have several faces, particularly mcEducation. Of course, this assumes a specific perspective to understand educational services from the right wing perception at the same time that human rights are adapted to the competitive performativity.
Neste artigo, o autor começa por caracterizar os tempos actuais como tempos de desassossego e de uma certa normalização da anormalidade, detendo-se particularmente nos impactos deste contexto algo turbulento e complexo no modo como os direitos são concebidos e manipulados e no modo como a educação passou a ser compreendida. O autor ressalta, então, como os direitos humanos tendem a ser encarados como ferramentas multiusos, ao serviço de novo realismo político e económico, aparentemente mais apaziguador, enquanto a educação está a transfigurar-se, apresentando, neste momento, várias faces, com destaque para a fórmula que o texto caracteriza como mcEducação e que pressupõe, naturalmente, um modo específico não só de entender o serviço da “educação às direitas” mas também de “endireitar” os direitos humanos, mais adaptados, por conseguinte, à performatividade competitiva.
[Abstract]
The author defines contemporary times as restlessness times, when a certain normalization of abnormality occurs; affecting this somewhat turbulent and complex context on how the rights are conceived and manipulated, as well as how education became understood. Then, human rights tend to be conceived as multi-use tools to serve the new political and economic realism, apparently as peacemaker, whereas education has been changed to have several faces, particularly mcEducation. Of course, this assumes a specific perspective to understand educational services from the right wing perception at the same time that human rights are adapted to the competitive performativity.
Research Interests:
[Résumé] Le droit à l’éducation est reconnu comme un droit universel. Pourtant, il n’en a pas toujours été ainsi, et son affirmation progressive en tant que droit de l’homme, à la fois individuel et garanti par la puissance publique, ne... more
[Résumé]
Le droit à l’éducation est reconnu comme un droit universel. Pourtant, il n’en a pas toujours été ainsi, et son affirmation progressive en tant que droit de l’homme, à la fois individuel et garanti par la puissance publique, ne s’est pas fait sens à-coups. La Déclaration universelle des droits de l’homme représente un tournant dans ce parcours, mais une observation attentive montre qu’il reste encore fort à faire. Si les progrès quant à l’accès à l’enseignement primaire sont une réalité, il n’en reste pas moins que l’égalité face au droit à l’éducation, et à une éducation de qualité pour tous, est encore loin d’être atteint. Les États ont en la matière la responsabilité première d’agir, quand bien même les organisations internationales gagnent récemment du terrain, et multiplient les initiatives juridiques internationales. À travers l’étude du contexte et des textes juridiques liés au droit à l’éducation, cet article souligne les problèmes qui demeurent, notamment dans un groupe de pays géographiquement identifiés, et signale les pistes juridiques pour l’amélioration d’une application effective du droit à l’éducation au plan mondial.
[Abstract]
The right to education is recognized as a universal right. Yet it was not always so, and its progressive affirmation as a human right, both individual and guaranteed by public bodies, has been paved with difficulties. The Universal Declaration of Human Rights represents a turning point in this process, but a careful observation shows that there is still a great deal to be done. While progresses in the access to primary education are a reality, the fact remains that equality in relation to the right to education, and quality education for all, are still far from being achieved. States have the primary responsibility to act, even though international organizations have recently gained ground, and are multiplying international legal initiatives. Through the study of the context and legal texts related to the right to education, this article highlights the problems that remain, particularly in a group of geographically identified countries, and points out the legal avenues for improving an effective application of the right to education at the global level.
[Resumo]
O direito à educação é reconhecido como um direito universal. No entanto, nem sempre foi assim, e sua afirmação progressiva como um dos direitos humanos, ao mesmo tempo individual e garantido pelo poder público, não se fez sem hesitações. A Declaração Universal dos Direitos do Homem representa um ponto de viragem neste percurso, mas uma observação cuidadosa mostra que ainda há muito para fazer. Se o progresso no acesso ao ensino primário é uma realidade, observa-se que a igualdade no direito à educação e à educação de qualidade para todos ainda está longe de ser alcançada. Os Estados têm a primeira responsabilidade de agir, muito embora as organizações internacionais tenham recentemente mais margem de manobra, e multiplicam as iniciativas jurídicas internacionais. Através do estudo do contexto e dos textos jurídicos relacionados com o direito à educação, este artigo destaca os problemas que permanecem, particularmente num grupo de países geograficamente identificados, e aponta as vias jurídicas para melhorar uma aplicação efectiva do direito à educação a nível mundial.
Le droit à l’éducation est reconnu comme un droit universel. Pourtant, il n’en a pas toujours été ainsi, et son affirmation progressive en tant que droit de l’homme, à la fois individuel et garanti par la puissance publique, ne s’est pas fait sens à-coups. La Déclaration universelle des droits de l’homme représente un tournant dans ce parcours, mais une observation attentive montre qu’il reste encore fort à faire. Si les progrès quant à l’accès à l’enseignement primaire sont une réalité, il n’en reste pas moins que l’égalité face au droit à l’éducation, et à une éducation de qualité pour tous, est encore loin d’être atteint. Les États ont en la matière la responsabilité première d’agir, quand bien même les organisations internationales gagnent récemment du terrain, et multiplient les initiatives juridiques internationales. À travers l’étude du contexte et des textes juridiques liés au droit à l’éducation, cet article souligne les problèmes qui demeurent, notamment dans un groupe de pays géographiquement identifiés, et signale les pistes juridiques pour l’amélioration d’une application effective du droit à l’éducation au plan mondial.
[Abstract]
The right to education is recognized as a universal right. Yet it was not always so, and its progressive affirmation as a human right, both individual and guaranteed by public bodies, has been paved with difficulties. The Universal Declaration of Human Rights represents a turning point in this process, but a careful observation shows that there is still a great deal to be done. While progresses in the access to primary education are a reality, the fact remains that equality in relation to the right to education, and quality education for all, are still far from being achieved. States have the primary responsibility to act, even though international organizations have recently gained ground, and are multiplying international legal initiatives. Through the study of the context and legal texts related to the right to education, this article highlights the problems that remain, particularly in a group of geographically identified countries, and points out the legal avenues for improving an effective application of the right to education at the global level.
[Resumo]
O direito à educação é reconhecido como um direito universal. No entanto, nem sempre foi assim, e sua afirmação progressiva como um dos direitos humanos, ao mesmo tempo individual e garantido pelo poder público, não se fez sem hesitações. A Declaração Universal dos Direitos do Homem representa um ponto de viragem neste percurso, mas uma observação cuidadosa mostra que ainda há muito para fazer. Se o progresso no acesso ao ensino primário é uma realidade, observa-se que a igualdade no direito à educação e à educação de qualidade para todos ainda está longe de ser alcançada. Os Estados têm a primeira responsabilidade de agir, muito embora as organizações internacionais tenham recentemente mais margem de manobra, e multiplicam as iniciativas jurídicas internacionais. Através do estudo do contexto e dos textos jurídicos relacionados com o direito à educação, este artigo destaca os problemas que permanecem, particularmente num grupo de países geograficamente identificados, e aponta as vias jurídicas para melhorar uma aplicação efectiva do direito à educação a nível mundial.
Research Interests:
[Resumen] El discurso de los derechos humanos ha cobrado presencia en el discurso oficial de México desde los años cincuenta, sin embargo, en el año 2011 se realiza una enmienda constitucional en donde se reconoce a las diversas... more
[Resumen]
El discurso de los derechos humanos ha cobrado presencia en el discurso oficial de México desde los años cincuenta, sin embargo, en el año 2011 se realiza una enmienda constitucional en donde se reconoce a las diversas convenciones sobre derechos humanos al mismo nivel jerárquico que nuestra constitución, en consecuencia, el Estado mexicano está obligado a salvaguardarlos y promoverlos. Partiendo de lo anterior, se realizó un estudio exploratorio en dos grupos de niñas, niños y adolescentes de nivel primario de dos contextos socioeconómicos distintos (rural y urbano) con la finalidad de observar las particularidades que se dan en relación al derecho a la educación. Los resultados indican que existe un conocimiento poco preciso acerca de los derechos, también se confirma que el derecho a la educación es el derecho más reconocido y considerado como prioritario, sin embargo, son pocos estudiantes que advierten que no todos gozan de este derecho.
[Abstract]
Human rights speech has been present in Mexico’s official speech since the 1950’s, however, a constitutional amendment, approved in 2011, recognized the diverse conventions on human rights at the same hierarchical level of our Constitution. Consequently, the Mexican State is compelled to safe and promote them. Based on this major legislative change, we conducted an exploratory research project on two groups of girls, boys and adolescents in two different socio-economic contexts (rural and urban), aiming to observe particularities facing the right to education. Results reveal that they have a diffuse knowledge on the issue. The right to education is, in fact, more easily recognized and regarded as priority. Nevertheless, a few students only find that not everybody has access to it.
[Resumo]
O discurso dos direitos humanos tem marcado presença no discurso oficial do México desde os anos 1950, entretanto, em 2011, se aprova uma emenda constitucional em que se reconhecem as diversas convenções sobre direitos humanos ao mesmo nível hierárquico da nossa Constituição. Em consequência, o Estado mexicano está obrigado a salvaguardá-los e promovê-los. Com base nesta alteração legislativa, se realizou um estudo exploratório com dois grupos de meninas, meninos e adolescentes da educação primária em dois contextos socioeconômicos distintos (rural e urbano), com a finalidade de observar as particularidades em face do direito à educação. Os resultados indicam que existe um conhecimento pouco preciso sobre os direitos, confirmando que o direito à educação é o direito mais reconhecido e considerado como prioritário. Contudo, são poucos os estudantes que observam que nem todos desfrutam deste direito.
El discurso de los derechos humanos ha cobrado presencia en el discurso oficial de México desde los años cincuenta, sin embargo, en el año 2011 se realiza una enmienda constitucional en donde se reconoce a las diversas convenciones sobre derechos humanos al mismo nivel jerárquico que nuestra constitución, en consecuencia, el Estado mexicano está obligado a salvaguardarlos y promoverlos. Partiendo de lo anterior, se realizó un estudio exploratorio en dos grupos de niñas, niños y adolescentes de nivel primario de dos contextos socioeconómicos distintos (rural y urbano) con la finalidad de observar las particularidades que se dan en relación al derecho a la educación. Los resultados indican que existe un conocimiento poco preciso acerca de los derechos, también se confirma que el derecho a la educación es el derecho más reconocido y considerado como prioritario, sin embargo, son pocos estudiantes que advierten que no todos gozan de este derecho.
[Abstract]
Human rights speech has been present in Mexico’s official speech since the 1950’s, however, a constitutional amendment, approved in 2011, recognized the diverse conventions on human rights at the same hierarchical level of our Constitution. Consequently, the Mexican State is compelled to safe and promote them. Based on this major legislative change, we conducted an exploratory research project on two groups of girls, boys and adolescents in two different socio-economic contexts (rural and urban), aiming to observe particularities facing the right to education. Results reveal that they have a diffuse knowledge on the issue. The right to education is, in fact, more easily recognized and regarded as priority. Nevertheless, a few students only find that not everybody has access to it.
[Resumo]
O discurso dos direitos humanos tem marcado presença no discurso oficial do México desde os anos 1950, entretanto, em 2011, se aprova uma emenda constitucional em que se reconhecem as diversas convenções sobre direitos humanos ao mesmo nível hierárquico da nossa Constituição. Em consequência, o Estado mexicano está obrigado a salvaguardá-los e promovê-los. Com base nesta alteração legislativa, se realizou um estudo exploratório com dois grupos de meninas, meninos e adolescentes da educação primária em dois contextos socioeconômicos distintos (rural e urbano), com a finalidade de observar as particularidades em face do direito à educação. Os resultados indicam que existe um conhecimento pouco preciso sobre os direitos, confirmando que o direito à educação é o direito mais reconhecido e considerado como prioritário. Contudo, são poucos os estudantes que observam que nem todos desfrutam deste direito.
Research Interests:
[Resumen] Si bien los debates y las disputas en torno al derecho a la educación se actualizaron recientemente y con posicionamientos fuertemente encontrados, los reclamos por las libertades y los derechos a la educación superior están... more
[Resumen]
Si bien los debates y las disputas en torno al derecho a la educación se actualizaron recientemente y con posicionamientos fuertemente encontrados, los reclamos por las libertades y los derechos a la educación superior están presente en las luchas estudiantiles en todo el mundo a lo largo del Siglo XX y continúan. En Argentina, la democratización de la educación superior fue un tema nodal de las políticas educativas desarrollada en el período 2003-2015. La masificación del acceso trajo aparejado un cambio en el perfil social del estudiante. En este artículo analizamos las políticas y estrategias nacionales e institucionales (universidades) diseñadas para una efectiva inclusión en los estudios universitarios de los grupos sociales más desfavorecidos; a la vez que garantizar el mejoramiento de la formación profesional, académica y científica.
[Abstract]
Although debates and disputes on the right to education have been updated recently, with firm positions, the claims for freedoms and rights to education have been present in students struggles during the 20th century until today. In Argentina higher education democratization has been a central issue in educational policies developed in 2003-2015. Expanding greatly the access has also changed the social profile of the student profile. This paper analyzes national and institutional, that is, universities’ policies and strategies for effectively include in higher education the most socially disadvantaged groups, at the same time that they assure the improvement of academic, scientific and professional formation.
[Resumo]
Embora os debates e as disputas em torno do direito à educação se tenham atualizado recentemente, com posicionamentos firmes, os clamores pelas liberdades e direitos à educação superior estão presentes nas lutas estudantis em todo o mundo ao longo do século XX, que se prolongam hoje. Na Argentina, a democratização da educação superior constituiu um tema nodal das políticas educativas desenvolvidas de 2003 a 2015. A massificação do acesso trouxe consigo uma mudança do perfil social do estudante. Neste trabalho analisamos as políticas e estratégias nacionais e institucionais (universidades) elaboradas para uma efetiva inclusão nos estudos universitários dos grupos sociais mais desfavorecidos e, ao mesmo tempo para garantir o melhoramento da formação profissional, acadêmica e científica.
Si bien los debates y las disputas en torno al derecho a la educación se actualizaron recientemente y con posicionamientos fuertemente encontrados, los reclamos por las libertades y los derechos a la educación superior están presente en las luchas estudiantiles en todo el mundo a lo largo del Siglo XX y continúan. En Argentina, la democratización de la educación superior fue un tema nodal de las políticas educativas desarrollada en el período 2003-2015. La masificación del acceso trajo aparejado un cambio en el perfil social del estudiante. En este artículo analizamos las políticas y estrategias nacionales e institucionales (universidades) diseñadas para una efectiva inclusión en los estudios universitarios de los grupos sociales más desfavorecidos; a la vez que garantizar el mejoramiento de la formación profesional, académica y científica.
[Abstract]
Although debates and disputes on the right to education have been updated recently, with firm positions, the claims for freedoms and rights to education have been present in students struggles during the 20th century until today. In Argentina higher education democratization has been a central issue in educational policies developed in 2003-2015. Expanding greatly the access has also changed the social profile of the student profile. This paper analyzes national and institutional, that is, universities’ policies and strategies for effectively include in higher education the most socially disadvantaged groups, at the same time that they assure the improvement of academic, scientific and professional formation.
[Resumo]
Embora os debates e as disputas em torno do direito à educação se tenham atualizado recentemente, com posicionamentos firmes, os clamores pelas liberdades e direitos à educação superior estão presentes nas lutas estudantis em todo o mundo ao longo do século XX, que se prolongam hoje. Na Argentina, a democratização da educação superior constituiu um tema nodal das políticas educativas desenvolvidas de 2003 a 2015. A massificação do acesso trouxe consigo uma mudança do perfil social do estudante. Neste trabalho analisamos as políticas e estratégias nacionais e institucionais (universidades) elaboradas para uma efetiva inclusão nos estudos universitários dos grupos sociais mais desfavorecidos e, ao mesmo tempo para garantir o melhoramento da formação profissional, acadêmica e científica.
Research Interests:
[Abstract] The research approached how Portuguese emigrants learned on a social networking service; Facebook. It employed the mixed method, and it highlighted the observation technique. The theoretical rationale was grounded in the Rudmin... more
[Abstract]
The research approached how Portuguese emigrants learned on a social networking service; Facebook. It employed the mixed method, and it highlighted the observation technique. The theoretical rationale was grounded in the Rudmin Model and in the work of Castro. The internet connection and the information technologies changed the intercultural relationships, the ways to learn, and the lifelong education. Social networking service boosted intercultural relationships and immigrant cultural maintenance, and the expected assimilation was nearly dismissed. The connection also enabled shared educational practices and responsibilities between the receiving and sending countries. The right to learn should be extended to immigrant cultural maintenance; it should be addressed to children and also to adults in lifelong education. Intercultural training should be addressed to adults and it must approach legal questions. International legislation should address the receiving country cultural changes. It can collaborate with legislators, considering the immigrant and the human rights.
[Resumo]
A investigação abordou como os emigrantes portugueses aprendem numa rede social virtual, Facebook. Empregou-se o método misto, destacando a técnica da observação, com base teórica no modelo de Rudmin e no trabalho de Castro. A ligação à internet e as tecnologias da informação alteraram as relações interculturais, formas de aprender e a educação continuada. Intensificaram as relações interculturais e a manutenção cultural dos imigrantes. A internet também permitiu práticas e responsabilidades educativas partilhadas entre os países de recepção e de envio. O direito à aprendizagem deve ser alargado à manutenção cultural dos imigrantes, facultado a crianças e adultos. A formação intercultural deve ser facultada aos adultos na educação continuada e deve abordar questões legais. Além disso, a legislação internacional deve refletir sobre as mudanças culturais do país recetor. A Psicologia abordou como a aculturação (aprendizagem) ocorreu, podendo colaborar com os legisladores, considerando os direitos dos migrantes e os direitos humanos.
The research approached how Portuguese emigrants learned on a social networking service; Facebook. It employed the mixed method, and it highlighted the observation technique. The theoretical rationale was grounded in the Rudmin Model and in the work of Castro. The internet connection and the information technologies changed the intercultural relationships, the ways to learn, and the lifelong education. Social networking service boosted intercultural relationships and immigrant cultural maintenance, and the expected assimilation was nearly dismissed. The connection also enabled shared educational practices and responsibilities between the receiving and sending countries. The right to learn should be extended to immigrant cultural maintenance; it should be addressed to children and also to adults in lifelong education. Intercultural training should be addressed to adults and it must approach legal questions. International legislation should address the receiving country cultural changes. It can collaborate with legislators, considering the immigrant and the human rights.
[Resumo]
A investigação abordou como os emigrantes portugueses aprendem numa rede social virtual, Facebook. Empregou-se o método misto, destacando a técnica da observação, com base teórica no modelo de Rudmin e no trabalho de Castro. A ligação à internet e as tecnologias da informação alteraram as relações interculturais, formas de aprender e a educação continuada. Intensificaram as relações interculturais e a manutenção cultural dos imigrantes. A internet também permitiu práticas e responsabilidades educativas partilhadas entre os países de recepção e de envio. O direito à aprendizagem deve ser alargado à manutenção cultural dos imigrantes, facultado a crianças e adultos. A formação intercultural deve ser facultada aos adultos na educação continuada e deve abordar questões legais. Além disso, a legislação internacional deve refletir sobre as mudanças culturais do país recetor. A Psicologia abordou como a aculturação (aprendizagem) ocorreu, podendo colaborar com os legisladores, considerando os direitos dos migrantes e os direitos humanos.
Research Interests:
[Abstract] Several factors contribute to the effective integration of migrants into the United States of America (U.S.), and among these is education. Educated migrants find transition to the U.S. infinitely more effective than those... more
[Abstract]
Several factors contribute to the effective integration of migrants into the United States of America (U.S.), and among these is education. Educated migrants find transition to the U.S. infinitely more effective than those without education. While English language competence is essential, literacy in one’s native language increases the likelihood of acquiring English language literacy.
Equal access to public education is the right of every child in the U.S., regardless of citizenship or migration status. Under law, all children between age six and sixteen years are required to be enrolled in school. College education, on the other hand, is accessible only to those with citizenship or legal visa or Deferred Action for Childhood Arrival (DACA) status. This paper explores the educational level of immigrants in the U.S. and discusses the governmental and nongovernmental resources that can be utilized to increase the likelihood of successful functioning in the country.
[Resumo]
Vários fatores contribuem para a efetiva integração dos migrantes nos Estados Unidos da América (EUA), e entre eles está a educação. Os imigrantes com uma formação vivem a mudança para os EUA de forma infinitamente mais eficaz do que aqueles sem formação. Se a competência em língua inglesa é essencial, a literacia na língua nativa aumenta a probabilidade de adquirir uma literacia em língua inglesa.
O acesso igualitário à educação pública é um direito de cada criança nos Estados Unidos, independentemente da sua nacionalidade ou do seu estatuto de imigrante. Segundo a lei, todas as crianças entre os seis e os dezasseis anos de idade são obrigadas a ser matriculadas na escola. O ensino superior, por outro lado, é acessível apenas para aqueles com a nacionalidade americana ou um visto válido, ou ainda com o estatuto de Deferred Action for Childhood Arrival (DACA). Este artigo explora o nível educacional dos imigrantes nos Estados Unidos e discute os recursos governamentais e não-governamentais que podem ser utilizados para aumentar a probabilidade de ser bem sucedido neste país.
Several factors contribute to the effective integration of migrants into the United States of America (U.S.), and among these is education. Educated migrants find transition to the U.S. infinitely more effective than those without education. While English language competence is essential, literacy in one’s native language increases the likelihood of acquiring English language literacy.
Equal access to public education is the right of every child in the U.S., regardless of citizenship or migration status. Under law, all children between age six and sixteen years are required to be enrolled in school. College education, on the other hand, is accessible only to those with citizenship or legal visa or Deferred Action for Childhood Arrival (DACA) status. This paper explores the educational level of immigrants in the U.S. and discusses the governmental and nongovernmental resources that can be utilized to increase the likelihood of successful functioning in the country.
[Resumo]
Vários fatores contribuem para a efetiva integração dos migrantes nos Estados Unidos da América (EUA), e entre eles está a educação. Os imigrantes com uma formação vivem a mudança para os EUA de forma infinitamente mais eficaz do que aqueles sem formação. Se a competência em língua inglesa é essencial, a literacia na língua nativa aumenta a probabilidade de adquirir uma literacia em língua inglesa.
O acesso igualitário à educação pública é um direito de cada criança nos Estados Unidos, independentemente da sua nacionalidade ou do seu estatuto de imigrante. Segundo a lei, todas as crianças entre os seis e os dezasseis anos de idade são obrigadas a ser matriculadas na escola. O ensino superior, por outro lado, é acessível apenas para aqueles com a nacionalidade americana ou um visto válido, ou ainda com o estatuto de Deferred Action for Childhood Arrival (DACA). Este artigo explora o nível educacional dos imigrantes nos Estados Unidos e discute os recursos governamentais e não-governamentais que podem ser utilizados para aumentar a probabilidade de ser bem sucedido neste país.
Research Interests:
What kind of science education is required in a world deeply influenced by science and technology? How can we contribute to Responsible Research and Innovation (RRI) through science education? Are students and teachers prepared to... more
What kind of science education is required in a world deeply influenced by science and technology? How can we contribute to Responsible Research and Innovation (RRI) through science education? Are students and teachers prepared to address current socio-scientific challenges? What kinds of pedagogies foster the skills and values required for taking a critical position in the discussion of socio-scientific problems? Which teaching and learning activities prepare students to actively contribute to the development of smart and creative solutions? These and others are some of the key questions underlying this special issue devoted to education and RRI.
Research Interests:
Complications arising from socioscientific issues (SSI) call for immediate and responsible action and warrant students' activism on science-related issues. These issues therefore provide a solid learning context for the advancement of... more
Complications arising from socioscientific issues (SSI) call for immediate and responsible action and warrant students' activism on science-related issues. These issues therefore provide a solid learning context for the advancement of responsible research and innovation (RRI) in science education. This study investigates the development of students' identities as activists as they participate in a high-school project aimed at resolving the problem of global hunger. Drawing from practice-linked identity theory, we present the narratives of two students to examine how they came to embrace the identity of activist. Findings indicate that the students' identities as activists were supported through participation in highly contextual and emotionally charged experiences and through the ability to fill roles that were perceived as integral and authentic to the students. We discuss the potential of a well-structured activity to assist students in deeply engaging with responsible actions.
Research Interests:
Cette comparaison rural - urbain témoigne de la légère atténuation de la spécificité rurale qui a été observée de 2012 à 2014 à partir de la comparaison des enquêtes CM2 (fin de l’école primaire) et 5ème (collège) des deux suivis... more
Cette comparaison rural - urbain témoigne de la légère atténuation de la spécificité rurale qui a été observée de 2012 à 2014 à partir de la comparaison des enquêtes CM2 (fin de l’école primaire) et 5ème (collège) des deux suivis longitudinaux OER - OET sur les deux départements de l’Ardèche et de la Drôme (effectués entre 1999 et 2005, d’une part, et 2011 et 2016, d’autre part). Les toutes dernières enquêtes urbaines menées sur ces deux mêmes départements vont en effet dans le même sens que les sondages urbains antérieurs valentinois (Champollion, 2017 ; Champollion, Dos Santos & May-Carle, 2015). Y aurait-il donc à l’œuvre - portée par le développement dans tous les territoires d’internet et des réseaux sociaux ? - une tendance générale à l’homogénéisation et à l’uniformisation progressive des regards sur soi et sur l’école, ainsi que des représentations territoriales, notamment, qui traverserait tous les types de territoire, ruraux comme urbains ? Faudra-t-il dans cette perspective à terme « déconstruire » l’école rurale avec ses spécificités historiques, au-delà de la diffusion actuelle massive dans les milieux urbains, notamment dans l’éducation prioritaire, de sa « forme » la plus emblématique, la « classe à plusieurs cours » ? Sous réserve d’invalidation ultérieure par l’analyse du second suivi longitudinal OET, et entre autres de l’enquête 3ème en cours de saisie, les résultats des enquêtes présentées ici, tant sur le rural que sur l’urbain, semblent bien le confirmer…
Research Interests:
Legardez et Simonneaux (2006) ont proposé le terme ‘Questions Socialement Vives’ – (QSV) en anglais ‘Socially Acute Questions’ (SAQ) – pour décrire des questions complexes ouvertes controversées et intégrées dans des contextes réels. Ces... more
Legardez et Simonneaux (2006) ont proposé le terme ‘Questions Socialement Vives’ – (QSV) en anglais ‘Socially Acute Questions’ (SAQ) – pour décrire des questions complexes ouvertes controversées et intégrées dans des contextes réels. Ces questions sont au cœur du problème de l'enseignement et de l'apprentissage dans un monde incertain, influencé par le développement des technosciences et par les crises environnementales et sanitaires. Ces questions situent la controverse sociale et scientifique, la complexité, le renforcement de l'expertise, l'évaluation de la preuve, l'incertitude et le risque au cœur du processus d'enseignement-apprentissage.
Research Interests:
Nous vivons à l’ère des incertitudes. Le développement des technosciences génère de grandes questions auxquelles les sociétés sont incapables de répondre avec certitude et universalité. Cet état d’indétermination généralisée entre en... more
Nous vivons à l’ère des incertitudes. Le développement des technosciences génère de grandes questions auxquelles les sociétés sont incapables de répondre avec certitude et universalité. Cet état d’indétermination généralisée entre en tension avec un traitement traditionnellement cartésien de l’imprévisibilité. Au débat épistémologique fondamental de la certitude des connaissances scientifiques s’agrègent désormais des incertitudes sociales, politiques, informationnelles, réflexives, etc., qui structurent les dynamiques des controverses dans l’espace social. Au sein de la classe, l’enseignement des questions socialement vives matérialise ces incertitudes, du fait de leur complexité et de la pluralité de réponses potentielles qu’elles impliquent. En France, leur introduction en classe crée un certain nombre de difficultés pour les enseignants: outre un ensemble de contraintes professionnelles et pédagogiques, l’appréhension des incertitudes semble en être un des principaux freins. Nous proposons donc ici, dans une approche théorique qui mobilise des regards issus de la sociologie des sciences, une identification des formes d’incertitudes socio-épistémiques inhérentes aux technosciences controversées. Dans le champ de la didactique des sciences, cette approche par les incertitudes permet de mieux comprendre les risques d’enseignement des questions socialement vives ressentis par les enseignants. Il s’agit alors, dans une optique d’autonomisation des enseignants telle que le développe le projet PARRISE, d’élaborer des processus de formation qui permettraient de mieux appréhender ces incertitudes, non pas en tentant de les réduire ou de les minimiser, mais en les identifiant et en les contextualisant.
Research Interests:
In this article I argue for the role that approaches such as Socially Acute Questions (SAQs) can play in confronting the STEM discourse in the curriculum. For SAQs and similar approaches to be effective in enacting issues of social... more
In this article I argue for the role that approaches such as Socially Acute Questions (SAQs) can play in confronting the STEM discourse in the curriculum. For SAQs and similar approaches to be effective in enacting issues of social justice educators need to take account of local political contexts, the ethical and political assumptions which underpin values appertaining to social justice, such as concepts of communalism and libertarianism, and democratic practise in the school classroom where the students become co-enquirers in generating knowledge which aims to improve material realities. This is not a straightforward but one that demands reflection and critique throughout the process.
Research Interests:
The debates on the evolution and impact of agriculture on health, on the natural or socioeconomic environment lead us to consider agri-environment issues as socially acute questions (SAQs). The agro-ecological transition towards a more... more
The debates on the evolution and impact of agriculture on health, on the natural or socioeconomic environment lead us to consider agri-environment issues as socially acute questions (SAQs). The agro-ecological transition towards a more sustainable system, supported by the political authorities, faces a lock-in socio-technical system. Maintaining a teaching of intensive agriculture contributes to this socio-technical lock in. The teaching of socially acute questions can contribute to unlocking to move towards agro-ecological transition, firstly, through innovative educational engineering and participatory learning which constitute niches for innovation and secondly, by entering teaching in a socio-technical landscape within late modernity. Late modernity obliges to distance from the idea of progress or rationality and to consider the political and economic dimensions, uncertainties and risks and the values in agri-environmental issues.
Research Interests:
Cette contribution se propose d’aborder l’intégration de la problématique des questions socialement vives dans la formation des enseignants à partir de l’exemple d’une recherche sur l’éducation au développement durable (EDD). Elle... more
Cette contribution se propose d’aborder l’intégration de la problématique des questions socialement vives dans la formation des enseignants à partir de l’exemple d’une recherche sur l’éducation au développement durable (EDD). Elle s’appuie sur des données recueillies dans le cadre d’une recherche sur les représentations sociales du développement durable (DD) et les postures au regard de l’EDD de futurs enseignants français et québécois. Le cadre théorique, - construit autour des concepts de questions socialement vives et de pédagogie critique -, ainsi qu’une posture transformatrice-critique, orientent la lecture et l’interprétation des résultats, notamment en soulignant la coexistence de deux approches de l’EDD chez les futurs enseignants : l’une transmissive et l’autre transformatrice-critique. Cela se traduit par des champs de tension se rapportant notamment aux questions de neutralité et de finalités. Le présent article se propose d’illustrer la manière dont ces tensions se manifestent chez les futurs enseignants à partir de résultats issus de douze entretiens semi-directifs. Il apporte ainsi un éclairage approfondi et renouvelé quant aux appuis et obstacles à l’implémentation des questions socialement vives dans les systèmes éducatifs formels.
Research Interests:
L’objectif de cette contribution est d’avancer dans la caractérisation et la structuration du domaine de recherches sur les Questions Socialement Vives (QSV) - ou Socially Acute Questions (SAQ) -, en revisitant des propositions faites... more
L’objectif de cette contribution est d’avancer dans la caractérisation et la structuration du domaine de recherches sur les Questions Socialement Vives (QSV) - ou Socially Acute Questions (SAQ) -, en revisitant des propositions faites dans la période d’émergence de cette thématique. Il s’agit donc de proposer une nouvelle présentation de travaux de chercheurs du champ, en termes de processus de didactisation de QSV, ainsi que dans une perspective transformatrice. Cette analyse se fait en relation avec notre grille d’analyse des rapports aux savoirs dans l’enseignement et la formation (Legardez, 2004), désormais revisitée dans une perspective de didactique de questions « hyper-vives » - liées notamment à l’écocitoyenneté - à visée transformatrice-critique (Legardez & Jeziorki, 2017) -. L’objectif de nos travaux est aussi d’éclairer la réflexion et les pratiques des acteurs de l’enseignement et de la formation, dans une perspective d’émancipation et de transformation.
Research Interests:
As pertains to the didactics of SAQs (Socially Acute Questions), we have experimented with educational devices contributing to the development of (i) controversial questions, (ii) engagement abilities and (iii) ethical thinking among... more
As pertains to the didactics of SAQs (Socially Acute Questions), we have experimented with educational devices contributing to the development of (i) controversial questions, (ii) engagement abilities and (iii) ethical thinking among learners. The work described in this paper has a praxeological aim. The combination of several theoretical fields related to nanotechnologies (nanoethics, sociology and political science, political philosophy) and their evolution during the past several decades, enables us to point out the lacunae and deficiencies that need to be addressed in order to build a citizenship education around this issue. Care Ethics provides some elements for building practical pedagogical devices capable of contributing to the development of hybrid, cosmopolitan and ethical thinking among—and even the empowerment of—learners. These elements can then be used as a guide for engineering debates and moral questioning on an SAQ related to nanomedicine.
Research Interests:
In socially acute question didactics and “education for” subject-specific areas, the objects of teaching are not considered to be fixed and they entail values and controversial issues. The set of issues related to neutrality thus arises... more
In socially acute question didactics and “education for” subject-specific areas, the objects of teaching are not considered to be fixed and they entail values and controversial issues. The set of issues related to neutrality thus arises for these problems, which combine advanced and often fragmented scientific knowledge, ethical issues, and complex political and administrative issues.
The question of teacher opinion is particularly important in teaching these uncertain kinds of knowledge (Girault & Lhoste, 2010). The teaching of socio-scientific issues (SCI) confronts teachers with taking a new position: that of committed impartiality, whereas instructional communication has traditionally been built on a duty to remain impartial and neutral regarding schoolroom discourse (Urgelli, 2009). The particular context in which content knowledge is not stabilized raises once again the question of teacher subjectivity.
This paper proposes reflecting epistemologically on the different ways of studying teacher subjectivity in their teaching of, or providing instruction on, socially controversial issues. Research on SCI teaching practices focuses on actors or subjects according to their theoretical and epistemological grounding, for example social representations (Jeziorski & Legardez, 2013), fostering socio-political activism (Bencze, 2013), positions taken by educators in handling controversial issues (Kelly, 1986), the heating up and cooling down of socially controversial issues (Legardez & Simonneaux, 2011), neutrality and commitment (Simonneaux & Legardez, 2008), and relationship to uncertainty and challenges (Brossais, 2014). The aim of this article is to present an outlook of the research relative to teachers’ subjectivity on didactics of socially acute questions, and then to propose an original perspective such as teachers practices clinical analysis coming from clinical didactics French field of research.
This paper situates the context in which my broader study on clinical didactics of socially acute questions takes place.
The question of teacher opinion is particularly important in teaching these uncertain kinds of knowledge (Girault & Lhoste, 2010). The teaching of socio-scientific issues (SCI) confronts teachers with taking a new position: that of committed impartiality, whereas instructional communication has traditionally been built on a duty to remain impartial and neutral regarding schoolroom discourse (Urgelli, 2009). The particular context in which content knowledge is not stabilized raises once again the question of teacher subjectivity.
This paper proposes reflecting epistemologically on the different ways of studying teacher subjectivity in their teaching of, or providing instruction on, socially controversial issues. Research on SCI teaching practices focuses on actors or subjects according to their theoretical and epistemological grounding, for example social representations (Jeziorski & Legardez, 2013), fostering socio-political activism (Bencze, 2013), positions taken by educators in handling controversial issues (Kelly, 1986), the heating up and cooling down of socially controversial issues (Legardez & Simonneaux, 2011), neutrality and commitment (Simonneaux & Legardez, 2008), and relationship to uncertainty and challenges (Brossais, 2014). The aim of this article is to present an outlook of the research relative to teachers’ subjectivity on didactics of socially acute questions, and then to propose an original perspective such as teachers practices clinical analysis coming from clinical didactics French field of research.
This paper situates the context in which my broader study on clinical didactics of socially acute questions takes place.
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Este artigo realiza descrição analítica de ocupações estudantis no Brasil, marcadamente nos meses finais de 2016. Trata-se de um processo de ocupação variada entre escolas de ensino médio e unidades de ensino superior, em universidades e... more
Este artigo realiza descrição analítica de ocupações estudantis no Brasil, marcadamente nos meses finais de 2016. Trata-se de um processo de ocupação variada entre escolas de ensino médio e unidades de ensino superior, em universidades e institutos federais. Discute, por meio das ocupações, o Projeto de Lei (PL) direcionado à escola básica brasileira, intitulado PL Escola Sem Partido e, para tanto, atem-se à experiência de ocupação de uma das unidades do complexo escolar Colégio Pedro II, no Rio de Janeiro. E, ao acompanhá-la, mostra o que estudantes secundaristas têm reivindicado e como o tem feito - o que organizaram e como se organizaram na ocupação. Nessa esteira, emerge a recusa estudantil ao PL Escola Sem Partido, a partir da qual, com o aporte de Michel Foucault, são problematizados aspectos desse projeto permeados por processos de judicialização da vida e as implicações para as lógicas escolares.
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Partant des impasses de l’autorité naturelle dans la relation d’enseignement, cet article approfondit la dimension « avoir de l’autorité » qui concerne la part de subjectivité que chaque professeur engage dans cette relation. En se... more
Partant des impasses de l’autorité naturelle dans la relation d’enseignement, cet article approfondit la dimension « avoir de l’autorité » qui concerne la part de subjectivité que chaque professeur engage dans cette relation. En se plaçant du point de vue d’un sujet enseignant qui construit son propre rapport à l’autorité en s’engageant dans un processus d’autorisation de soi, l’auteur observe le travail de la subjectivité à l’œuvre dans la relation d’enseignement traversée par la problématique de l’autorité, à travers deux vignettes cliniques. Dans leur prolongement, il situe l’enjeu d’un tel travail, la construction d’une posture professionnelle plus pérenne, adéquate, en convoquant la notion de cadre éducatif qui concerne prioritairement l’ « avoir », à l’articulation de l’histoire personnelle et de la posture professionnelle. Des objets de travail pour la formation se dégagent : le rapport à cette histoire, à soi et aux autres, au savoir ; le retour sur les figures d’enseignants qui habitent le professeur.
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O artigo apresenta uma discussão conceitual sobre a produção de uma dívida das subjetividades, em resposta aos excessos da sociedade contemporânea, gerando adoecimentos, ódios, ressentimentos, extenuante busca de formação, procura... more
O artigo apresenta uma discussão conceitual sobre a produção de uma dívida das subjetividades, em resposta aos excessos da sociedade contemporânea, gerando adoecimentos, ódios, ressentimentos, extenuante busca de formação, procura desmedida de trabalho, competição desleal por cargos e vagas, exposição pública exaustiva, entre outros problemas atuais a analisar. Pensar esses acontecimentos da atualidade se torna relevante e pode contribuir com várias áreas dos saberes, na medida em que interroga a história do presente, contando com Deleuze, Foucault, Arendt, Negri, Cocco, Arendt, Levy, Bauman e Castells, entre outros pesquisadores importantes da produção das subjetividades contemporâneas. Afirma-se como a formação continuada acrescida da precarização do trabalho e mercantilização das relações afetivas e sociais geraram sofrimentos e questões complexas difíceis de elaborar e lidar, no contemporâneo.
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The set of texts published in this issue focus, to varying degrees, on the education-institution as a singularity, as an institution-school, or, in a narrower sense, as institutional schooling. From a more objective perspective, they... more
The set of texts published in this issue focus, to varying degrees, on the education-institution as a singularity, as an institution-school, or, in a narrower sense, as institutional schooling. From a more objective perspective, they focus on the school. Within the scope of the theme and its timeframe, the concept of representation provides a plurality of objects, figurations, meanings and forms of communication and appropriation. Representation encompasses both the uniform and the diverse, reordering the historical and pedagogical fabric, language, symbology, theoretical and conceptual framework, intentionality and the nature of the object. In other words, it changes authorship and the ways of symbolising and relating.
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This study analyses and discusses the historiographic construct “modernity” and the problem of its representations and their readings and interpretations. It examines the question based on two exemplifications, with the aid of... more
This study analyses and discusses the historiographic construct “modernity” and the problem of its representations and their readings and interpretations. It examines the question based on two exemplifications, with the aid of iconographic sources, attributing to them the function of mimesis of the empirical culture of the school: a) the universal exhibitions (modernity as performance); b) the ambivalences of the modern (dialectical understanding of modernity). It concludes with an attempt at a synthetic closure of a hermeneutic character.
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This contribution sheds light on the interaction between print technology, social literacy and primary school pedagogy from the seventeenth to the twentieth century. The printing press opened up the possibility of a Christian education... more
This contribution sheds light on the interaction between print technology, social literacy and primary school pedagogy from the seventeenth to the twentieth century. The printing press opened up the possibility of a Christian education for all: psalters and catechisms became a vehicle for teaching both religious content and the writing system using the spelling method (...)
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Beyond the analysis of educational processes present in the Luso-American society during the so-called Ancien Régime, it is necessary to focus on then current conceptions of education, and its appropriation by different walks of life in... more
Beyond the analysis of educational processes present in the Luso-American society during the so-called Ancien Régime, it is necessary to focus on then current conceptions of education, and its appropriation by different walks of life in that society. On the Administrative, ecclesiastical, and legal fields, there was significant production of writing and, within it, representations of education characterized by its links with the most influential European intellectual production at the time, but also by the interposition of cultural environments in different parts of Portuguese America and the experiences of subjects in these regions. The objective of this work is the study of such representations of education by analyzing the writings present in the above pointed fields, in situations where the use of education—whatever its form—emerged as a solution to the problems present in the process of inserting America into the Portuguese Empire's context.
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The article presents a brief overview of education in Brazil between 1759 and 1834. Delimited by the creation of the position of Regius teacher and by the decentralization promoted by the Additional Act of 1834, it discusses the process... more
The article presents a brief overview of education in Brazil between 1759 and 1834. Delimited by the creation of the position of Regius teacher and by the decentralization promoted by the Additional Act of 1834, it discusses the process of state control, secularization, and promotion of schooling in the Portuguese America and the independent Brazil. Considering the regional characteristics of the colonial territory, the analyses carried out focus on the Capitania de Minas Gerais [Captaincy of Minas Gerais] because of its economic importance in the context of a “world economy”. The article provides a quantitative assessment of the schooling in various regions of Brazil and presents the profile of the teachers who worked in Mariana, Minas Gerais, contributing to the study of the first lines of school education in the Luso-Brazilian modernity.
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Between the second half of the nineteenth century and the first decades of the twentieth century, the development of Italian educational institutions has been associated with new processes. The needs related to the formation of... more
Between the second half of the nineteenth century and the first decades of the twentieth century, the development of Italian educational institutions has been associated with new processes. The needs related to the formation of Nation-State, widen and intertwined with those determined by new phenomena as the colonialism and massive emigration. Millions of Italians crossed the Mediterranean to reach the coasts of the Americas: there arose new colonies of immigrants. The dynamics that involved the Italian society have requested schools to take on new and relevant functions for the basic education of citizens in the states of emigration and in those of colonization. The essay presents the case study of Italian ethnic schools abroad: it aims to examine the functions performed by institutions and school cultures—by textbooks—used to ensure the preservation and the promotion of specific educational models by ethnical and identitary characteristics in a national sense in a different context, like the Brazilian State of Rio Grande do Sul.
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In this study we shall try to understand the way educative modernity, through the pedagogical work of Célestin Freinet (1896-1966), can be expressed by the use of metaphors. In this case, the agricultural metaphor. In this context, the... more
In this study we shall try to understand the way educative modernity, through the pedagogical work of Célestin Freinet (1896-1966), can be expressed by the use of metaphors. In this case, the agricultural metaphor. In this context, the author, influenced mainly by the work of Paul Ricoeur, Daniel Hameline and Naninne Charbonnel on metaphor, will attempt to understand whether or not the agricultural metaphor is opened to symbol and to question the nature of the symbol itself, which starts in the metaphor and goes up to a semantical level which is more speculative in nature than properly educational. In this context, the pedagogical work of Freinet will be analysed in order to illustrate in a better way not only the massive use of the agricultural metaphor but also to question the educational and hermeneutical meaning of that use itself. This questioning will be in itself part of the answer to the initial question and it also opens the way to other and new interrogations even if they generate themselves a “conflict of interpretations” (Paul Ricoeur, 1969).
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This study analyses the origins of the Cité Universitaire, Paris, based on the intellectual and educational cooperation of the League of Nations and French government after the First World War. It was in this context that the construction... more
This study analyses the origins of the Cité Universitaire, Paris, based on the intellectual and educational cooperation of the League of Nations and French government after the First World War. It was in this context that the construction of the Colegio de España began in 1929. This Institution strengthened international relations between both countries and enabled Spanish researchers, artists and intellectuals of the time, to be in contact with the scientific, artistic and cultural advances in France and Europe. The aim of this article is solely to highlight and try to recover a part (the origins) of the political, cultural and educational history of these institutions.
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The modern school institution has shaped the education-institution. The construction and institutionalisation of the school have reflected institutional representation and modelling. School configurations have included symbology,... more
The modern school institution has shaped the education-institution. The construction and institutionalisation of the school have reflected institutional representation and modelling. School configurations have included symbology, materiality, curriculum, standards and pedagogy. Written culture, as the rational, method and order in the way of thinking and acting, has given support and meaning to the institutional representation of education and the school. It has enabled institutional schooling to correspond to education-institution in the modernisation of western society and within the context of the main reform movements. School reforms were changes in education. This essay presents a summary of the history of the educational institution and the representation of school. The structure of basic education accompanied the vernacular and was institutionalised through primary school. Secondary schooling was rooted in collegial tradition. It benefited from the Enlightenment Reforms of Minor Studies and the curriculum adjustment to new lettered profiles of the industrial revolution and the modernisation of public administration. Institutionalist theories are taken as the main epistemic framework.
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By briefly describing the events that highlight the emergence of policies of social action and inclusion in Brazil, from the 1930’s through the mid- 2010’s, this paper presents reflections about the production of a new type of individual... more
By briefly describing the events that highlight the emergence of policies of social action and inclusion in Brazil, from the 1930’s through the mid- 2010’s, this paper presents reflections about the production of a new type of individual who possesses, in the learning processes, the potency to invert the relationship between absolute poverty exclusion for the lack of competence- in/exclusion. Such policies, as they operate as State strategies for the biopolitical government of the population, produce in articulation with other practices what may be considered a subspecies of the Homo oeconomicus, namely, the Homo oeconomicus discentis accessibilis. The digital inclusion is discussed as an important and effective operator for inclusion in Brazil.
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Change and the novel have become privileged instances, images of obligation and of how things should be: schools must change and teachers must become instruments of transformation; rather than teach, they must guide learning processes. We... more
Change and the novel have become privileged instances, images of obligation and of how things should be: schools must change and teachers must become instruments of transformation; rather than teach, they must guide learning processes. We understand that those faces of novelty ceaselessly express modes of confrontation and of struggle. In response to the hypotheses, increasingly fashionable in recent years, surrounding processes of deinstitutionalization and in direct relation to de-subjectivation, this work delves into how daily life at schools is enacted, shaped, affected from the perspective of governmentality studies. Through the notion of the pedagogical apparatuses, we evidence the heterogeneous, diffuse, contradictory, and overlapping ways that daily life operates in the government of population, that is, the experience of the State that involves both government processes as such (the direction of conduct) and ways to avoid being governed, that is, ways that we, as subjects, invent ourselves in the world. Thus, with Foucault, we can assert that things might have changed a little… the battles may not have the same face. Rather than deny institutions and declare their senselessness, we frame the question of pedagogy as a political question in relation to the new faces of current battles.
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This article presents a reflection about the training process, the culture of the human animal. Based on analyses by Nietzsche, Foucault and Sloterdijk, we argue that the recognition of humans as a technical animal was the basis for... more
This article presents a reflection about the training process, the culture of the human animal. Based on analyses by Nietzsche, Foucault and Sloterdijk, we argue that the recognition of humans as a technical animal was the basis for modern government art. It analyzes the demographic policy of the dawn of modernity that was one of the first biopolitical operations, the result being the overproduction of biological humans and the subsequent emergence of a set of disciplinary anthropotechnics for its government. The unforeseen surplus of this technique operation was the essential requirement for the configuration of the rationality of liberal government with its liberal anthropotechnics and with them the mass production of sovereign human beings: mobile and flexible identities that self-produce, through the Operation of techniques that can choose according to their own needs and desires.
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The links between education and territory are multiple and complex. No part of schooling can entirely free itself from the territorial context in which the school action plan is included: formal schooling, academic achievement, vocational... more
The links between education and territory are multiple and complex. No part of schooling can entirely free itself from the territorial context in which the school action plan is included: formal schooling, academic achievement, vocational orientation, didactics, pedagogy, etc. are all more or less according to the territories, more or less according to the educational systems concerned. Thus, the territory can have an external effect on school education as an impact factor, but can also be and/or intend to have a full educational role. It may also impact on education as a whole, even a systemic impact as it is the case in some rural and mountain areas.
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The links between education and territory are complex. No part of schooling can free itself from the territorial context in which the school action plan develops: formal schooling, academic achievement, vocational orientation, didactics,... more
The links between education and territory are complex. No part of schooling can free itself from the territorial context in which the school action plan develops: formal schooling, academic achievement, vocational orientation, didactics, pedagogy, etc. are all concerned, to a greater or lesser extent according to the territories and to the educational systems. Thus, territory can have an effect from the outside on school education as an impact factor, but it can also have a full educational role. It may also impact on education as a whole, as in some mountain areas. Nevertheless, all things considered, is it really the territory which has an impact on school; or is it rather its «symbolic » part-the territoriality-which «shapes» the education pathways? While the different contexts having influence on education-spatial, political, institutional contexts for instance-have been analysed for a long time, it is completely different regarding territoriality, which has only really been tackled for fifteen years.
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On the basis of a review of the literature on rural and mountain education, this article focuses on the importance of the rural territory to the specificity of learning and teaching in rural schools globally. The analysis revealed that... more
On the basis of a review of the literature on rural and mountain education, this article focuses on the importance of the rural territory to the specificity of learning and teaching in rural schools globally. The analysis revealed that rural education has specificities that differentiate it from urban education and that, besides its limitations, offer potential advantages for the processes of teaching and learning for primary education. Moreover, analysis of rural education revealed that it faces threats to its identity, despite its potential benefits for students and the rest of local communities - a fact that justifies the need to strengthen rural education in those contexts and the possibility that general education may learn from it.
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Education legislation in Spain has been a constant shift between the ruling political parties. Seven school laws have been legislated throughout 35 years of democracy, and that is one of the main issues Spanish education has faced in... more
Education legislation in Spain has been a constant shift between the ruling political parties. Seven school laws have been legislated throughout 35 years of democracy, and that is one of the main issues Spanish education has faced in order to achieve adequate quality levels. And rural schools have not remained unaffected to this continuous swinging; basically, rural schools have been legislated from the perspective of compensatory education, whereas the vision of inclusive education within a framework of a diverse context aimed to effectively reduce barriers to learning and participation has been scarcely approached. In order to achieve that goal, political stability is needed, a major State Pact which is not foreseen at the present time.
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This paper presents the outcomes of one of the phases of an international research project which studied several dimensions of teaching in rural schools —Project EDU2009-13460, Sub-programme EDUC (Spanish Ministry of Science and... more
This paper presents the outcomes of one of the phases of an international research project which studied several dimensions of teaching in rural schools —Project EDU2009-13460, Sub-programme EDUC (Spanish Ministry of Science and Innovation); participant countries: Spain, France, Portugal, Chile and Uruguay. The outcomes of two dimensions researched in the Spanish territory, namely teaching strategies and space organisation, are presented. For that, attention was focused in education centres and classrooms where, according to the results of a previous research, there seemed to be present active and participatory methods. Qualitative research method was used in this phase of the research; teachers from multigrade classrooms were interviewed so as to obtain the information presented in this paper. The outcomes achieved offer information related to the understanding and application of the methodology on the part of the interviewed teachers. Several pedagogic options within the framework of differences in age and grade, as well as the possibilities they took into account about space organisation in the classroom and in the education centres, are presented.
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Rural schools have constituted a renewed subject of research since the 1980s, at both national and international levels. Small rural schools in France, Spain, Chile and Uruguay have points in common in terms of their organization... more
Rural schools have constituted a renewed subject of research since the 1980s, at both national and international levels. Small rural schools in France, Spain, Chile and Uruguay have points in common in terms of their organization (multi-year) and the implication of local participants. The immersion of teachers in the rural territory and their confrontation with a multi-year structure tend to upset their professional identity and often damage their «capacity system» (Costalat-Founeau, 1997). This study shows that teachers engage in numerous professional and personal activities both directed at the territory on a quest of social validation by the latter. By re-balancing their capacity system, they modify their representation of their own profession and thus their whole professional development. They gradually construct a territorialized professional identity and educational offer.
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When we speak of autonomy we think about how we navigate in a specific setting, since a relative level of autonomy is determined by that setting. When dealing with rural schools with multigrade classrooms, we refer to a setting comprising... more
When we speak of autonomy we think about how we navigate in a specific setting, since a relative level of autonomy is determined by that setting. When dealing with rural schools with multigrade classrooms, we refer to a setting comprising a complex diversity of people in terms of age, sex, grades, contexts, conceptual levels, interests, motivations... All of them sharing the same space and the same teacher, and organised within the same time span in which they share a set of activities, both spontaneous and/or planned by a teacher who must ensure learning achievement. This paper presents different types of autonomous learning in multigrade classrooms, as a result of an international competitive research carried out in several Latin American and European countries.
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Learning, trajectories and social representations of pupils at the end of primary school (CM2) have often been the object of territorial analysis, both rural and urban. But, so far, few comparative studies have picked up on this subject.... more
Learning, trajectories and social representations of pupils at the end of primary school (CM2) have often been the object of territorial analysis, both rural and urban. But, so far, few comparative studies have picked up on this subject. This is what began here: after twice characterizing the education of rural students in CM2 (in 2000 and 2012, in the context of longitudinal studies), in 2014 the Ardèche and Drôme researchers of the Observatory of Education and Territories (OET) proceeded to «survey» CM2 students from three schools-one in a «small town» (Privas), a downtown one in a «big city» (Valencia) and one in a «difficult neighbourhood» in a big city (Valencia once again)-in an attempt to explore and map out the future research that started in the spring of 2015. The very first «results» are presented in this article, which focuses on an ongoing experiment in the field of «educational planning» («didactique du territoire»).
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The contributions included in this special issue focus on critical, cultural and historical perspectives on arts education, from its 'reason' in schooling to curriculum, pedagogy, the sciences of education and artistic research. The... more
The contributions included in this special issue focus on critical, cultural and historical perspectives on arts education, from its 'reason' in schooling to curriculum, pedagogy, the sciences of education and artistic research. The editors invited international scholars for a conversation that breaks conventions in thinking about arts education as an event that engages a broader and simultaneously focused theoretically discussion around problems that directly affect today's arts education disciplinary field. Theoretical yet at the same time historical and 'empirical' through detailed attention to things of the world; an 'act' that itself has repercussions into the very tissues of contemporary thinking about method as distinct from theory; and the real as somehow a distinction field that separates and makes the material as in opposition rather than in relation to language and discourses. The authors provide a family of resemblance to constitute a share common feld of study, commonly referred to as post-structuralism, and therefore operations dedicated to language as embodying historical inscribed systems of reason understood in their productive effects.
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The paper takes as its point of departure a particular photography book, The First Picture Book: Everyday Things for Babies, first published in 1930 and aimed at young children. The book’s origins can be traced back to a collaboration... more
The paper takes as its point of departure a particular photography book, The First Picture Book: Everyday Things for Babies, first published in 1930 and aimed at young children. The book’s origins can be traced back to a collaboration between Edward Steichen, his daughter Mary Steichen Calderone, and the Bureau of Educational Experiments. Founded in New York in 1916, the latter focused its work on developmental child psychology and progressive educational practices. The paper analyses how the materiality of things and artefacts, sensory vision, and science-based concepts of child development were forming a conceptual alliance with photography as a mode of ‘objective’ display. In addition, it explores how photographic techniques became a tool to foster new ways of seeing within the domain of education while at the same time aiming at societal transformation.
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Creativity is a pervasive topic in current discourses on music education inSpain. Creativity is commonly seen as universal. Also, the construct is oftenseen as entirely positive and as a desirable personality trait. This paper... more
Creativity is a pervasive topic in current discourses on music education inSpain. Creativity is commonly seen as universal. Also, the construct is oftenseen as entirely positive and as a desirable personality trait. This paper challengesthese premises. It unpacks creativity’s contingency as a cultural constructattached to a particular set of ideas and values, and it examines thisnotion as part of a particular regime of truth. The paper begins by contextualizingthe Spanish creativity movement within music education and bydelineating the socio-political and economic coordinates that surrounded itsemergence in contemporary Spain. Then, the paper approaches creativity asa pedagogical object, and it explores this construct’s ambivalent associationwith long-standing tropes about curriculum design and the social role ofeducation. Discourses on creativity in Spanish music education ultimatelycontribute to the fabrication of an ideal type of student and, by extension,to the «creation» of a particular kind of Spanish citizen. The paper ends byexamining potential dissonances between creativity’s hoped-for outcomesand its actual effects.
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The association between art, education and freedom takes place in speeches,discussions and Brazilian artistic and educational practices, with constant updates, from the early years of the twentieth century onwards, thus becoming part of... more
The association between art, education and freedom takes place in speeches,discussions and Brazilian artistic and educational practices, with constant updates, from the early years of the twentieth century onwards, thus becoming part of the imagery about art and education. Such a concept was driven by psycho-pedagogical studies and the interest of artists, critics and educators in the «spontaneous» or «free» expression recognized in the graphic and plastic productions by children, associated with two other groups, the«primitive» and the «crazy».
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Drawing has a unique and complicated association to teaching and learning. Much of this complexity stems from shifting definitions about the body. What drawing is and how it invokes certain pedagogical responses depend on certain ways of... more
Drawing has a unique and complicated association to teaching and learning. Much of this complexity stems from shifting definitions about the body. What drawing is and how it invokes certain pedagogical responses depend on certain ways of thinking about the body as in relation with the world. The following comic essay describes two images of the body — affected and unaffected — circulating in curriculum reform efforts. Drawing primarily upon Science, Technology, and Society (STS) literature, critical pedagogy, and cognitive research, this comic examines how body discourses and the idea for drawing align with a commonsense logic of formal schooling: changing the conditions of schooling occur through changing the child (and adult).
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Although almost every debate about artistic research highlights its novelty in references to «uncertainty», »indefinability», and to its lack of identity whilst «bound to a tradition external to itself», this novelty has lasted for a few... more
Although almost every debate about artistic research highlights its novelty in references to «uncertainty», »indefinability», and to its lack of identity whilst «bound to a tradition external to itself», this novelty has lasted for a few decades already. Many of the problems raised today are to be found back when research and art education began to relate within the academic context in the 1980s. So where is the speculative discussion on its uncertainty taking artistic research to? Is a solution intended to be found? Is there a problem to be solved?
Through ‘productivitism’ this text argues that the aprioristic idea that artistic research is problematic has been securing its state of pendency and increasing its fragility. The final part of the article suggests a creative potential and a challenging dimension in the process of institutionalization, and ends by pointing out possible topics of work for a shared agenda with contemporary art.
Through ‘productivitism’ this text argues that the aprioristic idea that artistic research is problematic has been securing its state of pendency and increasing its fragility. The final part of the article suggests a creative potential and a challenging dimension in the process of institutionalization, and ends by pointing out possible topics of work for a shared agenda with contemporary art.
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We are interested in contrasts between ‘art for art’s sake’ and instrumental justifications for art in education. Surprisingly, it seems that current mainstream discourses of arts education tend to inflect the term ‘art for art’s sake’... more
We are interested in contrasts between ‘art for art’s sake’ and instrumental justifications for art in education. Surprisingly, it seems that current mainstream discourses of arts education tend to inflect the term ‘art for art’s sake’ with instrumental qualities. This paper examines the scene of Discipline-Based Arts Education (DBAE) in contemporary United States and critiques the instrumental setup of ‘art for art’s sake’ endorsed by DBAE. It also suggests an alternative framework to think about ‘art for art’s sake’ in the education of art from Rancière’s political and aesthetic theory.
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The contributions included in this special issue of Sisyphus engage with such examination by looking closely at the tacit assumptions that are regulating social and educational systems; the extent to which such assumptions have... more
The contributions included in this special issue of Sisyphus engage with such examination by looking closely at the tacit assumptions that are regulating social and educational systems; the extent to which such assumptions have contributed to the sedimentation of a worldview which has proved to be unsustainable and provide some suggestions for moving away from a destructive path towards new and desirable scenarios. The five papers contained in this issue bring together perspectives from the North and the South of the world; interrogate different aspects of the relationship between globalisation and education and altogether, provide an informative overview of current and topical reflections on education for a "one planet residency".
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This paper begins by noting the way in which education as a disciplinary field ishighly dependent on concepts that have their origins in other spheres of knowledge.It draws attention to the deployment by international agencies of... more
This paper begins by noting the way in which education as a disciplinary field ishighly dependent on concepts that have their origins in other spheres of knowledge.It draws attention to the deployment by international agencies of termsthat can be applied across a range of disciplines and to a growing tendency amongdeveloped countries to conceptualise their educational priorities in similar forms ofdiscourse. However, it is also noted that pressures to converge are, to some extent,offset by local values and traditions which serve to maintain degrees of divergence.The paper then focuses more sharply on the various dimensions of globalisationwhich have implications for education, drawing attention to definitional problemsand to the malleable character of the territory. This is followed by two contrastingsections, one looking at positive narratives of globalisation in education, theother taking a more critical perspective. It is concluded that while globalisation asa concept has some explanatory power, the purposes to which it is put by differentagencies require careful interrogation. Furthermore, the time may come when itsvalue in policy documents diminishes and new discursive forms may emerge. In themeantime, education professionals should seek to develop greater narrative agencyin interpreting the language of globalisation.
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Human capital theory remains a powerful influence in modern economics and withineducational discourse. In this paper, the theory and its prevalence across Europeanstate education policy is explored and critiqued in a number of ways... more
Human capital theory remains a powerful influence in modern economics and withineducational discourse. In this paper, the theory and its prevalence across Europeanstate education policy is explored and critiqued in a number of ways includingits implication in an ethos which aims at maximising returns from resources. Assuch, the theory and its practical manifestations are inimical to the concerns ofsustainability. The paper suggests that while the concept of “natural capital”, in itsfocus on the need to preserve profitable natural resources for future benefit, doescoalesce with sustainability discourse at points, more fruitful potential for thegoals of sustainability lies in redirecting the aims of state education, away from ahuman capital theory orientation, towards a renewal of the social aims inherent inthe original democratic ideals of liberal education.
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This paper presents reflections on education and citizenship and the issues addressed, arising from three research projects with distinct methodologies. These projects have transversely advocated human dignity and the value of... more
This paper presents reflections on education and citizenship and the issues addressed, arising from three research projects with distinct methodologies. These projects have transversely advocated human dignity and the value of participation, interdependency, and responsibility among human beings, particularly those involved in more vulnerable situations. In the project Cyberbullying — a diagnostic of the situation in Portugal, the importance of understanding violence phenomena by identifying risk and protection factors has been evidenced, highlighting the relevance of an education based on co-responsibility, and an ethic of care. In the critical ethnographic project Urban Boundaries — the dynamics of cultural encounters, discussions evolved around communitarian education, and education was understood as a movement aggregating several dimensions of the project and including members of the local communities actively advocating their rights. In the project Voices of youth in the development of intercultural education, the value of children and youngsters’ participation in social transformation was highlighted, streamlining initiatives with the school community through dialogic, artistic, and technologic processes that promoted the development of intercultural competences.
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The issue consists of six papers. In all the six studies there has been done an effort to find out what should be the best ways to motivate students to study science, and to gain inquiry skills. Some studies (e.g. Fraser, 1982) revealed a... more
The issue consists of six papers. In all the six studies there has been done an effort to find out what should be the best ways to motivate students to study science, and to gain inquiry skills. Some studies (e.g. Fraser, 1982) revealed a positive correlation and a causal relationship between achievement in science and attitude constructs, whereas others revealed no clear (or negative) relationship between attitudes towards learning science and achievement (Osborne & Dillon, 2008). International studies have shown that students’ attitudes towards scientific disciplines depend on the extent of their active participation in the learning process.
The main topics of the six studies of this issue are: (1) The link between formal and non-formal learning in science education, (2) students’ linguistic heterogeneity in science, (3) poster exhibition as an effective means of support for teachers to introduce contemporary chemistry topics to high school students, (4) argumentation in the chemistry laboratory, (5) chemistry, industry, and the environment in the eyes of the individual and society, and (6) the inclusion of students with special needs in science classes teaching them inquiry-based activities. All the papers deal with studies which have the similar objectives: How can we involve as many students as possible in science studies? How can we bridge the gap between formal and non-formal education? How can create a productive and encouraging learning environment?
The main topics of the six studies of this issue are: (1) The link between formal and non-formal learning in science education, (2) students’ linguistic heterogeneity in science, (3) poster exhibition as an effective means of support for teachers to introduce contemporary chemistry topics to high school students, (4) argumentation in the chemistry laboratory, (5) chemistry, industry, and the environment in the eyes of the individual and society, and (6) the inclusion of students with special needs in science classes teaching them inquiry-based activities. All the papers deal with studies which have the similar objectives: How can we involve as many students as possible in science studies? How can we bridge the gap between formal and non-formal education? How can create a productive and encouraging learning environment?
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The following paper focuses on a field of science research which has not yet been thoroughly researched in many countries: mixed languages in the science classroom. This area represents terra incognita in many areas of science education... more
The following paper focuses on a field of science research which has not yet been thoroughly researched in many countries: mixed languages in the science classroom. This area represents terra incognita in many areas of science education research. First, this paper will define the term heterogeneity and contrast it with the term diversity. According to the literature, one word stands for challenges, while the other highlights the opportunities arising from heterogeneity in science classrooms. The focus here will be on students’ linguistic heterogeneity in science. The main part of this paper discusses a collaborative research and development project carried out by in-service science teachers, teachers of German as a Second Language (GSL), and science educators. The project was developed under the framework of Participatory Action Research in science education. It focuses on the development of teaching modules for early lower secondary science (grades 5 to 7, ages 10-13) on different topics, including matter and its properties and water. The teaching modules consequently implement learning content and language as envisioned in the Content and Language Integrated Learning (CLIL) approach. After focusing on linguistic heterogeneity and various means for dealing with it, the question of whether such heterogeneity in science classes represents a challenge and/or an opportunity will be raised and discussed.
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The 21st century presents many challenges for chemistry educators. Chemistry as an evolving entity is not reflected in the existing high-school chemistry curriculum. The goal of the current study is to examine teachers’ perceptions... more
The 21st century presents many challenges for chemistry educators. Chemistry as an evolving entity is not reflected in the existing high-school chemistry curriculum. The goal of the current study is to examine teachers’ perceptions regarding introducing advanced topics in chemistry for high-school students by using a poster exhibition of contemporary organic chemistry. Four different groups of chemistry teachers participated in the study. The groups differ in their Content Knowledge (CK), and their experience in using the poster exhibition. The poster exhibition served as an effective means of support for teachers when high-school students were introduced to contemporary chemistry topics. CK was found to be an important component that positively influences teachers’ self-efficacy for using the poster exhibition in their class. However, the teachers’ CK was insufficient; the feelings of ownership and mastery experience are also important influential components that should be considered.
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One of the key goals of science education is to provide students with the ability to construct arguments - reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing... more
One of the key goals of science education is to provide students with the ability to construct arguments - reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only a few of them have dealt with studying argumentation in the science laboratory in general and in the chemistry laboratory in particular. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting different types of inquiry experiments. The experiments that were assessed for their argumentation level differed in their level of complexity. It was found that the more complex experiments served as a better platform for developing arguments as well as regarding their relative numbers. Moreover, we identified a number of characteristics during the discourse that serve as a catalyst for raising arguments: asking questions and unexpected results obtained in the experiments.
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The interest, attitudes, and motivation of students towards science learning decreases over time, especially during the middle school years. In order to increase students’ motivation to learn chemistry, a national program «Chemistry,... more
The interest, attitudes, and motivation of students towards science learning decreases over time, especially during the middle school years. In order to increase students’ motivation to learn chemistry, a national program «Chemistry, Industry, and the Environment in the eyes of the individual and society» has been designed to integrate three main components: (1) a competition format; (2) a context-based approach, and (3) Project- ased learning (PBL). Literature supports the effectiveness of each approach in enhancing students’ motivation. In this study we evaluated how the combination of these approaches influenced students’ motivation to learn chemistry. In addition, we evaluated a similar project that took place in a single school. The comparison took into account students’ characteristics regarding their intrinsic motivation to study chemistry as a subject in general and the nature of the project. We found that the national project increases students’ motivation to learn chemistry, whereas a similar project that takes place in school does not have the same effect. Nevertheless, we noticed a small decline in interest throughout the project. Once again, this research provides additional evidence of the complexity of motivational processes.
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Many countries in the world signed and ratified the UN Convention on the Rights of Persons with Disabilities (2006) in order to ensure inclusive education at all levels. Nevertheless, dealing with differences in the classroom is seen as... more
Many countries in the world signed and ratified the UN Convention on the Rights of Persons with Disabilities (2006) in order to ensure inclusive education at all levels. Nevertheless, dealing with differences in the classroom is seen as one of the biggest challenges teachers – also science teachers – face at the moment. Additionally, there is a lack of research in science education how to foster students appropriately in regard to their diverse pre-conditions. Research studies often recommend carefully scaffolded inquiry-based teaching approaches. This article is divided in two parts. The first part attempts to sum up what is known about the inclusion of students with special needs in science classes teaching them inquiry-based. The second part introduces a case study which investigates an open inquiry-based learning environment in an inclusive middle school. The learning environment is videotaped and reflected with the teachers. Ideas for change are developed. Conclusions are drawn for the facilitated competence gain for students with and without special needs.
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This issue of Sisyphus draws on work in the research project ‘Governing By inspection: school inspection and education governance in England, Scotland and Sweden’. That research seeks to fill a gap in the literature on the governing of... more
This issue of Sisyphus draws on work in the research project ‘Governing By inspection: school inspection and education governance in England, Scotland and Sweden’. That research seeks to fill a gap in the literature on the governing of education by examining the ways in which inspection regimes may be understood as governing education-in this case in the three national education systems of Sweden, England and Scotland. (...)
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This paper discusses the relationship between knowledge and governing as exemplified by the governing work of school inspection. We argue that there have been changes in the practices and processes of both governance and knowledge in... more
This paper discusses the relationship between knowledge and governing as exemplified by the governing work of school inspection. We argue that there have been changes in the practices and processes of both governance and knowledge in recent years, and suggest that these changes are interdependent, contributing to a new relationship between governing and knowledge. The interdependence of governing and knowledge may be identified through attention to the ways in which expertise, especially expertise in developing ‘practical knowledge’ has moved from the traditional task of policy-informing conventionally carried out through elite or professional knowledge production in bureaucratic, hierarchical relations, to the ‘applied’ or integrated use of expertise in the formation of policy in a more complex, networked form of governing. The paper discusses approaches to conceptualising these transformations of governance and of knowledge, before offering some exemplification of the governing-knowledge relationship and its working in practice that draws primarily on data on inspection in England, but with some contrasting points from Scotland. For more detailed discussion of the knowledge-governing relationship and its impact on inspection in Sweden see Lindgren 2014 (in this issue).
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The paper examines the case of education policy learning in Europe and argues that, contrary to dominant assumptions, education is a fruitful area for the analysis of Europeanising processes. More specifically, an examination of the case... more
The paper examines the case of education policy learning in Europe and argues that, contrary to dominant assumptions, education is a fruitful area for the analysis of Europeanising processes. More specifically, an examination of the case of the Scottish school inspectorate’s ‘European’ exchanges is particularly useful in relation to the study of international policy communities, their formation and particular workings, as it signals a new level of ‘political work’ (Smith, 2009): that of exporting, internationalising and then importing afresh one’s local/national knowledge, once it has successfully gone through the international ‘test’, and is therefore still relevant and future-proof (to the nation). This is exemplified well through the role of these actors who, rather than being Brussels-based Europeans, invariably assume European identity depending on its exchange value — as the paper shows, due to the current political situation in Scotland and the Scottish National Party (SNP) government’s aspiration for independence, that exchange value for Scottish actors is high.
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In this article, John C. Scott (1998)’s ideas are used in order to discuss how the Swedish state sees education, as it relies upon its technical and juridical rationality. Drawing on cross-case study data from inspection processes, it is... more
In this article, John C. Scott (1998)’s ideas are used in order to discuss how the Swedish state sees education, as it relies upon its technical and juridical rationality. Drawing on cross-case study data from inspection processes, it is suggested that inspectors’ work involves a dual optic. On the one hand, regular supervision is explicitly conformed to a regulatory evidence-based model derived from ambitions to develop universal, objective, and neutral judgements. On the other hand, the concrete work of inspectors does entail modification, adaptation, and mediation of rules, templates, schemes, and standard procedures. Hence, the evidence-based design denotes inspectors’ practical wisdom or mētis.
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The schools inspection service in England has been privatised and private companies manage it, through contracts. These companies hire flexible and part time inspectors who may be led by a small number of permanent HM inspectors. This... more
The schools inspection service in England has been privatised and private companies manage it, through contracts. These companies hire flexible and part time inspectors who may be led by a small number of permanent HM inspectors. This shift in the highly regulated inspection service has introduced new methods of operation, market based behaviours and commercial confidentiality into the education sector and contrasts with the older, elite, judgement-based advisory work of their predecessors. Knowledge is produced and used by new actors for new purposes. The outsourcing of school inspection is a significant step in governing education, and indicates a future development in its governing knowledge.
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School Inspection involves the construction and mobilisation of particular conceptions of knowledge, judgement and expertise. These constructions change over time and between different inspection regimes. In this paper we explore some of... more
School Inspection involves the construction and mobilisation of particular conceptions of knowledge, judgement and expertise. These constructions change over time and between different inspection regimes. In this paper we explore some of the shifting criteria and practices of inspection that have been visible in the recent development of school inspection in England as organised through the Office for Standards in Education (Ofsted). At stake in these processes are the shifting relationships between different types of knowledge (not least data and observation); the types of expertise and authority understood to be embodied in the inspector; and the forms of judgement that are exercised in inspection. In the work of Ofsted, these changing constructions and mobilisations of knowledge are also linked to the changing practices and criteria used in the evaluation of school performance: most dramatically the reclassification of the evaluation grade of ‘satisfactory’ to ‘requires improvement’. The paper explores the political and governmental pressures that drive changes in the construction and mobilisation of knowledge in school inspection and consider what new problems may arise as a consequence of such changes.
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Didactics of mathematics has developed internationally as a scientific field of studies in the late 1960s in the wake of the modern mathematics movement. Particularly important landmarks in this development were the creation of the... more
Didactics of mathematics has developed internationally as a scientific field of studies in the late 1960s in the wake of the modern mathematics movement. Particularly important landmarks in this development were the creation of the journal Educational Studies in Mathematics by Hans Freudenthal in 1968, and the establishment of the Journal for Research in Mathematics Education in 1970, with David Johnson as its first editor (...)
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This paper describes a framework for mathematics lesson observation, the ‘Knowledge Quartet’, and the research and policy contexts in which it was developed. The framework has application in research and in mathematics teaching... more
This paper describes a framework for mathematics lesson observation, the ‘Knowledge Quartet’, and the research and policy contexts in which it was developed. The framework has application in research and in mathematics teaching development. The research which led to the development of the framework drew on videotapes of mathematics lessons prepared and conducted by elementary pre-service teachers towards the end of their initial training. A grounded theory approach to data analysis led to the emergence of the framework, with four broad dimensions, through which the mathematics-related knowledge of these teachers could be observed in practice. This paper describes how each of these dimensions is characterised, and analyses two lessons, showing how each dimension of the Quartet can be identified in the lesson. The paper concludes by outlining recent developments in the use of the Knowledge Quartet.
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This paper is an essay on the role of the mathematics teacher’s questioning in inquiry-based teaching. Questions are important communication tools that are used by the teacher for various purposes and underpin different visions of what it... more
This paper is an essay on the role of the mathematics teacher’s questioning in inquiry-based teaching. Questions are important communication tools that are used by the teacher for various purposes and underpin different visions of what it means to teach mathematics. Inquiry-based mathematics teaching has achieved relevance as a powerful alternative to direct teaching, which is inefficient in complying with current demands of mathematics learning. The paper constitutes a reflection on teachers´ questioning within an inquiry-based approach to teaching mathematics, based on available research and illustrated by classroom episodes of three basic education teachers. Our reflection has led us to advocate the central role of the teacher’s questions in inquiry-based mathematics teaching, having two main goals: (i) verification of knowledge, a questioning goal that is common to the direct teaching approach; and (ii) development of knowledge, a questioning goal that is specific to inquiry-based teaching. These two goals are attained using three types of questions which may be present in all phases of an inquiry-based lesson, albeit with different weights according to the lesson phases and the teacher’s own goals.
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In this paper, I characterize the notion of «teaching competency» as being able to use knowledge in a pertinent way to carry out mathematics teaching tasks. One aspect of teaching competency is the teacher’s «professional noticing» of... more
In this paper, I characterize the notion of «teaching competency» as being able to use knowledge in a pertinent way to carry out mathematics teaching tasks. One aspect of teaching competency is the teacher’s «professional noticing» of students’ mathematical thinking. This feature of teacher competency involves the cognitive ability to identify and interpret the salient features of the students’ output in order to make informed decisions. This construct is illustrated using a context in which the prospective teachers are learning to interpret the students’ answers to linear and nonlinear problems (in order to recognize the students’ development of proportional reasoning). In this context, when prospective teachers use increasingly more explicit mathematics elements and features of the development of mathematical understanding to describe and interpret the students’ mathematical thinking is considered as evidence of the development of professional awareness.
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In the Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002), change in teacher beliefs, knowledge and practice is mediated by either enaction or reflection. The stimulus for change can be provided by an... more
In the Interconnected Model of Teacher Professional Growth (Clarke & Hollingsworth, 2002), change in teacher beliefs, knowledge and practice is mediated by either enaction or reflection. The stimulus for change can be provided by an external source such as a professional development program or it can result from the teacher’s inevitable classroom experimentation and reflection on the consequences of that experimentation. This paper explores the role that video can play in catalysing change and facilitating teacher reflection. In particular, we examine: (i) international research employing video and the capacity of such research to inform practice and stimulate teacher reflection in both pre-service and in-service settings; (ii) the use of video in professional development programs and the choice between exemplary and problematic practice as catalysts for teacher reflection in both pre-service and in-service programs; and (iii) teacher agency and the catalytic role of video in supporting teachers’ reflection on their own practice, through the use of video as the communicative medium to sustain a professional community of reflective practitioners.
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Inquiry-based teaching strives to engage students in learning mathematics with understanding in the classroom. Therefore, there is great interest in supporting teachers to meet this pedagogical challenge by developing practices that... more
Inquiry-based teaching strives to engage students in learning mathematics with understanding in the classroom. Therefore, there is great interest in supporting teachers to meet this pedagogical challenge by developing practices that promote such an educational environment at different school levels. A powerful way for teachers to learn and transform their teaching is through teacher inquiry. This paper presents a model for inquiry into mathematics teaching based on the perspectives of theorists directly associated with teacher education. This model is described as an overarching inquiry cycle in which teachers begin with practice, pose a pedagogical problem, understand a key construct in the problem, hypothesize an inquiry-teaching model, test/apply it, and finally revise/apply this model. This approach is illustrated with a self-directed professional development process aimed at helping elementary teachers to develop understanding of inquiry-based teaching of mathematics.
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The aim of this article is to identify, describe and understand the learning and professional development of teachers who participate in research communities. To analyse and interpret the process, we have chosen the case of a mathematics... more
The aim of this article is to identify, describe and understand the learning and professional development of teachers who participate in research communities. To analyse and interpret the process, we have chosen the case of a mathematics teacher who, throughout her career, participated in two professional and one academic research communities. The analysis is supported by the social theory of learning in communities, although there have been adaptations for professional and research communities and for teachers. We include descriptions of the learning contexts and a narrative analysis based on the teacher’s history of participation and reification in those communities. The results show that as a result of her collaboration with critical partners in academic or professional research communities, the teacher developed professionally and gained a research-oriented attitude, constantly exploring new knowledge and opportunities regarding what is taught and learnt at school. She also, changed the way she worked and interacted with her pupils and dealt with mathematical and didactic knowledge, especially in classes of pupils with learning difficulties.
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This study aims to understand the knowledge of inquiry-based teaching that prospective mathematics teachers reveal when analysing a multimedia case featuring one mathematics teacher´s practice in one 7th grade lesson. Data analysis... more
This study aims to understand the knowledge of inquiry-based teaching that prospective mathematics teachers reveal when analysing a multimedia case featuring one mathematics teacher´s practice in one 7th grade lesson. Data analysis focused on individual reflections that prospective teachers had written, covering four major points: the nature of the task, articulation and purpose of the lesson phases, the teacher’s role in inquiry-based teaching, and anticipated challenges. The results show that the use of the multimedia case enabled prospective teachers to develop an understanding of various dimensions of inquiry teaching practice and its complexity, while they simultaneously began to predict specific difficulties they would face in their future professional practice. Significant elements of a dialogical perspective of learning also emerged from the study, as the prospective teachers recognize the central roles of language in knowledge construction, and of the interaction between teacher and student and among the students, in different moments of the lesson.
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In this paper I argue that since the publication of The Reflective Practitioner (Schön, 1983), mathematics professional development researchers have focused on bringing teachers’ knowledge to the foreground, leaving behind the value of... more
In this paper I argue that since the publication of The Reflective Practitioner (Schön, 1983), mathematics professional development researchers have focused on bringing teachers’ knowledge to the foreground, leaving behind the value of their own research community’s knowledge. I revisit Schön’s criticism of the technical rationality and use examples from my own practice in mathematics professional development to suggest that instead of continuing to reject technical rationality, mathematics professional development researchers should consider a revised version of it to move the field forward: one that values both teachers’ and researchers’ knowledge.
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One of the most crucial issues today is that of economic growth without a corresponding increase in jobs, especially jobs for youth. The problem is especially acute in countries still affected by the 2008 economic crisis, whose already... more
One of the most crucial issues today is that of economic growth without a corresponding increase in jobs, especially jobs for youth. The problem is especially acute in countries still affected by the 2008 economic crisis, whose already waning economies have been exacerbated by substantial government and company job cuts. The unemployment queues naturally include a large number of younger people. Yet even when the economic climate was more favourable, young people had already come to realize that securing employment was not only difficult, but often impossible.
As a result, today’s youth have begun to realize that the investment both they and their parents made in their education is unlikely to produce a corresponding financial return. What we have now, therefore, is a high percentage of young people who are not studying, training or working.
With the above-mentioned scenario as a backdrop, this issue of Sisyphus focuses on today’s global youth, with special emphasis on youth education and employment. (...)
As a result, today’s youth have begun to realize that the investment both they and their parents made in their education is unlikely to produce a corresponding financial return. What we have now, therefore, is a high percentage of young people who are not studying, training or working.
With the above-mentioned scenario as a backdrop, this issue of Sisyphus focuses on today’s global youth, with special emphasis on youth education and employment. (...)
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Changing population patterns aggravated by the financial crisis unleashed in 2008 reveal altered population dynamics that include increased longevity, population ageing and an expanding moratorium on youth. As generations that are more... more
Changing population patterns aggravated by the financial crisis unleashed in 2008 reveal altered population dynamics that include increased longevity, population ageing and an expanding moratorium on youth. As generations that are more markedly defined sociologically take shape, a population bulge of young people awaiting work opportunities and the chance to become productive adults has now formed that demonstrates revolutionary potential. The transformations underway are leading to a re-dimensioning of traditional intergenerational resource transfers and underscoring the vulnerability of the various generations, particularly the adult generation, which is under increased pressure. In this context, education appears to be a dead end in several countries, since it no longer functions as a means toward social ascension. The over-rated value of the diplomas being conferred has become apparent and contrasts sharply with societies that are actually dedicated to reducing jobs and making employment increasingly precarious. It is a crisis scenario in which the legitimacy of education is seriously being questioned.
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The argument of the article is that in a period of about thirty years the social purpose, the epistemic and pedagogic practices, and the political position of the English university have all changed; but that the patterns of assumption... more
The argument of the article is that in a period of about thirty years the social purpose, the epistemic and pedagogic practices, and the political position of the English university have all changed; but that the patterns of assumption and practices about societies and universities which have begun to stabilise in England are not extraordinary and extreme. The implicit theme (‘implicit’, because there is no space to pursue the full comparative argument) is that we are now at some time-distance from 1980 and, even if England was in that period interpreted as an ‘extreme case’ its patterns can be seen currently as an early case of several ‘routine’ social processes that were about to happen in a range of societies and university systems. The article sketches the patterns of the political pressures which have influenced why the English university system has changed in the ways it has. Some of these pressures are easily visible in changing discourses, notably the political proposition that ‘there is no alternative’ to seeing the global (and wealth) as defined by a shift from the dominance of industrial economies to the emerging dominance of knowledge economies. The effects on education were fairly obvious, not least in the external surveillance of the university by agencies which measure ‘quality’ of teaching and research. It is argued that the core of the change included a shift between two major ideologies: from notions of a large and welfare State to a small and evaluative State; and from an educational ideology which stressed equality for educational opportunity as a social good, to another ideology which stressed effective and efficient educational systems for economic purposes. The article concludes with some brief reflections on the seriousness, societal and pedagogic, of these changes which – if the gloomy thoughts are accurate – have implications for a range of societies and for the young of those societies.
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This article examines China’s strategies for and constraints on protecting and implementing children’s and young people’s rights to education, employment and social and political participation. It shows that the 1978 policy of reform and... more
This article examines China’s strategies for and constraints on protecting and implementing children’s and young people’s rights to education, employment and social and political participation. It shows that the 1978 policy of reform and opening to the world brought forth significant domestic economic and social changes and exposed China and its people to the world. All this, in turn, created new demands and concerns for the development of youth education, work and citizenship. The article further shows that in China, these three domains of youth have been influenced by changing domestic and global contexts, and the state has played a vital role in facilitating these changes in three major spheres of youth. China, however, has also been confronted with equity issues arising from new developments in these domains.
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This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years.... more
This paper provides a critical examination of the inter-linkages between youth education, development, empowerment, and engagement in Pakistan. Currently, the majority of the population falls within the youth age bracket of 15-24 years. The country stands at a critical juncture, where it can capitalize on this demographic dividend for transformational and sustainable socioeconomic growth. However, this paper argues that there is inadequate intersection and convergence between Pakistan’s national and provincial Education and Youth policy frameworks. An indepth overview of current trends in terms of quality of education and access to and participation in various forms of education programmes indicates that the current provision of educational services is deplorably inadequate in terms of quality and quantity. In order to address the challenges of educational and economic development, this paper asserts that education should be the lynchpin for broader and more inclusive socioeconomic development, and function as the interface between Youth and Education Policies. The failures of effective policy implementation and of fully integrating the interrelated issues relevant to the youth population produce unfavourable educational outcomes in terms of economic, political, and social engagement. Therefore, this paper proposes the use of the Capability Approach to inform education and youth policies, so that the country can harness the energy and potential of a bourgeoning youth population that currently constitutes about two-thirds of the Pakistani population.
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Via the evocation of two personal narratives of lived experiences of/with youth in South Africa, the paper addresses issues relating to youth, unemployment, education and structural injustice. These narrative vignettes reflect events of... more
Via the evocation of two personal narratives of lived experiences of/with youth in South Africa, the paper addresses issues relating to youth, unemployment, education and structural injustice. These narrative vignettes reflect events of injustice that occur within the human sphere and fall within the interstices between competing discourses as sites of struggle for meaning and supremacy. It is here where the lived effects of unjust political structures can be witnessed as violent assaults on individual and collective bodies, psyches and souls, while the indomitability of the human spirit rallies to rise above such adversity. Both experiences, while specific, nevertheless articulate a difficult ‘glocalising’ relationship with ‘the general’ and ‘universal’ in the global interconnectedness of injustice and the effects of a dehumanising ideology. They are underscored by a historical legacy of apartheid and authoritarianism, but advanced through a newer discourse of neoliberal, globalising modernism. Both ideologies converge in untroubled alignment through similarly operational codes of control and the endemic forms and frames of (in)difference. The paper argues that racialised unemployed youth in South Africa carry the burden of structural political dysfunctionality and state ineptitude, and they are pathologised and differentially constructed as ‘failed’ citizens as a consequence. Not only are South African youth expected to carry the burden of unemployment, but also the flag of the nation’s political transformation as well, in a context of contradiction and maladministration overlaid by the debilitating effects of neoliberal governmentality. Youth identity is framed in nationalist economic terms, justified and advanced through the contemporary, global, modernist condition, supported by neoliberal capitalist relations. The historical, embodied and material injustices shape what is possible for youth, specifically unemployed youth, in South Africa today.
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The article seeks to show the importance of education as a driver of a country’s economic growth. Production processes are increasingly rooted in “intangible assets” (i.e. ideas). For a country to be successful, it is not simply a... more
The article seeks to show the importance of education as a driver of a country’s economic growth. Production processes are increasingly rooted in “intangible assets” (i.e. ideas). For a country to be successful, it is not simply a question of its citizens being “informed”. Nations need to know how to use information and turn it into a productive asset. Technological changes are occurring at unprecedented speed. The same machines are used in most countries and are becoming increasingly affordable worldwide. What will mark the winners from the losers in the future is the ability to use this equipment efficiently. Good professional training is called for. It is indeed a strategic requirement. It is through quality education that people acquire the ability to reason, think and act. Brazil is seriously lagging behind in terms of basic and higher education. Improving the quality of teaching is absolutely crucial. The role of education in driving progress has never been clearer.
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Public secondary schools continue to be uninspiring and often disorganized, unsafe places. This article looks specifically at the issue of Brazil´s secondary school education, which is showing clear signs of stagnation in terms of... more
Public secondary schools continue to be uninspiring and often disorganized, unsafe places. This article looks specifically at the issue of Brazil´s secondary school education, which is showing clear signs of stagnation in terms of coverage and quality. Only half of Brazil´s young people aged 15 to 17 attend secondary school and the proportion of students dropping out of school has doubled over the last ten years. Those who neither work nor study account for 24 % of 18 year-olds and 25 % of 20 year-olds. Furthermore, the majority of those who neither study nor work come from households with incomes of under 2 minimum wages. Addressing this issue involves inter alia revising of the curriculum, integrating secondary with vocational education and introducing policies to diversify secondary education.
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Sisyphus – Journal of Education aims to be a place for debate on political, social, economic, cultural, historical and organizational aspects of education. It will pursue an extensive research agenda, embracing the opening of new... more
Sisyphus – Journal of Education aims to be a place for debate on political, social, economic, cultural, historical and organizational aspects of education. It will pursue an extensive research agenda, embracing the opening of new conceptual positions and criteria according to present tendencies or challenges within the global educational arena.
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This special issue of Sisyphus brings together five contributions on new fabrications in the European educational space. All of them seek to describe the educational problems facing Europe today and analyze the complex issues that... more
This special issue of Sisyphus brings together five contributions on new fabrications in the European educational space. All of them seek to describe the educational problems facing Europe today and analyze the complex issues that underlie the European debate on education. We have also decided to include Francisco Ramirez’s revealing reflection on universities. Though it centres on an analysis of American universities, Ramirez’s essay nevertheless explains many of the developments that are taking place in European universities and in the European Higher Education Area.
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The European Space for Education exists in different forms; for example, as policy documents, regulations, projects, Ministers Meetings. In the last ten years or fifteen years, there has been an important growth in the work of experts and... more
The European Space for Education exists in different forms; for example, as policy documents, regulations, projects, Ministers Meetings. In the last ten years or fifteen years, there has been an important growth in the work of experts and professionals, constructing the infrastructure of this Space. Their associations, created at a European level, are enmeshed and embedded in this work of construction. This is undramatic but essential work, and they have steadily engaged with the governance of Europe. But they live life in the shade, without summit meetings or media headlines, but with an essential place in the ecology of new European education.
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«The European» is given as a kind of person and as an autonomous subject in con- temporary policy and research. The paper examines the role that the social and educational science technologies play in constructing this new type of person.... more
«The European» is given as a kind of person and as an autonomous subject in con- temporary policy and research. The paper examines the role that the social and educational science technologies play in constructing this new type of person. We first briefly explore the human sciences as historical practices that link the individual to the community. These practices are reassembled and examined descriptively in the second section which explores the making of the European as a particular kind of person from which nation and daily life are to be ordered. In the third and fourth sections, we discuss the cultural technologies of science in fabricating the European. These technologies are forging the memory of a common history that simultaneously erases, forgets, and realigns Europe’s internal differences so that Europe may become the «world champions» of global competition. At a different level are technologies of numbers and statistics mobilized in making the unity given to the European and from which to understand diversity and differences.
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The weaknesses of the Lisbon model of governance, as exemplified by the intergovernmental open method of coordination, has been widely aired in the literature. This paper suggests in contrast that there are strengths in this form of... more
The weaknesses of the Lisbon model of governance, as exemplified by the intergovernmental open method of coordination, has been widely aired in the literature. This paper suggests in contrast that there are strengths in this form of policymaking for strategic ends, and when applied to nationally sensitive policy domains. An examination of OMC-education throughout the Lisbon decade shows the evolution of policy-making through Lisbon 1, Lisbon 2 and Europe 2020, finding that the ‘governance architecture’ has been stabilised and the policy domain of education enriched by a balance between social dimension and competitiveness. The paper suggests however by way of conclusion that the outlook for the Lisbon model is now suspended on the outcome of the institutional upheaval being played out in the EU as a consequence of the economic crisis, and which demands democratic solutions.
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My essay will tackle with the following issues: 1 – The urgent need of integrated studies for understanding the complexity of our current culture environment We are aware that science and humanities are no longer two separate spheres of... more
My essay will tackle with the following issues:
1 – The urgent need of integrated studies for understanding the complexity of our current culture environment We are aware that science and humanities are no longer two separate spheres of knowledge but two complementary and integrated ambits. Science has to take into accounts epistemological and ethical issues, humanities need to face and be aware of scientific developments and new conceptualisations.
2 – The concept of «interface» that has been the working hypothesis of the European project Acume2 Interfacing Science and Humanities. We have started by questioning the very idea of ‘influence’ (or ‘mutual influences’) in favour of a more dynamic idea of ‘interfacing’. Therefore, a fundamental point of departure is to acknowledge the isomorphism of the two fields, recalling that they have often developed new models and strategies of investigation into complex scientific and cultural (artistic, literary) phenomena at the same time, simultaneously responding to their own actuality and societal matrices.
3 – I will present the methodology and the scientific results of two cases studies carried on by scientists and humanists on: Memory and on Bio-complexity.
1 – The urgent need of integrated studies for understanding the complexity of our current culture environment We are aware that science and humanities are no longer two separate spheres of knowledge but two complementary and integrated ambits. Science has to take into accounts epistemological and ethical issues, humanities need to face and be aware of scientific developments and new conceptualisations.
2 – The concept of «interface» that has been the working hypothesis of the European project Acume2 Interfacing Science and Humanities. We have started by questioning the very idea of ‘influence’ (or ‘mutual influences’) in favour of a more dynamic idea of ‘interfacing’. Therefore, a fundamental point of departure is to acknowledge the isomorphism of the two fields, recalling that they have often developed new models and strategies of investigation into complex scientific and cultural (artistic, literary) phenomena at the same time, simultaneously responding to their own actuality and societal matrices.
3 – I will present the methodology and the scientific results of two cases studies carried on by scientists and humanists on: Memory and on Bio-complexity.
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After a slow start during the 70s and 80s, education took on a new importance after the adoption of the Maastricht Treaty in 1992. From that date onwards, numerous texts and documents would gradually build a «European educational space».... more
After a slow start during the 70s and 80s, education took on a new importance after the adoption of the Maastricht Treaty in 1992. From that date onwards, numerous texts and documents would gradually build a «European educational space». The Lisbon Strategy of 2000 is an important milestone in this process. The main reference point of the 21st century is the Education & Training 2010 Work Program, which sets a clear framework at the European level for education and training. Recently, there was a new turning point of great significance, with the approval of Europe 2020 and especially with the launching of the Rethinking Education strategy (...)
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This paper describes and interprets the worldwide transformation of universities with respect to how they account for excellence. It first reflects on the rationalized university as an organizational ideal and the implications of... more
This paper describes and interprets the worldwide transformation of universities with respect to how they account for excellence. It first reflects on the rationalized university as an organizational ideal and the implications of rationalization on standardizing university practices. The paper then focuses on two interrelated phenomena: the assessment of faculty and the assessment of universities, as illustrations of accounting-for-excellence. Examining the annual faculty report and tenure protocol as examples of common organizational practices within American universities, it argues that these practices facilitate American university participation in national and international university rankings. Finally, it is argued that American universities underwent earlier organizational rationalization and differentiation than universities in other countries in part because they were less differentiated from other social institutions. In the absence of the buffering authority of the state and the professoriate, American universities early on became organizational actors dealing with multiple stakeholders in search of resources and legitimacy.