Dentro da pesquisa “Redes educativas, fluxos culturais e trabalho docente – o caso do cinema, suas imagens e sons”, com financiamento do Conselho Nacional de Desenvolvimento Científico e tecnológico (CNPq), da Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro (FAPERJ) e da Universidade do Estado do Rio de Janeiro (UERJ), temos buscado compreender, através do uso de filmes, em cineclubes com professores em formação e em serviço, os ‘mundos culturais’ pelos quais esses praticantespensantes circulam, nas redes educativas que formam e nas quais se formam. A ideia é que esses processos de contatos múltiplos com imagens e sons trazem contribuições importantes aos currículos desenvolvidos nos cotidianos escolares. Neste artigo, detectamos e expomos os modos como adesões religiosas estão nesses ‘mundos culturais’ de formas variadas, muitas delas discriminadoras de alguns, e os modos como alguns desses praticantespensantes buscam contatos respeitosos com outros, nesses espaçostempos. Defendemos a importância dessas ‘conversas’, no ambiente escolar e no momento presente, na tentativa de superar ações discriminatórias diversas que vêm se tornando frequentes.Palavras-chave: Redes educativas, mundos culturais, imagens e sons
-School Noise between Fences and Walls: what is free in school?Analysing the experience of an image and sound project developed in a public school in the north zone of Rio de Janeiro, this study features reflections on the processes of signification of freedom in school. During the project, students were invited to produce images and sounds related to the theme being free in school. The material produced afforded relevant elements for an analysis of the contribution of youngsters to significations that go beyond a view of school composed merely of students and masters explicators, a term used by Jacques Rancière to analyse the role of teachers. Based on the images made by those students, the study proposes interpretations of schools as spacetimes of conversations. Keywords: School. Image. Sound. Freedom. Everyday Life. RESUMO -Barulho de Escola entre Grades e Muros: o que é livre na escola?Analisando a experiência de um laboratório de imagens e sons, desenvolvido em uma escola pública da Zona Norte do Rio de Janeiro, este texto apresenta reflexões sobre os processos de significação da liberdade na escola. Durante a realização do projeto, os estudantes foram convidados a produzirem imagens e sons sobre o tema ser livre na escola. Este material produzido traz elementos relevantes para uma análise da contribuição juvenil para significações que escapam de uma visão da escola composta simplesmente por alunos e mestres explicadores, termo usado por Jacques Rancière para analisar o papel do professor. A partir destas imagens estudantis, o texto propõe compreensões da escola como espaçotempos de conversações. Palavras-chave: Escola. Imagem. Som. Liberdade. Cotidiano.
Autora y co-autora de libros, colecciones, artículos en Brasil y en el exterior. Fundadora, en 2001, y coordinadora, hasta 2014, del Laboratorio Educación e Imagen / ProPEd / UERJ www.lab-eduimagem.pro.br
A pesquisa que acabamos de concluir (2012-2017), com financiamento doCNPq, FAPERJ e da UERJ, se desenvolveu em cineclubes criados em municípiosdiversos do Rio de Janeiro com professores em serviço e em formação em cursosde licenciaturas. O texto pensa esta experiência: a prática de ‘conversas’ em umcomponente curricular central na formação de professores – PPP, Pesquisa ePrática Pedagógica – acerca de práticas de professores em filmes que os mostramem suas experiências ‘dentrofora’ das escolas. Trabalhando com a ideia declichês, em Deleuze, mostramos como nessas ‘conversas’ essas práticas-clichêspassam de apoio integral ao que faz o “professor-herói” – em especial em filmesamericanos – ao desenvolvimento de um pensamento mais complexo sobre oque foi ‘vistoouvido’ com os filmes. As ‘conversas’ que articulamos acerca dessas‘práticasteorias’ se dão em torno das ideias de Certeau sobre as práticas noscotidianos, por um lado, nas aproximações que faz de Foucault com Bourdieu,deles se distanciando, e por outro lado, das aproximações de suas ideias com asde Vernant e Détienne.
This work describes a research group's first plausible interpretations of the multiple meanings behind human migratory movements, based on 'watched/listened to' films. This forms part of a project aimed at better understanding how such a social issue as migration, affecting millions of human beings, is being dealt with in day-today school curricular processes. by considering images and sounds of films about migrations to be 'conceptual characters', much as Deleuze sees them, and based on the interaction of numerous 'educational networks' created by human beings, and within whom they themselves are created, and by furthering the research of De Certeau about everyday life, the research process group was able to gradually identify these displacements of multiple 'spacetimes' caused by different kinds of major crisis. These included war, environmental catastrophes and economic crises leading to high unemployment. Such movements, during the creation of the group, were defined as follows: 1) 'walk, walk, walk'; 2) 'wait, wait, wait'. During this period, the group made two videos: one on the process of forming the group, and the other on these two movements.
results section, we split up descriptive information from primary studies (sex rates) and analytic approaches (considering sex/gender in the assessment of risk of bias, presenting disaggregated data by sex/gender or subgroup or heterogeneity analyses). We used 'not applicable' to denote a situation where insufficient primary studies or data on estimates did not enable to conduct the intended analyses (e.g. meta-analysis, subgroup analysis). We performed descriptive statistics and regression analyses to assess associations between authors' gender and sex/gender reporting. Results 556 reviews were screened, of which 91 were excluded due to withdrawal (19,8%) or sex-specific disease (80,2%). Our analysis comprised 465 studies, including 2 prognosis, 4 methodology, 5 overview, 20 diagnostic and 421 intervention reviews. Women represented 53,8% (n = 250) and 38,9% (n = 181) of first and last authorship, respectively, while in 25,3% of reviews both authors were women. 85,6% of authors belonged to high-income countries. 7.5% (n = 35) of reviews reported on sex in the abstract, 17.6% (n = 82) in the methods and 61.4% (n = 285) in the results section. Of these 285, 64.7% provided descriptive results and 16,3% had an analytic approach. In the discussion section, 13.5% (n = 63) of reviews addresses sex-related findings. Only 4 studies scored positive in all 4 sections. Studies with female firstlast authorship had a non-significant increased probability of reporting on sex (RR [95% CI] 1,24 [0.68-1.92]) Conclusions Consideration of sex and gender in Cochrane reviews is scarce. This prevents from generating inclusive and unbiased health research and inhibits effective population-wide translation of results. While women are less likely to be last authors, studies with a female first or last author show an increased (although non-significant) probability of reporting on sex.
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