Com o objetivo de discutir os processos de formação docente para que seja possível desenvolveruma Educação Antirracista, o presente artigo faz uso da pesquisa bibliográfica, tendo como suporte teórico Candau e Lelis (1999), Deus (2020), Gomes (2010, 2017), Munanga (2020) e Pimenta (2007), dentre outros(as). Compreende-se que, para entender a Educação Antirracista, é necessário observar a atuação do Movimento Negro como sistematizador e propagador dos saberes oriundos das vivências dos povos negros. Para que essa educação cumpra sua função de prática social, é preciso refletir sobre o processo de formação docente e acerca de como as teorias e as práticas se relacionam nas formações e se efetivam nas práticas educativas. Entende-se que essa relação precisa ocorrer dentro de uma unidade dialógica, como uma característica observada na própria conformação do Movimento Negro.
RESUMOEssa pesquisa estudou padrões de desenvolvimento de dominância manual, podálica e assimetrias fenotípicas associadas, como dominância mista e a correspondência entre a mão e o pé dominante, em crianças. Pesquisas indicaram que os canhotos diferem dos destros: são mais mistos nas suas preferências manuais e apresentam uma taxa elevada de dominância podálica contralateral, particularmente para chutar bola. Investigou-se em qual faixa de idade a direção e o grau de dominância ficam estáveis; se a dominância podálica se desenvolve simultaneamente com dominância manual e a idade entre canhotos, em que os fenótipos mistos e consistentes emergiram. Crianças (N = 120) de três a oito anos de idade (60 destros e 60 canhotos) foram avaliadas em dez tarefas manuais e quatro podálicas. Em destros e canhotos a direção e o grau de dominância manual estavam estabelecidos aos três anos; em ambos os grupos dominância manual e podálica evoluíram simultaneamente estabelecendo-se na mesma idade, senão antes. Entre canhotos, nos mistos e consistentes, já estava presente aos três anos de idade. A frequência permaneceu uniforme através das demais faixas etárias. Conclui-se que o padrão de dominância neuromotor para tarefas primárias e para o ato de chutar foi invariante, sendo, provavelmente, lateralizado antes de três anos. Rcncxtcu/ejcxg: dominância manual; dominância podálica; desenvolvimento lateral; crianças jovens. ABSTRACT The Development of Handedness and Footedness in Right-and Left-HandedChildren Between the age of Three and Eight This study focused on the developmental patterns of hand and foot dominance, and associated phenotypic asymmetries, such as mixed dominance and the correspondence between handedness and footedness among young children. Research indicates that for certain lateral traits, left-handers differ from right-handers: they are more mixed in their handedness and express an elevated rate of contralateral foot dominance for ball kicking. We sought to ascertain at which age level the direction and degree of handedness begins to stabilize; and whether footedness develops concurrently with handedness, and among left-handers, at which age do mixed and consistent phenotypes appear. There were 120 children (60 dextrals and 60 sinistrals) between the ages of three and eight, all assessed on 10 handedness and four footedness tasks. Results indicated that among both dextrals and sinistrals, the direction and degree of handedness was basically established by the age of three; in both groups handedness and footedness developed simultaneously at the same age, if not before. Among lefthanders, groups of mixed and consistent phenotypes emerged at age three, and their differential frequency remained uniform at ages five and seven. It was concluded that the pattern of neuromotor dominance for primary manual tasks and for ball kicking was relatively invariante, probably lateralized prior to three-years of age. Mg{yqtfu: handedness; footedness; lateral development; young children.Tarefas unimanuais que requerem força muscu...
Our This article aims to approach the pedagogical practice combined with the use of technology in the construction of teaching knowledge of present times. To that effect, we will conduct a reflection on the teaching work, that is: how education professionals are reinventing themselves to meet the demands during the pandemic of covid-19, and particularly how teachers are developing their educational practices in this new format of remote classes through digital platforms. This because, with the pandemic, face-to-face classes were suspended for all school systems, be them public or private, municipal, state or federal. Social isolation was one of the safety measures adopted as a way to avoid contamination. In this sense, it is necessary that the teacher seeks new skills to meet the demand in their daily practices with their students, identifying the advantages and possible difficulties during the development of teaching learning, from the use of these new technological tools, such as: mobile phones, laptops, the internet, among others. With this, they demonstrate how the novel technologies have required for teachers to seek training, to adapt themselves to the development of the current skills and abilities that this moment demands, and thus advance in the construction of knowledge as a mediator of pedagogical practice in the era of information technology in a delicate moment of pandemic.
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