and its impacts and implications for teaching practice. We also seek to identify ways that teachers of the Humanities, which comprises the same Curriculum Proposal, give to it. In this part, our focus was to identify the difficulties and actions that teachers developed to promote critical teaching debunker in high school. Proceeded to survey data through two meetings of focus groups with participation of thirteen teachers, the four curriculum areas that make up the new Curriculum Proposal. Yet there have been four semi-structured interviews with four teachers of the specific area of the Curriculum of Humanities. In the analysis of the data we use the theory of "discourse analysis" of the French line. The achieved overall result shows that the speeches have certain dualisms; for while on the one hand, criticized the construction methodology and implementation of the new Curriculum Proposal. However, it was conceived an important educational plan for the educational system as directs and equates the pedagogical work in the São Paulo public schools. However, the data collected and analyzed also showed that there dichotomies and contrasts the quality and viability of the same; There are teachers who conceives it as "more a political plan" that "will be lost over time" while others see it as "efficient" curriculum policy, which was implemented with the objective of organizing the São Paulo educational system. There were teachers who argued that it was time the State act on the discrepancies and curriculum disorganization that was because, as argued the teachers:. "every man did what I wanted" the analysis allows to further identify three forms of covert resistance within the teaching profession before curriculum of public policy SEE / SP;. the first due to previous curriculum policies have not had the expected positive results, especially in the teaching-learning process they cited as an example, the policy of "continuous progression", which the teachers are become "automatic progression". The second is due to the "bad curricular organization", namely, the discrepancies which are in the pedagogical objectives of currilares proposals, especially with regard to "reality" and "need for students". The third, because they see the new Curriculum Proposal as an instrument of the dominant power, instrument "ideological subjection", which acts optimizing the teaching freedom, debased their identities and limiting their autonomy with regard to the development of pedagogical work.
O presente ensaio teve como objetivo realizar reflexões sobre segregações históricas que permeiam a sociedade brasileira e são percebidas na Educação, especialmente no Ensino Médio, bem como, compreender reflexos do "ideário eugênico" presentes nos dias atuais. A partir da leitura de importantes textos que versam sobre o tema, chegou-se aos seguintes resultados: a organização ultrapassada e pouco atrativa do EM, em descompasso com as necessidades sociais dos alunos, contribui para desestimular parte dos estudantes, levando-os a abandonar os estudos por empregos precários. Dentre adolescentes do sexo feminino, constatouse que um número considerável abandona a escola em virtude de gravidez precoce. O abandono escolar é fortalecido pelo reflexo do "ideário eugênico" nos discursos escolares que busca justificar a "pedagogia da repetência"; a fase de transição do 9º ano do EF II para a 1ª série do EM é um problema, em média 15% dos alunos abandonam a escola nesta fase. Embora seja real e persistente a segregação no contexto educacional brasileiro, especialistas apontam que há formas de combatê-la, propõem, que as escolas monitorem os jovens socioemocionais e desenvolvam ações de acompanhamento individualizado. Faz-se necessário também que o poder público implemente políticas públicas corretivas, como: maiores investimentos em lugares com altos índices de vulnerabilidades e segregações.
A pesquisa buscou compreender quais fatores interferem na rotina escolar e na saúde docente. Fizeram parte do estudo 30 professores do E.F II e Médio de uma escola pública de São Paulo. Tinha-se como hipótese que a rotina escolar é afetada não apenas por fatores intrínsecos a esta, mas também por fatores externos. Para alcançar os objetivos propostos, foi estruturado um questionário, a partir de elementos extraídos de pesquisas que abordaram a mesma problemática. Os resultados demonstraram que as principais questões citadas (em nível de frequências) pelos docentes se referiam à falta de políticas públicas para o magistério, como as de valorização do trabalho dos professores. Ficou evidenciado, ainda, que os fatores citados mais frequentemente pelos docentes contribuem para o descontentamento em relação as suas carreiras, interferindo de maneira significativa na rotina escolar e, possivelmente, no adoecimento mental dos mesmos. Palavras-chave: Saúde Docente. Adoecimento Docente. Rotina Escolar. Políticas Educacionais. Baixos Salários. AbstractThe public school, its routine and its subjects have been the targets of innumerable investigations, in order to understand the complex immersed relationships in their daily lives. One of the widely discussed topics is about school routine and its implications for the teacher’s health. The present research was developed from this approach. It was therefore, sought to understand, which factors interfere in the school routine and teacher’s health. Thirty teachers were included in this study of Elementary School and High School of a public school in São Paulo. It was hypothesized that the school routine is affected not only by factors intrinsic to it, but also by external factors. To reach the proposal goals, a questionnaire was structured, based on elements extracted from research that approached the same problem. The results showed that the main mentioned questions (in frequency level) by teachers referred to the lack of public policies for the teaching, such as valuing teachers' work. It was also evidenced that the factors most frequently mentioned by the teachers contribute to the discontent in relation to their careers, interfering in a significant way in the school routine and possibly in the mental illness of the same ones. Keywords: Teachers’ Health. Teachers’ illness. School Routine. Educational Policies. Low salary.
Anjos da enfermagem: a utilização do lúdico como método essencial na humanização e na responsabilidade social Angels of nursing: the use of the player as an essential method in humanization and social responsibility
A compreensão docente sobre os significados e prática da avaliação da aprendizagem é de suma importância para o processo de ensinoaprendizagem. Neste sentido, esta pesquisa teve como objetivo entender as percepções de 30 docentes do Ensino Fundamental II e Médio sobre a avaliação da aprendizagem. Os levantamentos de dados foram realizados com a aplicação de um questionário composto por três questões que os professores responderam descritivamente, manifestando assim suas percepções sobre o conceito de avaliação da aprendizagem. As análises dos dados foram feitas a partir da técnica de Análise de Conteúdo. As discussões tiveram como fundamentações teóricas autores que discutem avaliação da aprendizagem a partir de vertentes críticas. Os resultados demonstraram que os docentes entendem que a função da avaliação é de “diagnosticar e sinalizar caminhos para o aprimoramento do processo de ensino-aprendizagem”, todavia, apontaram que há dificultadores, que atrapalham a efetivação desta, por exemplo: excesso de aulas, turmas para lecionar e avaliar; tempo insuficiente para planejar e refletir sobre as avaliações aplicadas e seus resultados. O acúmulo de cargos foi destacado como um fator que atrapalha a efetivação da avaliação qualitativa. Em síntese, as falas dos professores manifestaram que para exceder os paradigmas avaliativos tradicionais, faz-se necessário colocar em prática ações políticas e estruturais no contexto escolar, como a Lei do Piso (Lei nº 11.738/2008), para que, desse modo, tenham mais tempo para reflexão-ação em prol da efetivação da avaliação formativa.Palavras-chave: Avaliação. Ensino-Aprendizagem. Docentes-Discentes.AbstractTeaching comprehension about the meanings and practice of learning assessment is of paramount importance to the teaching-learning process. Therefore, the objective of this research was to understand the perceptions of 30 teachers from Middle and High School about learning assessment. The data were collected through the application of a questionnaire composed of three questions that the teachers answered descriptively, thus manifesting their perceptions about the concept of learning evaluation. Data analysis was performed using the Content Analysis technique. The discussions were based on theoretical authors who discuss evaluation of learning starting of critical aspects. The results showed that the teachers understand that the function of the evaluation is to “diagnose and signal ways to improve the teachinglearning process”, however, they pointed out that there are difficulties that disturbs the effectiveness of the same , for example: surplus of classes to be taught and evaluated ; insufficient time to plan and reflect about the evaluations applied and their results. The accumulation of positions was highlighted as a factor that hinders the effectiveness of the qualitative evaluation. In summary, the teachers stated that to in order to exceed the traditional evaluative paradigms, it is necessary to put into practice political and structural actions in the school context, such as Lei do Piso (11.738 / 2008), so that they have more time for reflection-action in favor of the effectiveness of formative evaluation.Keywords: Evaluation. Teaching-Learning. Teachers-Students.
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