LUCHESE, Terciane Angela (ed.). Horizons: the dialogue between cultures and history of education. Caxias do Sul: UCS, 2012. he Horizons work: in the dialogue between cultures and history of education, organized by professor Terciane Ângela Luchese, aims to pay tribute to a researcher who has contributed to the research in the area of History and the History of Education in Brazil: professor Lúcio Kreutz. According to Luchese (2012), this book born permeated by the desire to recognize, by the action of the written word and sharing of research results, a tribute. By the materiality of this book we want to recognize the intellectual and human contribuitions that Prof. Lúcio Kreutz has produced over the years working as a teacher, researcher and advisor in postgraduate education. (p. 13) Hist. Educ. [Online] Porto Alegre v. 18 n. 44 Set./dez. 2014 p. 197-201 Hist. Educ. [Online] Porto Alegre v. 18 n. 44 Set./dez. 2014 p. 197-201 Hist. Educ. [Online] Porto Alegre v. 18 n. 44 Set./dez. 2014 p. 197-201 JORDANA WRUCK TIMM is student of PhD in Education at the Pontifical Catholic University of Rio Grande do Sul, master in Education, is psychopedagogist and pedagogue. Scholarship Capes.
Castigos são práticas seculares no universo educacional e em cada período histórico foram utilizados diferentes caminhos para sua aplicação (palmatória, orelha de burro, retirada do recreio...), contudo, o que não diferia era o motivo para sua aplicação: punir a criança por uma falta cometida. As mudanças ao longo do tempo sobre a "melhor" forma de castigar implicam num questionamento: como os cursos de formação em pedagogia estão abordando esta temática? Partindo deste questionamento, o presente artigo visa compreender como o curso de pedagogia aborda a questão dos castigos escolares. Para tanto foram entrevistadas cinco professoras formadas em Pedagogia na década de 2000, em duas IES de Aracaju/SE, Como resultado, as docentes relataram não se recordarem de terem tido aulas que tratassem da temática dos castigos e que, diante disso, baseiam-se nas experiências vividas no ambiente doméstico e escolar para escolher a punição aplicada nos alunos.
This study examines perceptions that the high school students of Uberlândia, MG have about the school's influence in their lives. The study was conducted in seven schools with 1,040 students from all three levels of ranking of high school. For most students interviewed school is some kind of positive change and, for many, the only purpose of school is to improve the employability of possibilities. On the other hand, show many are aware of the importance of interpersonal relations, appreciation of differences and cultural diversity, and want to have more say and spaces in the educational process. Young people are eager for a school that provides them with minimal chances of work and that relates to your present experiences. AbstractResumo
A expectativa com um professor é algo verídico e inevitável. Eis um momento oportuno para repensar a relação professor-aluno. O educador é aquele agente evoluído que sempre deve procurar por meios ao ensinar que encante e trabalhe o programa curricular de forma íntegra e competente. Um facilitador. A análise crítica deste artigo tem o objetivo de provocar o leitor à reflexão de que faltam mais exemplares de verdadeiros educadores. Aqueles que marcam positivamente e satisfatoriamente a biografia de um aluno. Esse estudo, para efetivar-se, teve como alicerce o método categórico dedutivo com análises de caso. O docente idealizado neste artigo confrontará o básico e atestará que a postura do educador competente no ensino superior ainda poderá ser bem melhor. Dependerá bastante do querer fazer bem.
This paper aims to understand the discourses on physical punishment manifested in the Facebook fanpage, "Bode Gaiato", in order to analyze the legitimacy and dissemination of violence against children masked by humor. For that, the punishments were discussed; The concept of meme and its projection in social networks; And analyzed the discourses present in the memes and in the comments of this one. As a methodological way, two memes on the most tainted punishments of the site were chosen, comprising the period from 2013 to 2017, which were analyzed from the Discursive Textual Analysis. As a discussion, four categories were problematized: punishment, humor, error, and family. In the conclusion, we discussed the value of violence in the education of children, as well as humor memes in the naturalization of discourses that legitimize violence as a way to educate, whether at home or at school
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