Neste artigo, analisamos os vistos finais nos casos de absolvições em crimes sexuais ocorridos na Comarca de Irati, no interior do Paraná, nos cinco primeiros anos da década de 1940. Com base em textos de autoras e autores que se debruçaram sobre o contexto envolvendo crimes sexuais na primeira metade do século XX, articulamos as discussões bibliográficas com a apreciação qualitativa das fontes, situadas em um momento de transição entre os códigos penais, e as discussões envolvendo tal natureza de crime. Em comum, além das absolvições, os casos se caracterizam por terem sido julgados por um mesmo juiz, que, em suas decisões absolutórias, condenava o comportamento das mulheres.In Acquittals in Sexual Crimes: Case Studies of Irati-PR County (1940)(1941)(1942)(1943)(1944)(1945), we analyze the verdict in cases of acquittal in sexual crimes occurred at Irati County, in the state of Paraná, in the first five years of the 1940s. Based on texts that dwell on the context involving sexual crimes in the first half of the 20th century, we articulate the bibliographic discussions with the qualitative assessment of the sources, situated in a moment of transition between the Penal Codes, and the debates involving such nature of crime. In common, besides the acquittals, the cases are characterized by being judged by the same judge, who, in his acquittal decisions, condemned women's behavior.
The great challenge in these last decades in education is the growing search for innovative teaching methodologies that enable a pedagogical praxis able to form subjects with ethical, historical, critical, reflective, transformative and humanized profile. The present study stems from the following problematization: what is the contribution of the active teaching methodology called “World Café” in teaching and learning processes, so that it favors teaching innovation in remote learning during the COVID-19 pandemic? In facing this problem, the following objectives were listed: a) understanding the contributions of the World Café Method in teaching and learning process innovation; b) analyze the viability of the World Café Method in remote learning. A quali-quantitative, descriptive and applied methodological strategy is employed, drawing on Barbosa (2013), Berbel (2011), Brown and Isaacs (2007), Minayo (2010), Moran (2014) and Triviños (1987). The data were analyzed using discourse analysis techniques (Bardin, 2016). We conclude that it is possible to use the World Café Method in virtual, remote learning, as it enables the promotion of ideas, discussions, reflections, questions, and engages participants, that is, a collective learning process.
The present study has as its main objective to contribute to the Project-Based Learning (PBL) Method, in face-to-face and/or remote education, with the help of Project Model Canvas (PMC), a project management tool; as secondary objective, it intends to become acquainted with PMC, as one of the existing Project Management methods, and understand PBL’s relevance for face-to-face or remote education. It is a qualitative review of literature; two digital platforms, Scientific Electronic Library Online (sciELO) and Google Scholar, were searched for papers in the field of Education that address PMC and PBL between 2013 to 2019. Results show that the integrating PMC into PBL would make project planning and management more collaborative and fluid, facilitating the delivery of the end product, thus promoting significant and integral learning of the subjects involved. At the end of the study, it is concluded that PBL may be better more efficiently implemented when combined with the PMC, a practical model for the creation and management of short, medium and long-term projects. The combined use of the two methodologies fosters the construction of meaningful, self-directed student knowledge, favoring the development of their cognitive and socio-emotional skills.
The Curricular Internship (CI) has become an opportunity for research, reflective analysis, observation, and re-signification of the teaching profession. In this sense, the present article is aimed at assessing the publications that address this theme. Thus, we chose to develop this study in the area of teacher education, based on the assumption that the CI can favour the acquisition of knowledge required for the teaching activity and, consequently, the teacher’s professional development. We adopted the bibliographic analysis of scientific papers from 2015 to 2020, retrieved from the Journal of the Coordination for the Improvement of Higher Education Personnel’s Portal (CAPES), Google Scholar, Brazilian Digital Library of Theses and Dissertations (BDTD), Repository of the Graduate Program in Education of the State University of Ceará (PPGE/UECE), and the Education Resources Information Center (ERIC). The analyses pointed out the internship as a moment of articulation between theory and practice, and of knowledge constitution, particularly the knowledge gained through experience. Likewise, they indicated the need for greater articulation between university and school, and some emphasized the urgency of making the supervising teacher aware of his role as co-trainer of the student interns.
Este estudo objetivou analisar o projeto pedagógico e a matriz curricular de formação de professores para o ensino de Ciências Biológicas em três Universidades Públicas no estado do Ceará. Trata-se de uma análise documental e bibliográfica, utilizando-se como principais fontes as diretrizes legais e o Projeto Político Pedagógico do curso (PPC). A análise do currículo, das ementas delineada nos PPC’s permitiu constatar que o curso de Ciências Biológicas das três Instituições de Ensino pesquisadas, atende a maioria dos conteúdos básicos exigidos pelas Diretrizes Curriculares Nacionais. No entanto, as disciplinas de Libras; Ética e Legislação Profissional necessitam de uma maior ênfase em uma Instituição, visto que estes conteúdos tem potencial para tornar os acadêmicos além de profissionais de qualidade, cidadãos melhores e comprometidos com os direitos humanos. No tocante às disciplinas que se associam, mais diretamente, à formação do professor para o ensino de ciências e biologia, verificamos nos três cursos, que as horas destinadas ao Estágio Supervisionado é o que mais pesa. Enquanto as disciplinas de conteúdos básicos de formação pedagógica possuem uma carga horária inferior. Torna-se fundamental discussões e avaliações sobre os cursos de Licenciatura em Ciências Biológicas, e seus currículos, possibilitando a correlação entre teoria e prática, potencializando as bases da identidade docente e formando deste modo um professor problematizador e com uma aproximação mais profunda com a prática docente.
O presente estudo tem como objetivo refletir sobre os limites e possibilidades encontrados no desenvolvimento do Circuito Intercultural de Vivências em Educação de Jovens e Adultos (CIVEJA) - projeto vinculado ao Centro de Referência em Educação de Jovens e Adultos e Cooperação Sul-Sul (ECOSS), da Universidade da Integração Internacional da Lusofonia Afro-Brasileira (UNILAB). Metodologicamente optou-se pelo relato de experiência, analisando de forma específica o Diagnóstico Rápido Participativo (DRP) e o Curso de Atualização em Educação de Jovens e Adultos (EJA) e Diversidade(s). Os resultados desta reflexão apontam que o foco EJA e diversidades, definido como eixo central das ações do CIVEJA, traduziu o compromisso da UNILAB com a integração e a interculturalidade e que as experiências desenvolvidas durante o citado projeto contribuíram para a discussão dos aspectos que caracterizam a EJA nos municípios abrangidos e se traduziram em um amplo processo educativo na perspectiva da extensão universitária referenciado na educação popular. PALAVRAS-CHAVE: EJA. Formação Continuada. Diversidades.
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