Tempo de Escola e Gestão Democrática: o Programa Mais Educação e o IDEB em busca da qualidade da educação

Bernado, Elisangela da Silva; Christovão, Ana Carolina

doi:10.1590/2175-623660597

Cited by 4 publications

(1 citation statement)

References 7 publications

(8 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…On the other hand, recent researches have questioned the real effectiveness of inclusive policies in Brazil, alleging that investments in the qualitative aspects of education for these children are still low and have not come in number and proportion to follow the expansion of educational access and that education in Brazil has been treated only with an electoral bias, being the educational indices presented internationally not consistent with the reality experienced in the country [11][12][13][14] . Thus, "in the face of this new scenario, Brazilian researchers intensified their search for the factors that determine quality schools and that positively influence teaching and student performance" 15 .…”

Section: Introductionmentioning

confidence: 99%

Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

2021

View full text Add to dashboard Cite

Purpose: to describe the panorama of the pedagogical context in the preschool teaching of students with Autism Spectrum Disorder (ASD), in a municipality in the state of São Paulo, Brazil. Methods: 32 teachers, including early childhood education (ECE), special education (SE), and specialized educational assistance (SEA), participated answering a questionnaire about their performance with autistic students. A descriptive qualitative analysis of the data was performed. Results: the average age of the teachers was 40.6 years old, with an undergraduate degree in Teaching, Pedagogy, Special Education, and/or Visual Arts, of which 84.4% were postgraduate. 87.4% knew ASD characteristics; 80%, SEA, 66.7%, SE, 57.1% of ECE teachers had receive the medical report. 78.1% reported difficulties in socialization, communication, behavior, learning; 15.6%, aggressive behavior / irritation; 12.5%, difficulties in attention / concentration; 6.2%, motor coordination difficulties in their autistic students. 62.5% considered that their autistic students had the potential to follow mainstream education; 68.8% received guidance from team professionals; 78.1% participated in courses/lectures on the theme; 28.1% considered they were able to teach autistic children; 78.1% stated that adjustments in the teaching structure were necessary. Conclusion: the scenario of the pedagogical context in the preschool teaching of students with ASD, in the studied municipality, needs reflections. Information on ASD characteristics, training courses, knowledge on individual follow-ups, so that teachers are prepared to promote effective teaching and learning, are needed.

show abstract

Section: Introductionmentioning

confidence: 99%

Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

2021

View full text Add to dashboard Cite

show abstract

A gestão democrática e a materialização da Meta 6 do Plano Nacional de Educação: possibilidade de educação em tempo integral na região metropolitana do Estado do Rio de Janeiro

Mota

2018

RPGE

View full text Add to dashboard Cite

A educação (em tempo) integral no Brasil: um olhar sobre diferentes experiências

Boas

Abbiati

2020

RPGE

View full text Add to dashboard Cite

Os projetos de educação em tempo integral desenvolvidos por Anísio Teixeira (1950) e Darcy Ribeiro (1980) impulsionaram diferentes experiências educacionais no Brasil. Em vista disto, apresenta-se como objetivo deste artigo analisar algumas dessas experiências à luz de artigos científicos disponibilizados na plataforma da biblioteca online SciELO, no período de 2002 a 2019. A análise revelou que as concepções de educação integral e de educação em tempo integral permeiam as discussões e provocam dúvidas quanto à função social da educação em tempo integral. Além disso, a falta de infraestrutura das escolas de tempo integral é frequentemente apontada como fator impeditivo à realização de atividades primordiais desta forma de organização do ensino. Considera-se que são necessários maiores aportes de investimentos para que a jornada escolar ampliada cumpra seu papel transformador na educação brasileira, ou seja, a formação integral do estudante.

show abstract

Tempo de Escola e Gestão Democrática: o Programa Mais Educação e o IDEB em busca da qualidade da educação

Cited by 4 publications

References 7 publications

Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

Pedagogical performance in the preschool teaching of students with Autism Spectrum Disorder

A gestão democrática e a materialização da Meta 6 do Plano Nacional de Educação: possibilidade de educação em tempo integral na região metropolitana do Estado do Rio de Janeiro

A educação (em tempo) integral no Brasil: um olhar sobre diferentes experiências

Contact Info

Product

Resources

About