Inclusão e Inovação Pedagógica: políticas e práticas de formação no Ensino Superior

Franco, Marco Antônio Melo; Silva, Marcilene Magalhães da; Torisu, Edmilson Minoru

doi:10.21723/riaee.v13.nesp2.set2018.11646

Cited by 5 publications

(4 citation statements)

References 6 publications

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“…To this end, Brazilian universities have already devised strategies for strengthening psycho-pedagogical support for students who have learning difficulties (35)(36) .…”

Section: Discussionmentioning

confidence: 99%

Analysis of the factors related to academic disapproval in the education of nurses: A mixed-method study

Silva

Aredes

Júnior

2021

Rev. Latino-Am. Enfermagem

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Objective: to evaluate the frequency and factors associated to disapproval among nursing students. Method: a descriptive and cross-sectional study, outlined by the convergent mixed method. A total of 88 nursing students of a Brazilian public university took part. The Reduced Academic Experiences Questionnaire was used for evaluating academic adaptation. The association of the variables in the study with disapproval was verified by bivariate analysis. Results: the frequency of disapprovals in the sample was 68.2%, recurrences in the same discipline in 39.8%, with the associated factors: age over or equal to 22 years old (p=0.015), family income below 2 minimum wages (p=0.019) and lag in the curricular flow (p<0.001). Disciplines with higher frequencies of disapprovals are of the basic area, taught in the first two years of the course and common to the health courses. Students without disapprovals had better perception of physical and psychological well-being (p=0.002), good interpersonal relationships (p=0.017) and more assertive study behaviors (p=0.005). Personal, study-related and institutional issues were motivating. Conclusion: the results reveal a high rate of disapproval, especially in the basic area. An association was found between disapprovals and mental health for nursing students during their education process, and difficulties were pointed out that can culminate with the disapproval rate in the curricular flow.

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“…To this end, Brazilian universities have already devised strategies for strengthening psycho-pedagogical support for students who have learning difficulties (35)(36) .…”

Section: Discussionmentioning

confidence: 99%

Analysis of the factors related to academic disapproval in the education of nurses: A mixed-method study

Silva

Aredes

Júnior

2021

Rev. Latino-Am. Enfermagem

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“…Revelando-se aqui um forte contexto de influência para criação dessa meta dentro do PNE e colocando-se o questionamento: para atender aos interesses de quem é proposta a Base? Seguindo a linha do tempo 45 , cabe rememorar que o processo de construção do próprio documento foi extremamente contraditório, sendo a 1ª versão publicada em setembro de 2015, escrita a partir das 12 milhões de contribuições recebidas na primeira consulta pública, sem constar, no entanto, como foram sistematizadas e consideradas essas contribuições (MELLO; RORATO;SILVA, 2018). A 2ª versão foi publicada em maio de 2016, cinco meses após uma segunda consulta, realizada a partir do "Dia D da BNCC", ocorrido em dezembro de 2015 nas escolas de Educação Básica do país, para suposta discussão sobre o documento.…”

Section: Base Nacional Comum: Curricular é Mero Casuísmo?unclassified

Inovação pedagógica: investigações teórico-práticas no contexto educacional

Mello¹,

Freitas²

2022

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“…This perspective has aimed at soliciting a "social" practice and individual behavior, to have understood as a "lifestyle", a shared and internalized culture, aimed at improving the quality of life of people, their well-being and society [17]. These are educational proposals that promote equity and equal opportunities between different individuals, in the concept of inclusion contributes to overcoming attitudes of indifference and intolerance by establishing the will to build cultures that respect and value differences [18], from an educational perspective permanent flexible, which can address new and different needs [17]. For these reasons, people need to learn to listen, communicate, adapt to various needs, be able to react to various obstacles or difficulties, requiring strong self-confidence and an equally strong motivation in meaningful interpersonal relationships, knowing how to work in groups and make their contribution to work practices, to the community and to society.…”

Section: Fig 1 People In the Eu At Risk Of Poverty Or Social Exclusionmentioning

confidence: 99%

Building Identities for Equity and Inclusion: Autobiographic Methods for Pedagogical Purposes and Lifelong Learning

Aleandri¹

2019

EDULEARN Proceedings

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Main aim of the paper is to propose and discuss pedagogical strategies for lifelong and lifewide education, inclusion, participation, within a system based on the concept of equity, as tools capable of giving opportunities in all fields, starting with those cultural, economic and social, to all, regardless of gender, age, socio-economic status, or ethnic origin.We must take into consideration current international, European and Italian data relating to poverty, both absolute and relative, which also include educational poverty, which make the achievement of goals aimed at equity even more complex and difficult.In this perspective, it is essential to reflect and remove obstacles to ensure full right to education for all, without discrimination, in a dimension of inclusive education. In a present disoriented and disintegrating society, there is increasingly strong need for recovering own identity and subjectivity, through appropriate pedagogical strategies guided by the concept of equity.In an international scenario, also characterized by a strong economic and financial crisis, and in a national context where the expenditure on education is steadily decreasing, it has been developed an autobiographical writing project in a bottom-up perspective, through an original format used in various contexts, school, university, workplace, including some difficult, such as prison or gender anti-violence centres.Autobiographical methods, therefore, allow reflecting about self, through experiences lived in past, and to build own identity, to help in integrating and relating actively and fruitfully in society.The research project fits in the now settled tradition of narrative pedagogy (i.e., Alberici, Alheit, Cambi, Demetrio, Dominicé, Merrill, West) and it is a research/education project.An original autobiographical format and a final satisfaction questionnaire had administered. Data analysis had based on both quantitative and qualitative methodologies, the latter is a simplified protocol as result of an original reworking of Grounded Theory by Glaser and Strauss.Through retrospect, the individual is able to find a new way of life characterized by a strong educational and training impact, implying a cognitive and social change.Main results show that participants feel great need to reflect on themselves and to talk about themselves and communicate. From the various stories and from the lived experiences it emerges that the autobiographical methods represent an effective tool to recover the dimensions of personal identity but also of collective and social history. Writing about oneself, therefore, especially in difficult contexts or moments, allows recovering the dimensions of meaning of one's life. A broader reflection on oneself also reveals knowledge and deeper awareness of the skills and competences acquired and of which further educational courses to undertake in a lifelong, lifewide and lifedeep learning perspective. Moreover, the autobiographical methods prove to be of support to continue to plan one's future in a more prof...

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Inclusão e Inovação Pedagógica: políticas e práticas de formação no Ensino Superior

Cited by 5 publications

References 6 publications

Analysis of the factors related to academic disapproval in the education of nurses: A mixed-method study

Analysis of the factors related to academic disapproval in the education of nurses: A mixed-method study

Inovação pedagógica: investigações teórico-práticas no contexto educacional

Building Identities for Equity and Inclusion: Autobiographic Methods for Pedagogical Purposes and Lifelong Learning

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