Educação ambiental e contexto escolar: questões para um programa de pesquisas

In this paper are systematized the discussions conducted by GDP "Research in EA and School Context", in VII EPEA, which have had, as its main axis, themes, authors and theoretical perspectives privileged in research presented at the event and declared themselves affiliated to this GDP. The dialogue with researches from previous meetings and other, aims to deepen the questions posed by the research group. The discussions allowed to identify themes and issues that present themselves as significant and challenging for research in EA in the school context, namely the conversion of schools into sustainable educational spaces; public-private partnerships, with great interest from companies and NGOs in school spaces, waving kits with educational materials produced for the school; lack of investment in public policies for teacher training in EA; tendency to an adherence to critical environmental education, without, however, have clear theoretical and methodological commitments under this option.

Identidade e estudos organizacionais: em direção a um novo paradigma?

This paper aimes to contribute to the analyzes of Caldas and Wood Jr (1997) concerning to the concept of identity. That concept has been developed in Organization Studies under the propositions of Albert and Whetten (1985). In that way, identity concept has been defined by the following characteristics: centrality, distinctiveness and continuity. Nevertheless, a new paradigm has been emerging within social science. In this paper, we present a synthesis on how the concept of identity has been discussed in Social Psychology and Cultural Studies. For both theoretical perspectives, the ideas of centrality and durability are put into doubt, as identity is seen as dynamic and fragmentary. Besides that, we intend to show how the new paradigm is getting formed within Organizational Studies, especially considering international context. Considering that the emerging organizational ideas concerning identity show proximity with those proposed by Social Psychology and Cultural Studies, we raise possible questions that the new paradigm will have to face.

Concepções e corporeidades docentes na educação infantil

Pós-graduação em Educação Escolar - FCLAR

Uma pesquisa didático-epistemológica na formação inicial em ciências biológicas: como a evolução forjou a grande quantidade de criaturas que habitam o nosso planeta?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Densa tessitura: uma leitura em contraponto, a visão da academia sobre a produção literária de Marina Colasanti

Pós-graduação em Letras - FCLAS

Homossexualidades nas pesquisas em pós-graduação em psicologia: da despatologização à luta por direitos

Pós-graduação em Psicologia - FCLAS

Os Estados Unidos e o Órgão de Solução de Controvérsias (OSC) da OMC: Um estudo da participação dos EUA na criação e no uso do mecanismo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Uma nova forma de narrar a história: a renovação do romance histórico em Luiz Ruffato

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O papel das tecnologias digitais em disciplinas de álgebra linear a distância: possibilidades, limites e desafios

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O estatuto moral dos animais não-humanos em uma perspectiva sistêmica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Perspectives on the use of lakes and ponds as model systems for macroecological research

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Aboutness in Fiction: Methodological Perspectives for Knowledge Organization

The subject analysis of narrative texts of fiction is complex; the methodological model of identification of concepts as elaborated for scientific texts is not applicable to fiction. It is proposed here that theoretical and methodological use of the Generative Trajectory of Meaning postulated by Greimas may contribute to the identification of aboutness in narrative texts of fiction.

Competences in the classroom in the perspectives of foreign language teachers

In this article we raise some considerations about teachers’ competences, from the perspective of teachers in the Brazilian public sector. The theoretical framework includes articles by Paulo Freire (2001), Philippe Perrenoud (2012), Edgar Morin (2003) and Maurice Tardif (2002) and, based on these authors, we reflect upon issues concerning teachers’ competences taking answers provided by the Brazilian language teachers as a departing point. In a teachers’ course, followed by the same teachers, we posed the main question in our study: Which competences are necessary for a teacher to be considered a good professional at present? From the answers given individually and group discussions we proceeded to a comparative analysis with the adopted framework, and other issues concerning teachers’ competences were considered as well. All the participants mentioned the same two competences, the use of technology and sound knowledge of the course content, and other competences were pointed out by the various teachers as well. Such procedure, besides providing data for our study, also helped as a self-reflexive activity for the teachers involved, about their own professional performance. Given the issues raised in the theoretical texts and the answers provided by the teachers, we expect to revisit the competences necessary for foreign language teacher efficient performance.