(Res)significando a Educação Estatística no Ensino Fundamental: análise de uma sequência didática apoiada nas Tecnologias de Informação e Comunicação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

La adolescencia y el derecho a la educación

Existen diversos pactos, convenciones y acuerdos internacionales que prescriben de manera inalienable el derecho de todos y todas a la educación, aunque la expresión de este derecho, en cantidad y calidad, varía de un país a otro. El promedio de enseñanza obligatoria, establecida por derecho, es de diez años en los países de la región, si bien en el 50% de ellos toda la enseñanza secundaria (baja y alta) ya es obligatoria. Esto es razonable, si se considera como un umbral mínimo para aspirar a niveles de bienestar y desarrollo de capacidades a lo largo de la vida. El artículo central de esta edición de Desafíos profundiza en este tema y muestra los rezagos y metas para avanzar en la plena titularidad del derecho a la educación en adolescentes. Destacan la baja tasa de conclusión de la educación secundaria y de aprendizajes pertinentes, la fuerte estratificación socioeconómica y sociocultural, los atrasos en competencias ciudadanas y la persistencia de un nivel relativamente alto en deserción escolar, sobre todo a lo largo del ciclo secundario. Sin duda el principal reto para avanzar en el derecho a la educación es reducir brechas de logro y aprendizaje, favoreciendo a los grupos que hoy presentan mayor postergación. Junto al artículo central, y como es habitual, se informa sobre encuentros y conferencias en la región acerca de este tema durante el semestre en curso, se presentan opiniones expertas y de adolescentes, y se destacan experiencias positivas de promoción de asistencia escolar en el Uruguay y en la República Dominicana.

¿Existen diferencias en América Latina en el aporte de la educación preescolar al logro educativo futuro?: pisa 2009-2012

En este artículo se provee de evidencia sobre la existencia de diferencias en el rendimiento en pruebas académicas en la enseñanza media entre quienes asistieron al nivel inicial y quienes no lo hicieron. A partir de datos del Programa para la Evaluación Internacional de Alumnos (pisa) de 2009 a 2012 respecto de varios países latinoamericanos, se utiliza un método no paramétrico basado en la generación de contrafactuales que descompone las brechas entre factores observables y no observables. Se encuentra segregación por nivel socioeconómico en el acceso; brechas de puntajes considerables —condicionales a los controles utilizados— y más amplias mientras más tiempo se permanece en educación inicial; y diferencias importantes en las brechas entre países. En general, las brechas halladas son mayores en Lectura que en Matemáticas.

O ensino de história do Brasil no contexto republicano de 1889 a 1950 pelos livros didáticos: análise historiográfica e didático-pedagógica

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A variação entoacional da Ilha de Mosqueiro: contribuições para a formação do Atlas Prosódico Multimídia do Português do Norte do Brasil (AMPER – NORTE)

O presente trabalho teve como objetivo principal caracterizar a variação prosódica dialetal do português falado na zona rural da cidade de Belém (PA), distrito de Mosqueiro. A pesquisa de campo foi feita com base na metodologia utilizada pelo projeto AMPER, com o corpus constituído de 102 frases, obedecendo às mesmas restrições fonético-sintáticas. Dessa forma, as frases utilizadas nas gravações para a composição do corpus da zona rural de Belém analisadas neste trabalho são do tipo SVC (Sujeito + Verbo + complemento) e suas expansões com a inclusão de Sintagmas Adjetivais e Adverbiais. As sentenças do corpus têm 10, 13 e 14 vogais, sendo que os dois últimos tipos apresentam sintagma com extensão adjetival ou adverbial, respectivamente, à direita do verbo, como em “O pássaro gosta do Renato nadador” ou “O pássaro gosta do Renato de Mônaco”. Cada sentença foi repetida seis vezes, formando um corpus total de 612 frases por cada informante. Os parâmetros acústicos utilizados foram: a duração, a frequência fundamental e a intensidade. A análise dos parâmetros foi feita por meio de dados gerados nos aplicativos PRAAT, Interface MatLab e gráficos gerados no Excel. A pesquisa reuniu dados referentes a seis informantes adultos, de ambos os sexos, com nível de escolaridade fundamental, médio e superior. Os resultados forneceram um desenho entoacional comparativo entre as frases declarativas e interrogativas, além de breves observações sobre o comportamento das vogais pretônicas, postônicas e tônicas, de acordo com as estruturas acentuais e das palavras em diferentes posições frásicas. O foco foi direcionado para o Sintagma Nominal Final e suas extensões sobre o qual verificamos que a sentença interrogativa inicia sua curva melódica baixa em decorrência do pico entoacional no verbo “gosta”, e posterior ascendência na sílaba tônica; e a declarativa inicia a curva com ascendência até a pré-tônica e posterior descendência no final do percurso melódico.

Oficinas de férias experimentando genética: avaliação e contribuições para aprendizagem de alunos do ensino médio

Podemos observar que muitos jovens estão dispostos a mudar o mundo, porém, em contraste a essa afirmação, dados demonstram que ainda é grande o número evasão dos mesmos durante o Ensino Médio. Esse fato pode ser atribuído a diferentes motivos: a violência e ingresso na criminalidade, convivência familiar conflitante, má qualidade de ensino, falta de interesse ou a necessidade de trabalhar para ajudar a família ou a si próprio. Outro fator que contribui com a evasão escolar, é a falta de estímulos aos professores que, em geral, vêm sendo desestimulados pela baixa remuneração ou salários pouco atraentes, ausência de um plano de carreira promissor e recompensador, falta de infraestrutura adequada nas escolas e a falta de valorização profissional perante a sociedade, o que, por consequência, desestimula também o ingresso de jovens recém-formados na carreira da licenciatura. Nesse sentido, a necessidade de mecanismos que resgatem a qualidade do ensino nas escolas é eminente e a Universidade pode desempenhar um papel importante, pois representa uma fonte geradora de conhecimento e tecnologia, que nem sempre chegam à população. Assim a difusão de conhecimento e tecnologia, no Ensino Médio, representa um passo promissor na popularização da ciência e o início para a busca do interesse dos jovens ao conhecimento científico e suas tecnologias, através de oficinas e exposições que tem contribuído para a divulgação científica. Este trabalho tem o objetivo de avaliar a apreciação dos alunos do Ensino Médio que participaram de oficinas de férias propostas pelo Projeto de Extensão “Difundindo e popularizando a Ciência”. A pesquisa foi realizada por meio de sistematizações das respostas coletadas junto aos alunos que expressaram suas concepções sobre as oficinas a partir de formulários específicos. Num primeiro momento, trazemos dados, de 2007 a 2012, relativos a oficina Experimentando Genética, em ...

A profanação como possibilidade para a educação em filosofia no ensino médio: análise dos programas de filosofia entre 1940 e 1961

Pós-graduação em Educação - FFC

Educação sexual e autonomia: estudo de uma intervenção com alunos do ensino médio do interior do estado de São Paulo

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Indisciplina e sua relação com motivos, interesses e sentidos vinculados à atividade dos alunos: um estudo com uma classe de ensino médio da cidade de Medianeira-PR

Pós-graduação em Educação - FFC

An examination of the rate of high school completion experienced by handicapped and nonhandicapped students in the state of Texas

This research examines the graduation rate experienced by students receiving public education services in the state of Texas. Special attention is paid to that subgroup of Texas students who meet Texas Education Agency criteria for handicapped status. The study is guided by two research questions: What are the high school completion rates experienced by handicapped and nonhandicapped students attending Texas public schools? and What are the predictors of graduation for handicapped and nonhandicapped students?^ In addition, the following hypotheses are explored. Hypothesis 1: Handicapped students attending a Texas public school will experience a lower rate of high school completion than their nonhandicapped counterparts. Hypothesis 2: Handicapped and nonhandicapped students attending school in a Texas public school with a budget above the median budget for Texas public schools will experience a higher rate of high school completion than similar students in Texas public schools with a budget below the median budget. Hypothesis 3: Handicapped and nonhandicapped students attending school in large Texas urban areas will experience a lower rate of high school completion than similar students in Texas public schools in rural areas. Hypothesis 4: Handicapped and nonhandicapped students attending a Texas public school in a county which rates above the state median for food stamps and AFDC recipients will experience a lower rate of high school completion than students living in counties below the median.^ The study will employ extant data from the records of the Texas Education Agency for the 1988-1989 and the 1989-1990 school years, from the Texas Department of Health for the years of 1989 and 1990, and from the 1980 Census.^ The study reveals that nonhandicapped students are graduating with a two year average rate of.906, while handicapped students following an Individualized Educational Program (IEP) achieve a two year average rate of.532, and handicapped students following the regular academic program present a two year average graduation rate of only.371. The presence of other handicapped students, and the school district's average expense per student are found to contribute significantly to the completion rates of handicapped students. Size groupings are used to elucidate the various impacts of these variables on different school districts and different student groups.^ Conclusions and implications are offered regarding the need to reach national consensus on the definition and computation of high school completion for both handicapped and nonhandicapped students, and the need for improved statewide tracking of handicapped completion rates. ^

Locus of control as a predictor of students dropping out of high school

Education is related to health. In cross-sectional data, education level has been associated with physical functioning. Also, lower levels of education have been associated with health behaviors including smoking, alcohol use, and greater body weight. In school, students may benefit from greater exposed to health-related messages, while students who have dropped out may be more susceptible to influences regarding negative health behaviors such as smoking. ^ Improved school retention might improve long-term health outcomes. However, there is limited evidence regarding modifiable factors that predict likelihood of dropping out. Two likely psychosocial measures are locus of control and parent-child academic conversations. In the current study, data from two waves of a population-based longitudinal survey, the National Education Longitudinal Survey, were utilized to evaluate whether these two psychosocial measures could predict likelihood of dropping out, for students (n = 16,749) in tenth grade at 1990, with dropout status determined at 1992, while controlling for recognized sociodemographic predictors including parental income, parental education level, race/ethnicity, and sex. Locus of control was measured with the Pearlin Mastery Scale, and parent-child academic conversations were measured by three questions concerning course selection at school, school activities and events, and things the student studied in class. ^ In a logistic regression model, with the sociodemographic control measures entered in a first step before entry of the psychosocial measures in a second step, this study determined that lower levels of locus of control were associated with greater likelihood of dropping out after two years (odds ratio (OR) = 1.11, 95% confidence interval (CI) 108 to 1.15, p < .001), and two of the three parent-child academic discussion items were associated with greater likelihood of dropping out after two years (OR = 1.69, CI 1.48-1.93, p < .001; OR = 1.22, CI 1.05-1.41, p = .01; OR = 1.01, CI .88-1.15, p = .94). ^ It is possible that interventions aimed at improving locus of control, and aimed at building parent-child academic conversations, could lower the likelihood of students dropping out, and this in turn could yield improved heath behaviors and health status in the child's future. ^

Using service-learning to encourage community health advocacy among high school students

The project outlined throughout this program management plan aims to develop a health-focused student advocacy group in the San Antonio Independent School District (SAISD). At its core, this project will be an opportunity for SAISD students to engage in service-learning, through which they will learn and develop by designing, organizing and participating in meaningful public health service experiences. ^ This program management plan addresses the genuine need for public health community education by using the service-learning model as a framework to engage students to effect change. The plan delineates the process by which the student advocacy group is to be assembled, selection of service-learning project, project objectives, technical objectives, and communication requirements. Ideally, the plan should help to facilitate project coordination, communication, and planning, and to support the direction of resources. The appendices that follow also provide useful tools with which to follow through with project implementation. ^ The plan is about more than providing a tool to educate students about the health issues in their community. It is about providing a way to teach health advocacy and self-interest and encourage civic engagement via public health. Students have the potential to positively effect lasting change among their peers, in their schools and in the community.^

Addressing teenage pregnancy in rural areas: A case study from Liberty County, Texas

This study explores the issue of teenage pregnancy in a case study of Liberty County, a rural area in Texas with no public health department. It also describes the decision-making process and barriers faced in the beginning phases of adopting a sexual education program, and sets forth an implementation plan for two school districts on disseminating an evidence-based, comprehensive curriculum. Methods include a review of epidemiological data surrounding teenage pregnancy on the national, state, and county level; a literature review of factors related to teenage pregnancy and past interventions implemented in a rural community; a policy review of past and current bills in Legislature; and an analysis of barriers and decision making in implementing an evidence based program through qualitative observations, discussions with community members during meetings, presentations, and discussions. Results of this study indicate that there is a lack of research conducted in rural areas in the field of teenage pregnancy prevention and sexual education programs. Barriers experienced in Liberty County are shown to be consistent in scientific literature such as funding, logistical issues, and problems approaching the School Board in adopting a comprehensive sexual education program. This study fills a large gap in the literature on rural adolescents and attempts to analyze the process of decision-making in a rural area related to adoption of sexual education programming. In order to relieve this health disparity, further research should focus on rural areas to gain insight on the attitudes and behaviors of rural adolescents and beliefs among community stakeholders.^

Indicators of obesity and the educational attainment of the Czech female population

The aim of this paper was to evaluate the relationship between selected indicators of obesity and the highest completed level of education in the adult female population of the Czech republic. As basic indicators of obesity, these following parameters were selected and measured via the bioimpedance method on the device InBody 720: BMI, WHR (waist-to-hip ratio), % body fat, % skeletal muscle mass, fitness score. The educational attainment of the tested women was inquired by a questionnaire. Based on the responses, we subsequently divided our sample into four categories according to the level of education: primary education, secondary education-apprenticeship, secondary education-graduate diploma, and university. The research was realized within the project CZ.1.07/2.3.00/20.0044. The measurements on the device InBody 720 and the accompanying survey were conducted between 2011-2013 in different regions of the Czech Republic. The sample consisted of 754 women divided into 3 age groups (18-39, 40-59, 60+ years). Based on the results (p<0.05), we can say that average values of the indicators obesity (BMI: 22.76, 24.88, 26.49 kg/m2, WHR: 0.85, 0.88, 0.90 and % body fat: 25.76, 30.23, 34.62%) increase with the increasing age of examined women. The average values of the fitness score (75.53, 73.86, 70.04 points) and % skeletal muscle mass (40.78, 38.15, 33.95%) decrease with increasing age. With regard to the educational attainment, women with secondary education-apprenticeship achieved the worst results. In contrast, the values in university educated women were the best in most indicators of obesity.

Alumnado con necesidades específicas de apoyo educativo de Educación Secundaria Obligatoria y el consumo de las TIC en la Región de Murcia

Este artículo tiene como objetivo abordar la dimensión formativa y comunicativa entre las Tecnologías dela Información y la Comunicación (TIC) y el alumnado de Educación Secundaria Obligatoria para establecer un mayor conocimiento sobre qué y cómo estos jóvenes las usan, acceden a sus formatos e interaccionan con sus contenidos. Así se presentan los resultados de una investigación, realizada en 15 centros educativos de titularidad pública y concertada dela Comunidad Autónoma de la Región de Murcia (España), en la que se ha pretendido conocer el equipamiento, uso y consumo de medios digitales (Internet, redes sociales, teléfono móvil, consola de videojuegos y televisión) del alumnado con necesidad específica de apoyo educativo, según la LOE (2006), escolarizado en 3º y 4º de Educación Secundaria Obligatoria (ESO) y la existencia de diferencias respecto del alumnado sin dichas necesidades educativas. Para ello, 2734 alumnos, de los que 487 tenían necesidad específica de apoyo educativo, participaron a través de un cuestionario de 73 ítems con cuatro opciones de respuesta. Los datos fueron analizados con el paquete estadístico SPSS for Windows 15.0, utilizando estadísticos descriptivos. De los resultados conseguidos en esta investigación destacamos que en todas las dimensiones analizadas no existen grandes diferencias entre los dos grupos de alumnos que hemos establecido, pues se aprecia que determinados medios digitales usuales, como Internet, teléfono móvil, consola de videojuegos y televisión, son utilizados por todo el alumnado participante. No obstante, existen matices importantes que marcan diferencias entre ellos.