O ensino do léxico de língua portuguesa na educação de jovens e adultos (EJA)

Pós-graduação em Estudos Linguísticos - IBILCE

A gestão democrática em uma escola de educação de jovens e adultos

This paper addresses the democratic school management within the school organizations. For this, initially made brief remarks on labor relations, the development of administrative and organizational theories. Later, we reflect on how the se labor relations are organized in the educational environment and what education theoretical contributions to the development of school management in Brazil. Therefore, we discuss the Brazilian educational policies that postulate and legitimate democratic school management. Studies of everyday guided the theoretical basis of this work, we wonder what school subject dealing with the discourse of democratic and participative management. Forward the hypothesis that participatory management should be a prominent space in schools, the aim of this study was to investigate the school management of a municipal school of Youth and Adult Education, which brings in your organization pedagogical foundation and educational principles espoused by Paul Freire. The specific objectives of the study are: a) to investigate and describe how is the organization's management of school youth and adults; b) understand the role of managers; c) check how teachers and administrators understand the process of managing this school. From a methodological point of view the daily life of the studies led this work to procedures and qualitative analysis of ethnographic referring to practices that have occurred in adult education school along with the theoretical foundation. Participated in this research members of the school management group and four teachers of Youth and Adult Education rooms. The results obtained showed that dialogue and democracy go together, that the school is an organization with different world views, which need to be primarily present in the identity of the schools. It was also possible to find different democratic practices in the management and organization of the Educational Center that make school subjects become...

Time series analysis of jaw muscle contraction and tissue deformation during mastication in miniature pigs

Masticatory muscle contraction causes both jaw movement and tissue deformation during function. Natural chewing data from 25 adult miniature pigs were studied by means of time series analysis. The data set included simultaneous recordings of electromyography (EMG) from bilateral masseter (MA), zygomaticomandibularis (ZM) and lateral pterygoid muscles, bone surface strains from the left squamosal bone (SQ), condylar neck (CD) and mandibular corpus (MD), and linear deformation of the capsule of the jaw joint measured bilaterally using differential variable reluctance transducers. Pairwise comparisons were examined by calculating the cross-correlation functions. Jaw-adductor muscle activity of MA and ZM was found to be highly cross-correlated with CD and SQ strains and weakly with MD strain. No muscle’s activity was strongly linked to capsular deformation of the jaw joint, nor were bone strains and capsular deformation tightly linked. Homologous muscle pairs showed the greatest synchronization of signals, but the signals themselves were not significantly more correlated than those of non-homologous muscle pairs. These results suggested that bone strains and capsular deformation are driven by different mechanical regimes. Muscle contraction and ensuing reaction forces are probably responsible for bone strains, whereas capsular deformation is more likely a product of movement.

Making Learning Visible: Peer Review and the Scholarship of Teaching

This is the promotional brochure from the March 2004 national conference, Making Learning Visible: Peer Review and the Scholarship of Teaching. This conference was hosted by the UNL Peer Review of Teaching project and the University of Nebraska-Lincoln.

A gestão democrática em uma escola de educação de jovens e adultos

This paper addresses the democratic school management within the school organizations. For this, initially made brief remarks on labor relations, the development of administrative and organizational theories. Later, we reflect on how the se labor relations are organized in the educational environment and what education theoretical contributions to the development of school management in Brazil. Therefore, we discuss the Brazilian educational policies that postulate and legitimate democratic school management. Studies of everyday guided the theoretical basis of this work, we wonder what school subject dealing with the discourse of democratic and participative management. Forward the hypothesis that participatory management should be a prominent space in schools, the aim of this study was to investigate the school management of a municipal school of Youth and Adult Education, which brings in your organization pedagogical foundation and educational principles espoused by Paul Freire. The specific objectives of the study are: a) to investigate and describe how is the organization's management of school youth and adults; b) understand the role of managers; c) check how teachers and administrators understand the process of managing this school. From a methodological point of view the daily life of the studies led this work to procedures and qualitative analysis of ethnographic referring to practices that have occurred in adult education school along with the theoretical foundation. Participated in this research members of the school management group and four teachers of Youth and Adult Education rooms. The results obtained showed that dialogue and democracy go together, that the school is an organization with different world views, which need to be primarily present in the identity of the schools. It was also possible to find different democratic practices in the management and organization of the Educational Center that make school subjects become...

Approach to Food and Nutrition issues in Teaching Materials in Elementary School: interface with food and nutritional security and national curriculum parameters

Food and Nutrition Security (FNS) must be ensured to everybody. The school environment is favorable to the formation of healthy habits and citizenship. The National Curriculum Parameters (PCNs) guide the promotion of health concepts in a transversal way in the school curriculum. This study aimed to identify and analyze the approach used for food and nutrition themes in Fundamental Education's teaching material and its interface with the concept of FNS and the PCNs. Documental research was conducted on the teaching material from 5th to 8th grades of Fundamental Education in Public School of the state of Sao Paulo. The diffuse presence of food and nutrition themes was found in most disciplines in all bimesters in the four series, which shows the interdisciplinarity in health. It was found that the PCNs are related to the concept of SAN in its various aspects and that most subjects include topics that approach this relationship. In the correlation between themes, there is emphasis to health promotion and food production. The methodology used in the teaching material presents the theme, but not the correspondent content, what made the analysis of its suitability impossible. We conclude that there is the approach of the issues related to food and nutrition in the teaching material, some of them in an inconsistent way; it is the educators' task to select the contents and the appropriate strategy, doing an effort of constant update. This isbeing proposed by the State, however it is not accessible to all professionals and therefore still depends on the initiative of each teacher.

Teaching of the Integrated Management of Childhood Illness strategy in undergraduate nursing programs

Objective: To describe and analyze the teaching of the Integrated Management of hildhood Illness (IMCI) strategy on Brazilian undergraduate nursing programs. Method: Integrating an international multicentric study, a cross-sectional online survey was conducted between May and October 2010 with 571 undergraduate nursing programs in Brazil Results: Responses were received from 142 programs, 75% private and 25% public. 64% of them included the IMCI strategy in the theoretical content, and 50% of the programs included IMCI as part of the students’ practical experience. The locations most used for practical teaching were primary health care units. The ‘treatment’ module was taught by the fewest number of programs, and few programs had access to the IMCI instructional manuals. All programs used exams for evaluation, and private institutions were more likely to include class participation as part of the evaluation. Teaching staff in public institutions were more likely to have received training in teaching IMCI. Conclusion: In spite of the relevance of the IMCI strategy in care of the child, its content is not addressed in all undergraduate programs in Brazil, and many programs do not have access to the IMCI teaching manuals and have not provide training in IMCI to their teaching staff.

Fidelity and game-based technology in management education

This study explores educational technology and management education by analyzing fidelity in game-based management education interventions. A sample of 31 MBA students was selected to help answer the research question: To what extent do MBA students tend to recognize specific game-based academic experiences, in terms of fidelity, as relevant to their managerial performance? Two distinct game-based interventions (BG1 and BG2) with key differences in fidelity levels were explored: BG1 presented higher physical and functional fidelity levels and lower psychological fidelity levels. Hypotheses were tested with data from the participants, collected shortly after their experiences, related to the overall perceived quality of game-based interventions. The findings reveal a higher overall perception of quality towards BG1: (a) better for testing strategies, (b) offering better business and market models, (c) based on a pace that better stimulates learning, and (d) presenting a fidelity level that better supports real world performance. This study fosters the conclusion that MBA students tend to recognize, to a large extent, that specific game-based academic experiences are relevant and meaningful to their managerial development, mostly with heightened fidelity levels of adopted artifacts. Agents must be ready and motivated to explore the new, to try and err, and to learn collaboratively in order to perform.

Pensamiento del profesorado y alumnado sobre la integración de las TIC y su uso en los centros de adultos de Canarias

Programa de doctorado: Formación del profesorado

Die psychologische Kampfführung

Nach dem Ende des Zweiten Weltkriegs wurden auf dem Gebiet der Bundesrepublik Deutschland zahlreiche Organisationen gegründet, die es sich zur Aufgabe machten, auf die Meinungsbildung im Osten und Westen Einfluss zu nehmen. Dazu zählte von 1957 bis 1990 die Psychologische Kampfführung / Psychologische Verteidigung der Bundeswehr (PSK/PSV). Ihr primäres Ziel war es, das Staats- und Gesellschaftssystem der Bundesrepublik nach innen und außen zu konsolidieren. Der Dissertationsschrift liegt ein interdisziplinärer Ansatz zugrunde: Zum einen wird die PSK/PSV im Kontext der Propagandageschichte und -theorie dargestellt und untersucht – von diesem Standpunkt aus betrachtet handelt es sich um eine publizistikwissenschaftliche Untersuchung. Zum anderen wird die Wirklichkeit der PSK/PSV mit erziehungswissenschaftlichen Begriffen beschrieben, analysiert und unter pädagogischen Gesichtspunkten diskutiert – aus dieser Sichtweise liegt hier eine erziehungswissenschaftliche Untersuchung vor. Die PSK/PSV stand historisch betrachtet keineswegs im wertfreien Raum. Vor allem die Ausprägungen von Propaganda im Dritten Reich – aber auch in der Deutschen Demokratischen Republik – spielten für die PSK/PSV eine bedeutende Rolle. Sie waren gewissermaßen stets zu meidende (politische) rechte und linke Grenze in dem Unterfangen, eine eigene Form von Propaganda zu entwickeln und zu betreiben. Die PSK/PSV wirkte unter politischer Zielsetzung auf Einstellungen und Verhalten von Personen beiderseits des Eisernen Vorhangs ein. Ihre Aktivitäten weisen in auffälliger Weise Schnittmengen zu Feldern der Erziehung auf. Die unterschiedlichen pädagogischen Programme und Strategien der vier PSK/PSV-Bereiche – (1) Lehr- und Forschungsstätten, (2) PSK/PSV-Truppe, (3) Deutsche Gesellschaft für Sozialbeziehungen e.V. und (4) Studiengesellschaft für Zeitprobleme e.V. – werden in der Dissertationsschrift dargestellt, analysiert und bewertet. In den Schlussbetrachtungen wird unter pädagogischen Gesichtspunkten diskutiert, ob der in Presse und Politik geäußerte Vorwurf einer Nähe der PSK/PSV zur Propaganda und Erziehung im Dritten Reich haltbar ist.

Effectiveness of individual resource-oriented joint protection education in people with rheumatoid arthritis. A randomized controlled trial

the modern joint protection (JP) concept for people with rheumatoid arthritis (RA) is an active coping strategy to improve daily tasks and role performance by changing working methods and using assistive devices. Effective group JP education includes psycho-educational interventions. The Pictorial Representation of Illness and Self Measure (PRISM) is an interactive hands-on-tool, assessing (a) the individual's perceived burden of illness and (b) relevant individual resources. Both issues are important for intrinsic motivation to take action and change behaviour. This study compared individual conventional JP education (C-JP) with PRISM-based JP education (PRISM-JP).

Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educational career in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, the critical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument used in the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38 preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to the teaching of science as inquiry. Based on the results and the associated data analysis, mean and median values demonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.

UNDERSTANDING PEOPLE'S ADOPTION OF INDIVIDUAL-USE RENEWABLE ENERGY TECHNOLOGY

This thesis attempts to understand why people adopt or reject individual-use renewable energy technologies (IURET). I used factors from Everett Rogers' Diffusion of Innovation Theory to understand how people's perceptions towards the characteristics of a given IURET (such as price, compatibility, complexity, etc.), the characteristics of the individual adopter (such as innovativeness and environmental awareness), and the communication network (inter-personal communications and mass media) can influence adoption. An online questionnaire was sent to 101randomly selected Michigan households (using random digit dialing) to ask people whether or not they had adopted at least one IURET and to assess the above-mentioned factors from Rogers' theory. Data analysis was then conducted in SPSS using Chi-squared and binary logistic regression to determine the relationship between adoption behaviors (the dependent variable) and the factors from Rogers' theory (the independent variables) while controlling for education. The results show that Rogers' factors of price and observability and the control variable of education were all significant in explaining adoption but the other factors of Rogers' theory were not. For example, if individuals perceive the price of IURET to be reasonable or if they observe their neighbors using these technologies, then they are more likely to adopt. These results indicate that, if we want to promote greater adoption of IURET, we should focus our efforts on making the price of IURET more affordable through incentives and other mechanisms. Adopters should also be given some form of reward if they provide free demonstrations of their IURET in use to their neighbors to take advantage of the observability effects.

Citizenship Education – Between Social Inequality and the Promises of Modernity

For several reasons citizenship and democracy has moved into political and research focus. Socio-cultural tensions and inequalities created by globalisation processes boosted by neo-liberal modes of government seem to inspire a concern with “social cohesion”, and the European Community assigns a key role to education in engendering European democratic citizenship. It can be questioned whether it is within the scope of educational programmes to ensure social integration and democracy. However, to clarify the perspectives of the educational issue, the article discusses the conflicts and relationships between cultural identity and democracy within a framework of modernity before returning to the issue of education for democratic citizenship. It is shown on the basis of empirical studies that family background interacts with school factors in the reproduction of democratic inequalities. It is also indicated, however, that this must not be considered an unchangeable pedagogical fact, and the article briefly sketches a set of pedagogical and research challenges concerned with educating for democratic empowerment at different levels of school practice. Although this paper focuses on education and the educational system, the arguments and findings presented can also claim relevance for social pedagogy and social work, esp. in respect of recent developments that stress the educational dimensions of social work.

Mobile Learning – Begriff, Modelle, Forschung

Der vorliegende Übersichtsartikel betrachtet Mobile Learning aus einer pädagogisch-psychologischen und didaktischen Perspektive. Mobile Learning (M-Learning), das seit Mitte der 1990er in unterschiedlichsten Kontexten Einzug in den Bildungssektor hielt, ist ein dynamisches und interdisziplinäres Feld. Dynamisch, weil M-Learning durch die rasche Entwicklung im Bereich der Informations- und Kommunikationstechnologie, wie kaum ein anderes Forschungsfeld, einem derart großen Wandel unterworfen ist. Interdisziplinär, weil durch das Zusammentreffen von mobiler Technik und Lernen auch unterschiedliche Fachdisziplinen betroffen sind. Die verschiedenen Sichtweisen und auch die Komplexität des Feldes haben dazu geführt, dass bis heute keine einheitliche Definition des Begriffs besteht. Ziel dieses Übersichtsartikels ist es, den aktuellen Forschungsstand aus didaktischer und pädagogisch-psychologischer Sicht aufzuzeigen. Dazu werden zunächst wichtige Komponenten des M-Learning-Begriffs herausgearbeitet und daran anschließend didaktisch bedeutsame theoretische Ansätze und Modelle vorgestellt sowie kritisch betrachtet. Basierend auf dieser theoretischen Ausgangslage wird dann ein Rahmen gezeichnet, der verdeutlichen soll, wo empirische Forschung aus didaktischer und pädagogisch-psychologischer Sicht ansetzen kann. Entsprechende empirische Studien werden ebenfalls vorgestellt, um einen Eindruck des aktuellen empirischen Forschungsstandes zu geben. Dies alles soll als Ausgangspunkt für den zukünftigen Forschungsbedarf dienen.