Universidade Luterana do Brasil: Periódicos ULBRA
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Primeras traducciones de libros de Blanchot al español: Sade y Lautréamont (1967) y El Espacio Literario (1969) en ediciones argentinas
Get PDFEn este trabajo analizamos las primeras traducciones al español de libros del escritor francés Maurice Blanchot, tomando como referencia el conjunto de su obra enmarcada en ejercicios de crítica literaria. Nos referimos a Sade y Lautréamont traducido por Marcia Cerretani para Ediciones del Mediodía en 1967, y a El espacio literario traducido por Vicky Palant y Jorge Jinkis para Paidós en 1969. Teniendo en cuenta que en el estado de la cuestión no hay investigaciones específicas sobre estas traducciones, proponemos un abordaje amplío para estudiarlas, combinando el trabajo de archivo sobre las traducciones correspondientes, entrevistas, trabajos sobre historia de la edición y la traducción en Argentina, así como también un análisis detenido sobre momentos específicos de la obra de Blanchot
Formative Assessment and Mathematics Education: the Perspective of In-Service Mathematics Teachers
Get PDFBackground: Although there is consensus on the favourable impact of formative assessment (FA) on learning, it is unclear to what extent general FA strategies are directly applicable to the specific field of mathematics education. Objective: Study the relevance of a questionnaire which describes 26 FA practices supported by Wiliam’s model in the particular context of mathematics education. Design: Mixed, the frequency and feasibility are consulted through a questionnaire and in-depth interviews. Participants: Thirty in-service mathematics teachers answered the survey and of ten invited, three agreed to be interviewed. Data analysis: We carried out a descriptive analysis for quantitative data and qualitative thematic analysis. Results: The strategies of collecting evidence, feedback, collaboration, and self-regulated involvement in learning are viable and frequent in mathematics education, however, the strategy of clarifying and sharing goals requires adaptation to the context. In addition, nine novel FA practices are described. The implementation of formative assessment creates tensions with the summative function, it is laborious to implement and consequently takes time outside the classroom. Conclusion: We identified that FA practices are frequent and feasible to implement. Clarifying and sharing goals requires the adequacy of the mathematical context
Towards Greater Understandings of Scientific Practices in Science Education: An Analysis of the Publications
Get PDFBackground: Educational guiding documents in Science Education (NRC, 2012; NGSS, 2013) have given great importance to Scientific Practices. Thus, a greater understanding of what the scientific community understands as Scientific Practices is relevant. Objectives: I) To analyse the understandings of the term Scientific Practices in Science Education publications of the last decade (2010-2019); II) To synthesize convergent and divergent points regarding the understandings of Scientific Practices in the literature; and III) To critically discuss trends among the understandings of Scientific Practices in the field of Science Education. Design: a qualitative investigation based on Okoli (2015) and Bardin (2011). Setting: 44 articles published in international Science Education journals in the last decade (2010-2019). Data collection and analysis: An inventory was filled out for each article in order to understand the use and understandings of the term Scientific Practices in the field. Results: Three categories emerged regarding the understandings: Articles that presented understandings of Scientific Practices aligned with the National Research Council (NRC) (D1); Articles that presented other understandings of Scientific Practices (D2), based on sociological, philosophical and historical references; and Articles that did not present their understandings of Scientific Practices (D3), although the term was used throughout the text. Conclusions: Understandings of Scientific Practices aligned with the NRC’s discussions represent the dominant conceptualization among the research (59.1%), however clear and explicit definitions for Scientific Practices, as well as deepening the theoretical discussions of Scientific Practices is still required in Science Education publications due to the different understandings present in the field
Políticas curriculares para a formação docente e a fabricação da docência gerencialista
Get PDFEste estudo tem como objetivo analisar as relações entre a Base Nacional Comum Curricular e as novas Diretrizes para a formação inicial e continuada de professores da Educação Básica - BNC da Formação de Professores, assim como analisar os impactos daí decorrentes sobre a formação e o trabalho docente. A pesquisa de abordagem qualitativa, desenvolveu um diálogo teórico e metodológico embasado em estudos do campo das políticas educacionais, do currículo, da formação de professores e do trabalho docente. Percebe-se que a consolidação dessas políticas de uniformização e padronização curricular disseminam sentidos e significados na constituição dos modos de ser, estar e agir dos docentes – para fabricação de uma determinada docência
Fake News Phenomenon: Formation of Beliefs under Pragmatic Optics and Mathematical Education
Get PDFBackground: Few studies in mathematics education have been looking at the new dynamics of communication with focus on the analysis of speeches propagated by false news. This social phenomenon is worrying: news that uses mathematical arguments to guide, shape, and reflect public opinion and popular thinking based on misleading information. Objectives: The aim of this investigation was to understand the role of mathematics education in the process of strengthening democracy. Data collection and analysis: A video published on a YouTube channel, in which mathematical arguments are used to convince public opinion about a certain point of view, was the object of the study whose result is presented in this paper. Design: With theoretical-methodological procedures that are based on the pragmatic theory of fixation of beliefs and on the verification of the mathematical content, the analysis adopted a qualitative approach. Setting and Participants: This is a study about a video considered false by news agencies, aired by a famous Brazilian journalist. Results: The study of fake news and desinformation scenario has allowed us to observe that mathematical speeches linked to the ideology of mathematical certainty are responsible for the establishment of beliefs and the formation of opinions by authority and tenacity methods. Conclusions: We conclude that mathematical models and mathematical discourses used in virtual communication environments can be responsible for camouflaging the human factor in political decisions and obscuring the visibility of ethical and morality variables
“Aquí la palabra es arcoíris” de Yolanda Rossman Tejada: Panorama poético de mujeres del caribe nicaragüense
Get PDFA partir de la antología poética “Aquí la palabra es arcoíris”, compilada en 2010 por Yolanda Rossman, este artículo realizará un recorrido panorámico en torno a ciertas poéticas contemporáneas de mujeres del Caribe nicaragüense. Asimismo, hará referencia a la gestación de dicha antología, considerada pionera. Con el fin de destacar las particularidades multiétnicas de esta región centroamericana, las cuales se encuentran reflejadas en los poemas comentados, también se propone una breve aproximación al contexto socio-cultural e histórico
Teacher Training and the use of the Abacus in the Practice of Quantifying Physical Quantities
Get PDFBackground: Several studies in mathematics education show the use of the physical abacus in the activities of teachers in initial graduation, emphasising, in their manipulation, practices with addition or subtraction operations, or yet, which express a direct translation of the numeral to the physical abacus and, vice versa, without, however, explaining part of the complexity involved the social practice of quantifying physical quantities, which even makes possible the structuring of the numeral. Objective: To show that the use of the abacus by teachers in initial training may not ensure the realisation or mastery of the practice of quantifying physical quantities with discrete units. Design: In this sense, a study and research path (SRP) was carried out based on the training of early years teachers. Environment and participants: 25 students in initial training of a degree course at a public educational institution participated in an activity on decimal number system (DNS), but largely positional number system (PNS), proposed based on a problem in an unusual context (for them), they mobilised to face and answer questions. Data collection and analysis: We present an excerpt from the empirical research forwarded by Ferreira (2020) with teachers in initial training. Results: The data observed in the empirical confirms the hypothesis of the existence of a problem regarding the use of the abacus as a possible facilitator in the structuring of non-decimal numbers through the practice of quantifying physical quantities. Conclusions: The results found with the teachers revealed, in addition to the problem of teacher training on what to teach and how to teach numerals, that using the abacus made it difficult, if not hindered, the practice of quantifying physical quantities with discrete units. We also found changes in the quality of the teachers’ relationships with structuring decimal and non-decimal numbers
PluriVox Program in Brazil’s Unified Health System: five-step group work to promote patient health behaviors - DOI https://doi.org/10.29327/226091.55.1-12
No full textThis paper describes PluriVox, a user-friendly program aimed to improve group process and dynamics and to promote the health of undeserved population. PluriVox is grounded in psychoeducation, and it can be used in public health efforts to encourage service consumers (“patients”) to become more active in realizing their own health-related needs through participation in health promotion groups. We suggest PluriVox as a strategy to help service providers (e.g., physicians, nurses, community health workers) and consumers to work as co-producers of health. PluriVox contains five competencies to help group facilitators: (1) observation protocol; (2) strategies to support group facilitation; and (3) group facilitator training. Training uses participatory methods that take only 15 hours. Herein we provide a description of how PluriVox was developed using group work theories. A preliminary evaluation suggests that PluriVox has potential to improve health professionals' capacity to facilitate health promotion groups in a Unified Health System
Some Theoretical References Related to Advanced Mathematical Thinking
Get PDFBackground: In Mathematics Education, the theoretical reference of Advanced Mathematical Thinking has contributed to some research. However, others opt for a different but somehow related theoretical reference. Identifying the similarities and differences between those references can elucidate the researcher’s motivations when adopting one or another reference. Objective: to synthesise three studies involving Mathematical Creativity, Advancing Mathematical Activity and Advanced Mathematical Knowledge, respectively, and to illustrate possible contributions of those theoretical references in the analysis of a written production. Design: the research is qualitative and theoretical and speculative so that theoretical relationships were carried out and used later in the analysis of the written production. Setting and Participants: the research involves a participant with a degree in mathematics with whom the researchers had a virtual interaction to present the questions. Data collection and analysis: the procedures performed in the resolution of questions prepared based on the OBMEP question bank are analysed and, with the support of this example of analysis, possible contributions of each reference in the analysis of a written production are discussed. Results: none of the references covers all the thinking mobilised in the activity, but each one favours the focus on specific aspects that were verified in the written production of the research participant, in line with the similarities and divergences emphasised in the theoretical appreciation of each reference. Conclusions: the knowledge of different theoretical frameworks provides the teacher with foundations to exercise their teaching practice and the researcher with options for an adequate choice for their research