Universidade Luterana do Brasil: Periódicos ULBRA
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El imaginario infantil en la poesía para niños actual: un estudio comparativo
Get PDFUno de los temas principales de la poesía escrita para niños es el imaginario infantil procedente de los cuentos tradicionales. Son muchos los poemas o incluso los libros de versos para niños que reescriben episodios tomados de ellos o que se desarrollan a partir de sus personajes, ya sea de una manera didáctica, lúdica o lírica. Ahora bien, ¿qué ocurre con esas versiones en verso de los cuentos de siempre? ¿Se trata realmente de poesía o son solo narraciones versificadas con más o menos fortuna? En el presente trabajo trataremos de responder a dicha cuestión a través del análisis de tres obras recientes publicadas en tres países distintos – Adivina qué cuento soy (2010, España); Il était une fois… contes en haiku (2013, Francia) and In mezzo alla fiaba (2015, Italia) – en los que se reescriben los cuentos tradicionales de distintas maneras. Palabras clave: poesía infantil; reescritura; culturalismo; cuentos. Abstract: One of the main themes in children’s poetry is the imagery taken from traditional tales. Many poems and even whole books of poems are focused on characters or situations taken from them, in a re-writing exercise that can be didactic, ludic or lyrical as well. But what happens with this kind of adaptations, these poetic versions of old-time tales? Are they truly poetic texts or are they only narrative texts written in verse in order to attract young readers? The aim of this work is thus to answer this question by analysing three examples of poetry books recently published in three different countries – Adivina qué cuento soy (2010, Spain); Il était une fois… contes en haiku (2013, France) and In mezzo alla fiaba (2015, Italy) – in which traditional fairy tales are rewritten in different ways. Key Words: children’s poetry; rewriting; culturalism; fairy tales
O ambiente coletivo na educação infantil: a importância da recreação para o desenvolvimento integral da criança
Get PDFObjetiva-se apresentar e discutir os resultados de um estudo de delineamento observacional, transversal e prospectivo que avaliou o ambiente coletivo educacional de crianças de idade entre 24 e 30 meses em centros educacionais infantis de uma cidade do interior de Minas Gerais, por meio da Escala de Avaliação de Ambientes para Bebês e Crianças Pequenas-Revisada. Os resultados apontam que a qualidade do ambiente educacional avaliado não é satisfatória. Essa realidade indica um problema já que um ambiente coletivo infantil adequado é essencial para que a atividade de brincar possa contribuir para o desenvolvimento integral da criança, como preconiza a Política Nacional de Promoção da Saúde. Conclui-se que diante de um ambiente educacional insatisfatório, é necessário um projeto de intervenção nesses centros educacionais que comtemple ações de promoção da saúde com atividades lúdicas orientadas por profissionais capacitados para garantir o desenvolvimento biopsicossocial de qualidade para as crianças
Jogos de regras e experiência pedagógica com idosos: revisão da produção acadêmica brasileira 2007-2017
Get PDFObjetivou-se investigar na produção científica brasileira estudos sobre idosos, jogos de regras e teoria piagetiana nos últimos dez anos – 2007 a 2017. A partir do estudo de revisão, foram encontradas apenas três pesquisas sobre o tema. Os trabalhos selecionados ressaltam a importância dos jogos de regras para o desenvolvimento intelectual e afetivo em idosos. As sessões pedagógicas com os jogos de regras, adaptadas do método clínico, permitiram aos participantes aprimorar suas estratégias e consequentemente melhorar seu desempenho no jogo
Physics Teaching for Children: A Bibliographic Review
Get PDFThe perspectives investigated by Physics/Science Teaching researchers in the context of youth and adults are diverse. They research on innovations in the classroom, new technologies, experimental activities, evaluation, among others subjects. In the children context, Physics/Sciences teaching is poorly explored. This article discusses the results of a bibliographical research on this theme, whose main objective was to gather theoretical and methodological subsidies for the teaching practice in this context. The data sources used were articles, dissertations and theses available in the Capes/ MEC Journal Portal, Scientific Electronic Library Online (SciELO), Bank of Theses and Dissertations and Theses and Dissertations Digital Library (BDTD), as well as papers published and presented at the National Symposium on Physics Teaching (SNEF) and Meeting on Physics Teaching Research (EPEF) among years 2000 and 2017. In this context, the sources were grouped and analyzed from the following categories: level of education, with the possibility of insertion of Physics/Science teaching from the age of 3, in the context of both formal and non-formal education, as long as the scientific activities are appropriate to the children's age group and whose main objective is to motivate their interest in scientific contents; content covered, with works on the various Physics themes, with predominance of Mechanics, Fluids and Astronomy; and methodology, didactic resources and theoretical foundation, where we highlight the occurrence of experimental and ludic activities based predominantly on Piaget, Vygotsky and Ausubel theories. Thus, from this article, the reader will contemplate a general overview about the possibilities and potentialities for the insertion of Physics/Science teaching in children's context, in order to make possible the interest for Science, as well as scientific literacy
Epistemic and Cognitive Analysis of Proportionality Tasks from the Algebraization Levels Perspective
Get PDFIn this article we present the results of the evaluation phase of a training intervention with primary education prospective teachers on the subject of proportionality. The focus is on developing the epistemic and cognitive analysis competence of mathematical practices in problem solving. The prospective teachers first solve a mathematical task of inverse proportionality in several ways, then identify the mathematical practices employed in the resolutions, the objects and meanings, the difficulties, the levels of algebrization involved, and finally, perform the analysis of two solutions proposed by school pupils to a problem of direct proportionality. The results indicate that the future teachers’ knowledge about proportionality present deficiencies that can hinder the teaching of the subject. Likewise, it is concluded that developing the required professional knowledge and skills requires the application of longer training interventions
Teachers’ Interactions with Curriculum Materials in Mathematics Education
Get PDFFrom the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics