Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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A ausência de aspectos e conceitos envolvendo a etnobotânica no ensino de ciências da natureza e suas tecnologias: uma análise dos livros didáticos do novo ensino médio utilizados nas escolas estaduais de Araguaína
Get PDFABSTRACT. This article seeks to examine content related to ethnobotany in teaching materials intended for secondary education in a public school in Araguaína. Ethnobotany, which studies interactions between people and plants, is a crucial area for understanding biodiversity and the sustainable use of natural resources, in addition to being a bridge between scientific knowledge and traditional knowledge. The study analyzes textbooks adopted by the New High School, seeking to identify the presence of themes linked to ethnobotany. The results show that the books reviewed practically do not address ethnobotany, neglecting the importance of traditional knowledge and cultural practices related to the topic. In short, the study highlights the need to review high school teaching materials to include aspects of ethnobotany.ABSTRACT. This article seeks to examine content related to ethnobotany in teaching materials intended for secondary education in a public school in Araguaína. Ethnobotany, which studies interactions between people and plants, is a crucial area for understanding biodiversity and the sustainable use of natural resources, in addition to being a bridge between scientific knowledge and traditional knowledge. The study analyzes textbooks adopted by the New High School, seeking to identify the presence of themes linked to ethnobotany. The results show that the books reviewed practically do not address ethnobotany, neglecting the importance of traditional knowledge and cultural practices related to the topic. In short, the study highlights the need to review high school teaching materials to include aspects of ethnobotany.RESUMEN. Este artículo busca examinar contenidos relacionados con la etnobotánica en materiales didácticos destinados a la educación secundaria en una escuela pública de Araguaína. La etnobotánica, que estudia las interacciones entre personas y plantas, es un área crucial para comprender la biodiversidad y el uso sostenible de los recursos naturales, además de ser un puente entre el conocimiento científico y el conocimiento tradicional. El estudio analiza libros de texto escritos para la Nueva Escuela Secundaria, buscando identificar la presencia de temas vinculados a la etnobotánica. Los resultados muestran que los libros revisados prácticamente no abordan la etnobotánica, descuidando la importancia de los conocimientos tradicionales y prácticas culturales relacionadas con el tema. En resumen, el estudio destaca la necesidad de revisar dos materiales didácticos de secundaria para incluir aspectos de etnobotánica.ABSTRACT. This article seeks to examine content related to ethnobotany in teaching materials intended for secondary education in a public school in Araguaína. Ethnobotany, which studies interactions between people and plants, is a crucial area for understanding biodiversity and the sustainable use of natural resources, in addition to being a bridge between scientific knowledge and traditional knowledge. The study analyzes textbooks adopted by the New High School, seeking to identify the presence of themes linked to ethnobotany. The results show that the books reviewed practically do not address ethnobotany, neglecting the importance of traditional knowledge and cultural practices related to the topic. In short, the study highlights the need to review high school teaching materials to include aspects of ethnobotany.O presente artigo busca examinar os conteúdos relacionados à etnobotânica nos materiais didáticos destinados ao ensino médio em uma escola pública de Araguaína. A etnobotânica, que estuda as interações entre pessoas e plantas, é uma área crucial para a compreensão da biodiversidade e do uso sustentável dos recursos naturais, além de ser uma ponte entre o conhecimento científico e os saberes tradicionais. O estudo analisa livros didáticos adotados pelo Novo Ensino Médio, buscando identificar a presença de temas ligados à etnobotânica. Os resultados mostram que os livros revisados praticamente não abordam a etnobotânica, negligenciando a importância dos conhecimentos tradicionais e das práticas culturais relacionadas ao tema. Em suma, o estudo destaca a necessidade de revisão dos materiais didáticos do ensino médio para incluir aspectos da etnobotânica.
Palavras-chave: interdisciplinaridade, ciências naturais, plantas medicinais, etnociência.
The Absence of Aspects and Concepts Involving Ethnobotany in the Teaching of Natural Sciences and Technologies: An Analysis of New High School Textbooks Used in State Schools of Araguaína
ABSTRACT. This article seeks to examine content related to ethnobotany in teaching materials intended for secondary education in a public school in Araguaína. Ethnobotany, which studies interactions between people and plants, is a crucial area for understanding biodiversity and the sustainable use of natural resources, in addition to being a bridge between scientific knowledge and traditional knowledge. The study analyzes textbooks adopted by the New High School, seeking to identify the presence of themes linked to ethnobotany. The results show that the books reviewed practically do not address ethnobotany, neglecting the importance of traditional knowledge and cultural practices related to the topic. In short, the study highlights the need to review high school teaching materials to include aspects of ethnobotany.
Keywords: interdisciplinary, natural sciences, medicinal plants, ethnoscience.
La Ausencia de Aspectos y Conceptos Relacionados con la Etnobotánica en la Enseñanza de Ciencias Naturales y sus Tecnologías: Un Análisis de los Libros de Texto del Nuevo Bachillerato Utilizados en las Escuelas Estatales de Araguaína
RESUMEN. Este artículo busca examinar contenidos relacionados con la etnobotánica en materiales didácticos destinados a la educación secundaria en una escuela pública de Araguaína. La etnobotánica, que estudia las interacciones entre personas y plantas, es un área crucial para comprender la biodiversidad y el uso sostenible de los recursos naturales, además de ser un puente entre el conocimiento científico y el conocimiento tradicional. El estudio analiza libros de texto escritos para la Nueva Escuela Secundaria, buscando identificar la presencia de temas vinculados a la etnobotánica. Los resultados muestran que los libros revisados prácticamente no abordan la etnobotánica, descuidando la importancia de los conocimientos tradicionales y prácticas culturales relacionadas con el tema. En resumen, el estudio destaca la necesidad de revisar dos materiales didácticos de secundaria para incluir aspectos de etnobotánica.
Palabras clave: interdisciplinariedad, ciencias naturales, plantas medicinales, etnociencia
As dinâmicas de expulsão no Reassentamento Mirindiba (Araguaína/TO): um estudo sobre o deslocamento forçado à luz de Saskia Sassen
Get PDFABSTRACT. The article examines the consequences of the forced displacement of the residents of São José Island, in Tocantins, due to the construction of the Estreito Hydroelectric Power Plant. Based on Saskia Sassen's theory of “expulsions”, the study analyzes how the process of relocating residents in the Mirindiba settlement intensified pre-existing vulnerabilities, dismantling essential social and economic networks for these communities. The qualitative, descriptive and exploratory research reveals that the displacement not only resulted in the loss of land, but also aggravated social marginalization and fragmented community relations. The study highlights the prioritization of corporate interests over the needs of local populations, perpetuating cycles of poverty and exclusion. The authors conclude that future public policies must protect the rights and integrity of populations affected by large developments in order to avoid perpetuating these vulnerabilities and social exclusion.ABSTRACT. The article examines the consequences of the forced displacement of the residents of São José Island, in Tocantins, due to the construction of the Estreito Hydroelectric Power Plant. Based on Saskia Sassen's theory of “expulsions”, the study analyzes how the process of relocating residents in the Mirindiba settlement intensified pre-existing vulnerabilities, dismantling essential social and economic networks for these communities. The qualitative, descriptive and exploratory research reveals that the displacement not only resulted in the loss of land, but also aggravated social marginalization and fragmented community relations. The study highlights the prioritization of corporate interests over the needs of local populations, perpetuating cycles of poverty and exclusion. The authors conclude that future public policies must protect the rights and integrity of populations affected by large developments in order to avoid perpetuating these vulnerabilities and social exclusion.El artículo examina las consecuencias del desplazamiento forzoso de los residentes de la isla de São José, en Tocantins, debido a la construcción de la Central Hidroeléctrica de Estreito. Basándose en la teoría de las «expulsiones» de Saskia Sassen, el estudio analiza cómo el proceso de reubicación de los residentes en el asentamiento de Mirindiba intensificó las vulnerabilidades preexistentes, desmantelando redes sociales y económicas esenciales para estas comunidades. La investigación cualitativa, descriptiva y exploratoria revela que el desplazamiento no sólo supuso la pérdida de tierras, sino que también agravó la marginación social y fragmentó las relaciones comunitarias. El estudio pone de relieve la priorización de los intereses empresariales sobre las necesidades de las poblaciones locales, lo que perpetúa los ciclos de pobreza y exclusión. Los autores concluyen que las futuras políticas públicas deben proteger los derechos y la integridad de las poblaciones afectadas por las grandes urbanizaciones para evitar que se perpetúen estas vulnerabilidades y la exclusión social.ABSTRACT. The article examines the consequences of the forced displacement of the residents of São José Island, in Tocantins, due to the construction of the Estreito Hydroelectric Power Plant. Based on Saskia Sassen's theory of “expulsions”, the study analyzes how the process of relocating residents in the Mirindiba settlement intensified pre-existing vulnerabilities, dismantling essential social and economic networks for these communities. The qualitative, descriptive and exploratory research reveals that the displacement not only resulted in the loss of land, but also aggravated social marginalization and fragmented community relations. The study highlights the prioritization of corporate interests over the needs of local populations, perpetuating cycles of poverty and exclusion. The authors conclude that future public policies must protect the rights and integrity of populations affected by large developments in order to avoid perpetuating these vulnerabilities and social exclusion.O artigo examina as consequências do deslocamento forçado dos moradores da Ilha de São José, em Tocantins, devido à construção da Usina Hidrelétrica de Estreito. Fundamentado na teoria das "expulsões" de Saskia Sassen, o estudo analisa como o processo de realocação dos moradores no assentamento Mirindiba intensificou vulnerabilidades pré-existentes, desmantelando redes sociais e econômicas essenciais para essas comunidades. A pesquisa qualitativa, descritiva e exploratória revela que o deslocamento não apenas resultou na perda de terras, mas também agravou a marginalização social e fragmentou as relações comunitárias. O estudo destaca a priorização dos interesses corporativos sobre as necessidades das populações locais, perpetuando ciclos de pobreza e exclusão. Os autores concluem que políticas públicas futuras devem proteger os direitos e a integridade das populações afetadas por grandes empreendimentos, a fim de evitar a perpetuação dessas vulnerabilidades e exclusão social.
Palavras-chave: expulsões, expropriação, vulnerabilidade.
The dynamics of expulsion in the Mirindiba Resettlement (Araguaína/TO): a study on forced displacement in the light of Saskia Sassen
ABSTRACT. The article examines the consequences of the forced displacement of the residents of São José Island, in Tocantins, due to the construction of the Estreito Hydroelectric Power Plant. Based on Saskia Sassen's theory of “expulsions”, the study analyzes how the process of relocating residents in the Mirindiba settlement intensified pre-existing vulnerabilities, dismantling essential social and economic networks for these communities. The qualitative, descriptive and exploratory research reveals that the displacement not only resulted in the loss of land, but also aggravated social marginalization and fragmented community relations. The study highlights the prioritization of corporate interests over the needs of local populations, perpetuating cycles of poverty and exclusion. The authors conclude that future public policies must protect the rights and integrity of populations affected by large developments in order to avoid perpetuating these vulnerabilities and social exclusion.
Keywords: expulsions, expropriation, vulnerability.
La dinámica de la expulsión en el Reasentamiento de Mirindiba (Araguaína/TO): un estudio sobre el desplazamiento forzado a la luz de Saskia Sassen
RESUMEN. El artículo examina las consecuencias del desplazamiento forzoso de los residentes de la isla de São José, en Tocantins, debido a la construcción de la Central Hidroeléctrica de Estreito. Basándose en la teoría de las «expulsiones» de Saskia Sassen, el estudio analiza cómo el proceso de reubicación de los residentes en el asentamiento de Mirindiba intensificó las vulnerabilidades preexistentes, desmantelando redes sociales y económicas esenciales para estas comunidades. La investigación cualitativa, descriptiva y exploratoria revela que el desplazamiento no sólo supuso la pérdida de tierras, sino que también agravó la marginación social y fragmentó las relaciones comunitarias. El estudio pone de relieve la priorización de los intereses empresariales sobre las necesidades de las poblaciones locales, lo que perpetúa los ciclos de pobreza y exclusión. Los autores concluyen que las futuras políticas públicas deben proteger los derechos y la integridad de las poblaciones afectadas por las grandes urbanizaciones para evitar que se perpetúen estas vulnerabilidades y la exclusión social.
Palabras clave: expulsiones, expropiación, vulnerabilidad
ALÉM DAS PALAVRAS: O IMPACTO DO CINEMA NA COMPREENSÃO E PROMOÇÃO DA DIVERSIDADE LINGUÍSTICA NORDESTINA
Get PDFThis study investigates the linguistic regional variation in the Northeast of Brazil through reflections mediated by cinema. The adopted methodology is qualitative and documentary, of an exploratory nature, with the analysis corpus composed of the film 'Cine Holliúdy' (Gomes, 2013). The results emphasize the relevance of cinema as a resource allied to pedagogical practice. The cinematic approach provides a wide range of cultural and social knowledge, fostering critical thinking and contributing to the development of student autonomy. Furthermore, including the film in the educational context offers students the opportunity to engage with linguistic diversity.Este estudo investiga a variação linguística regional nordestina por meio de reflexões mediadas pelo cinema. A metodologia adotada é qualitativa e documental, de caráter exploratório, com o corpus de análise composto pelo filme Cine Holliúdy (Gomes, 2013). Ainda que a pesquisa não tenha sido aplicada diretamente, os resultados ressaltam o cinema como recurso aliado à prática pedagógica. A abordagem cinematográfica amplia os conhecimentos culturais e sociais, fomentando a criticidade e contribuindo para o desenvolvimento da autonomia do aluno. Além disso, a inclusão do filme no contexto educacional oferece aos estudantes a oportunidade de se aproximar da diversidade linguística
O uso da descrição narrativa na argumentação doutrinária religiosa: a questão da "biografia" em personagens Bíblicos-Novo Testamento, de Alexander White
Get PDFA descrição narrativa pode exercer uma função argumentativa. Neste artigo, examinamos esse tipo de construção discursiva em "Personagens Bíblicos-Novo Testamento". Na tradução recente para o português, os editores classificaram como "biografias" os capítulos dessa obra, o que sugere um foco narrativo. Contudo, a estrutura de cada capítulo demonstra que as narrações se inserem numa lógica argumentativa e retórica. Assim, o objetivo da pesquisa é analisar discursivamente a(s) função(ões) do procedimento de descrição narrativa nessa obra. Para tanto, realizamos análise retórica prévia. Ademais, analisamos discursivamente a obra a partir do modo de organização enunciativo e argumentativo da Teoria Semiolinguística, de Patrick Charaudeau. Percebemos que o autor do livro – Alexander White – utiliza uma narração subjetiva como argumento na defesa de valores atrelados às concepções protestantes, além de criar um ethos de autoridade, para sugerir uma autenticidade em suas narrativas
Tradição radical negra, Marxismo e a necessidade de uma nova teoria.
Get PDFEste trabalho trata-se de um estudo sobre a atual conjuntura dos movimentos de esquerda dentro do sistema capitalista. Quais são suas perspectivas e suas limitações. Parte-se de uma análise histórica da influência do Marxismo nesses movimentos e as limitações dessa ferramenta na atual conjuntura. A base teórica é a Tradição Radical Negra, conforme exposta por Cedric J. Robinson. Usa-se, como método, uma revisão bibliográfica.
 
AVALIAÇÃO DA VARIABILIDADE ESPAÇO-TEMPORAL DA PRECIPITAÇÃO NA REGIÃO DO ALTO CURSO DO RIO PARAÍBA DO NORTE, PARAÍBA/BRASIL
Get PDFThe rainfall variability is one of the best known elements and the impact of this variability, within normality, has meanings in activities, even by manThe course work is for the variability region of the North course (Rio da Variability Region) and the workspace for the main objective of the North course (Rio de Variability) The data used in the survey of the Superintendence of Development of the Northeast (INMET) and the Executive Agency for Water Management of Paraíba (AESA), for the composition of the space-time variability of the RACRPN forecast. The RACRPN annual rainfall study showed 20 years with rainfall above the median and 20 years below. In the spatial analysis of the duration, while the part of the months, it was possible to verify that the largest precipitated values are central and the smallest values, as can be observed in the course of the months.A variabilidade pluviométrica é um dos elementos mais conhecidos e o impacto produzido por essa variabilidade, mesmo dentro da normalidade, pode ter representações significativas nas atividades produzidas pelo homem. O objetivo principal deste trabalho é demostra a avaliação da variabilidade espaço-temporal da precipitação na Região do Alto Curso do Rio Paraíba do Norte (RACRPN), por meio das análises mensais e anuais. Os dados utilizados na pesquisa são os da Superintendência do Desenvolvimento do Nordeste (SUDENE), Instituto Nacional de Meteorologia (INMET) e Agência Executiva de Gestão das Águas da Paraíba (AESA), para composição da variabilidade espaço-temporal da precipitação da RACRPN. O estudo da pluviometria anual da RACRPN apresentou 20 anos com precipitações acima da mediana e 20 anos abaixo. Na análise espacial da precipitação, foi possível constatar que a parte oeste e a que tem os maiores valores precipitados, enquanto a parte central e leste são as que tem os menores valores, como pode ser observado no decorrer dos meses
Accountability e a formação continuada de professores: dissonâncias no oferecimento de uma educação integral
Get PDFABSTRACT. This article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education Assessment System - Saeb and the Performance Assessment System of the State of São Paulo - Saresp) and their indicators are used to determine the distribution of resources from the "Programa de Ações Articuladas" (PAR) and verify the consequences on teacher training from the perspective of Integral Education. Although assessments are seen as tools to achieve quality in education, they end up focusing on meeting goals and indicators, to the detriment of continuous and full teacher and student training. The dissonances between educational policies and pedagogical practice are also highlighted, noting that the pressure to obtain good results in assessments can limit the autonomy of teachers in teacher training programs at state level. It is concluded that accountability policies, by prioritizing quantitative results, disregard the individual needs of students and the human and critical training necessary for a comprehensive and quality education.ABSTRACT. This article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education Assessment System - Saeb and the Performance Assessment System of the State of São Paulo - Saresp) and their indicators are used to determine the distribution of resources from the "Programa de Ações Articuladas" (PAR) and verify the consequences on teacher training from the perspective of Integral Education. Although assessments are seen as tools to achieve quality in education, they end up focusing on meeting goals and indicators, to the detriment of continuous and full teacher and student training. The dissonances between educational policies and pedagogical practice are also highlighted, noting that the pressure to obtain good results in assessments can limit the autonomy of teachers in teacher training programs at state level. It is concluded that accountability policies, by prioritizing quantitative results, disregard the individual needs of students and the human and critical training necessary for a comprehensive and quality education.RESUMEN. Este artículo analiza el impacto de las políticas de rendición de cuentas educativas basadas en evaluaciones a gran escala sobre la formación continua de los docentes y la calidad de la educación básica en Brasil. El estudio tiene como objetivo identificar cómo los resultados del desempeño de los estudiantes en evaluaciones externas (Sistema de Avaliação da Educação Básica - Saeb y Sistema de Avaliação de Desempenho do Estado de São Paulo - SARESP) y sus indicadores son utilizados para determinar la distribución de los recursos de las Acciones Articuladas. Programa (PAR) y verificar las consecuencias en la formación docente desde la perspectiva de la Educación Integral. Aunque las evaluaciones se consideran herramientas para lograr la calidad de la educación, terminan centrándose en el cumplimiento de metas e indicadores, en detrimento de la formación continua y completa de docentes y estudiantes. También se destacan las disonancias entre las políticas educativas y la práctica pedagógica, señalando que la presión para obtener buenos resultados en las evaluaciones puede limitar la autonomía de los docentes en los programas de formación docente a nivel estatal. Se concluye que las políticas de accountability, al priorizar resultados cuantitativos, desconocen las necesidades individuales de los estudiantes y la formación humana y crítica necesaria para una educación integral y de calidad.ABSTRACT. This article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education Assessment System - Saeb and the Performance Assessment System of the State of São Paulo - Saresp) and their indicators are used to determine the distribution of resources from the "Programa de Ações Articuladas" (PAR) and verify the consequences on teacher training from the perspective of Integral Education. Although assessments are seen as tools to achieve quality in education, they end up focusing on meeting goals and indicators, to the detriment of continuous and full teacher and student training. The dissonances between educational policies and pedagogical practice are also highlighted, noting that the pressure to obtain good results in assessments can limit the autonomy of teachers in teacher training programs at state level. It is concluded that accountability policies, by prioritizing quantitative results, disregard the individual needs of students and the human and critical training necessary for a comprehensive and quality education.O presente artigo discute o impacto das políticas de responsabilização educacional a partir das avaliações de larga escala na formação continuada de professores e na qualidade da Educação Básica no Brasil. O estudo tem como objetivo identificar de que forma os resultados do desempenho dos estudantes nas avaliações externas (Sistema de Avaliação da Educação Básica - Saeb e o Sistema de Avaliação do Rendimento do Estado de São Paulo – SARESP) e seus indicadores são usados para determinar a distribuição de recursos do Programa de Ações Articuladas (PAR) e verificar as consequências na formação de professores na perspectiva da Educação Integral. Embora as avaliações sejam vistas como ferramentas para alcançar a qualidade na educação, elas acabam por centralizar o foco no cumprimento de metas e indicadores, em detrimento de uma formação docente e discente contínua e plena. É destacado também as dissonâncias entre as políticas educacionais e a prática pedagógica, observando que a pressão para obter bons resultados nas avaliações pode limitar a autonomia dos professores a partir dos programas de formação de professores na Rede Estadual de Educação Paulista. Conclui-se que as políticas de accountability, ao priorizar resultados quantitativos, desconsideram as necessidades individuais dos alunos e a formação humana e crítica necessária para uma educação integral e de qualidade.
Palavras-chave: accountability, formação de professores, educação integral, avaliação de larga escala, políticas educacionais.
Accountability and continuing teacher training: dissonances in offering an integral education
ABSTRACT. This article discusses the impact of educational accountability policies based on large-scale assessments on the continuing education of teachers and the quality of basic education in Brazil. The study aims to identify how the results of student performance in external assessments (Basic Education Assessment System - Saeb and the Performance Assessment System of the State of São Paulo - Saresp) and their indicators are used to determine the distribution of resources from the "Programa de Ações Articuladas" (PAR) and verify the consequences on teacher training from the perspective of Integral Education. Although assessments are seen as tools to achieve quality in education, they end up focusing on meeting goals and indicators, to the detriment of continuous and full teacher and student training. The dissonances between educational policies and pedagogical practice are also highlighted, noting that the pressure to obtain good results in assessments can limit the autonomy of teachers in teacher training programs at state level. It is concluded that accountability policies, by prioritizing quantitative results, disregard the individual needs of students and the human and critical training necessary for a comprehensive and quality education.
Keywords: accountability, teacher training, integral education, large-scale assessment, educational policies.
Accountability y formación continua docente: disonancias en la oferta de una educación integrada
RESUMEN. Este artículo analiza el impacto de las políticas de rendición de cuentas educativas basadas en evaluaciones a gran escala sobre la formación continua de los docentes y la calidad de la educación básica en Brasil. El estudio tiene como objetivo identificar cómo los resultados del desempeño de los estudiantes en evaluaciones externas (Sistema de Avaliação da Educação Básica - Saeb y Sistema de Avaliação de Desempenho do Estado de São Paulo - SARESP) y sus indicadores son utilizados para determinar la distribución de los recursos de las Acciones Articuladas. Programa (PAR) y verificar las consecuencias en la formación docente desde la perspectiva de la Educación Integral. Aunque las evaluaciones se consideran herramientas para lograr la calidad de la educación, terminan centrándose en el cumplimiento de metas e indicadores, en detrimento de la formación continua y completa de docentes y estudiantes. También se destacan las disonancias entre las políticas educativas y la práctica pedagógica, señalando que la presión para obtener buenos resultados en las evaluaciones puede limitar la autonomía de los docentes en los programas de formación docente a nivel estatal. Se concluye que las políticas de accountability, al priorizar resultados cuantitativos, desconocen las necesidades individuales de los estudiantes y la formación humana y crítica necesaria para una educación integral y de calidad.
Palabras clave: accountability, formación continua de los docentes, educación integral, evaluaciones a gran escala, políticas educativas
Conhecimentos contemporâneos na formação inicial docente para atuar em uma perspectiva educacional inclusiva e integral
Get PDFABSTRACT. Inclusive education is a right guaranteed to all in Brazil, and teacher training from the perspective of integral education seeks the comprehensive and multidimensional development of people. So, based on the research question: what knowledge in the area of special education from an inclusive perspective is considered relevant to contemporary teaching practice? This study aims to discuss contemporary knowledge in initial teacher training to work from an inclusive perspective for integral education, from the perspective of undergraduate students at a public university in northeastern Brazil. This is a descriptive qualitative study involving 165 students from undergraduate programs such as Pedagogy, Geography, Chemistry, Mathematics, Languages and Interdisciplinary Bachelor's degrees who answered an online questionnaire after completing a curricular component in the area of Special Education, offered at a public university in the Northeast. The results highlight that university students consider it relevant to know, among other topics, about the Individualized Education Plan, Curricular Adaptation, Assistive Technology (AT) and Universal Design for Learning (UDL). Themes that can be used as a basis for teaching practice, contributing to the teaching of Special Education students from an inclusive perspective for integral education, responding to the diversity present in schools.ABSTRACT. Inclusive education is a right guaranteed to all in Brazil, and teacher training from the perspective of integral education seeks the comprehensive and multidimensional development of people. So, based on the research question: what knowledge in the area of special education from an inclusive perspective is considered relevant to contemporary teaching practice? This study aims to discuss contemporary knowledge in initial teacher training to work from an inclusive perspective for integral education, from the perspective of undergraduate students at a public university in northeastern Brazil. This is a descriptive qualitative study involving 165 students from undergraduate programs such as Pedagogy, Geography, Chemistry, Mathematics, Languages and Interdisciplinary Bachelor's degrees who answered an online questionnaire after completing a curricular component in the area of Special Education, offered at a public university in the Northeast. The results highlight that university students consider it relevant to know, among other topics, about the Individualized Education Plan, Curricular Adaptation, Assistive Technology (AT) and Universal Design for Learning (UDL). Themes that can be used as a basis for teaching practice, contributing to the teaching of Special Education students from an inclusive perspective for integral education, responding to the diversity present in schools.RESUMEN. La educación inclusiva es un derecho garantizado a todos en Brasil, y su formación, desde la perspectiva de la educación integral, busca el desarrollo integral y multidimensional de las personas. Así, a partir de la pregunta de investigación ¿qué conocimientos en el área de la educación especial desde una perspectiva inclusiva se consideran relevantes para la práctica docente en la época contemporánea?, el presente estudio tiene como objetivo discutir los conocimientos contemporáneos en la formación inicial de docentes para trabajar en una perspectiva inclusiva para la educación integral a partir de la percepción de estudiantes de graduación de una universidad pública del noreste de Brasil. Se trata de una investigación cualitativa descriptiva que tuvo como participantes a 165 estudiantes de carreras como Pedagogía, Geografía, Química, Matemática, Literatura y Graduación Interdisciplinaria, quienes respondieron un cuestionario online luego de cursar el componente curricular del área de Educación Especial, ofrecida en una universidad pública del Noreste. Los resultados muestran que los estudiantes universitarios consideran relevante conocer, entre otros temas, sobre el Plan Educativo Individualizado (PEI), Adaptación Curricular, Tecnología Asistiva (TA) y Diseño Universal para el Aprendizaje (UDA). Temas que puedan apoyar la práctica docente, contribuyendo a la enseñanza de los estudiantes del Público de Educación Especial en una perspectiva inclusiva para la educación integral, teniendo en cuenta la diversidad presente en las escuelas.ABSTRACT. Inclusive education is a right guaranteed to all in Brazil, and teacher training from the perspective of integral education seeks the comprehensive and multidimensional development of people. So, based on the research question: what knowledge in the area of special education from an inclusive perspective is considered relevant to contemporary teaching practice? This study aims to discuss contemporary knowledge in initial teacher training to work from an inclusive perspective for integral education, from the perspective of undergraduate students at a public university in northeastern Brazil. This is a descriptive qualitative study involving 165 students from undergraduate programs such as Pedagogy, Geography, Chemistry, Mathematics, Languages and Interdisciplinary Bachelor's degrees who answered an online questionnaire after completing a curricular component in the area of Special Education, offered at a public university in the Northeast. The results highlight that university students consider it relevant to know, among other topics, about the Individualized Education Plan, Curricular Adaptation, Assistive Technology (AT) and Universal Design for Learning (UDL). Themes that can be used as a basis for teaching practice, contributing to the teaching of Special Education students from an inclusive perspective for integral education, responding to the diversity present in schools.A educação inclusiva é um direito assegurado a todos no Brasil, e a formação pela perspectiva de uma Educação Integral busca um desenvolvimento abrangente e multidimensional das pessoas. Assim, a partir da questão de pesquisa: quais conhecimentos da área de educação especial na perspectiva inclusiva são considerados relevantes para a prática docente na contemporaneidade? O presente estudo tem como objetivo discutir conhecimentos contemporâneos na formação inicial docente para atuação em uma perspectiva inclusiva para a Educação Integral, a partir da percepção de estudantes de licenciaturas de uma universidade pública do nordeste brasileiro. Trata-se de uma pesquisa qualitativa descritiva que teve como participantes 165 estudantes de licenciaturas como, Pedagogia, Geografia, Química, Matemática, Letras e Bacharelado Interdisciplinar que responderam um questionário online após cursarem componente curricular da área de Educação Especial, ofertado em uma universidade pública do Nordeste. Os resultados evidenciam que os estudantes universitários consideram relevante conhecer, dentre outras temáticas, sobre Plano de Ensino Individualizado (PEI), Adaptação Curricular, Tecnologia Assistiva (TA) e Desenho Universal para a Aprendizagem (DUA). Temas que podem embasar a prática docente, contribuindo com o ensino de estudantes do Público-alvo da Educação Especial em uma perspectiva inclusiva para a Educação Integral, atendendo a diversidade presente nas escolas.
Palavras-chave: formação docente, estudante universitário, educação inclusiva, educação integral, diversidade.
Contemporaneous knowledge in initial teacher training to perform in an Inclusive Educational perspective
ABSTRACT. Inclusive education is a right guaranteed to all in Brazil, and teacher training from the perspective of integral education seeks the comprehensive and multidimensional development of people. So, based on the research question: what knowledge in the area of special education from an inclusive perspective is considered relevant to contemporary teaching practice? This study aims to discuss contemporary knowledge in initial teacher training to work from an inclusive perspective for integral education, from the perspective of undergraduate students at a public university in northeastern Brazil. This is a descriptive qualitative study involving 165 students from undergraduate programs such as Pedagogy, Geography, Chemistry, Mathematics, Languages and Interdisciplinary Bachelor's degrees who answered an online questionnaire after completing a curricular component in the area of Special Education, offered at a public university in the Northeast. The results highlight that university students consider it relevant to know, among other topics, about the Individualized Education Plan, Curricular Adaptation, Assistive Technology (AT) and Universal Design for Learning (UDL). Themes that can be used as a basis for teaching practice, contributing to the teaching of Special Education students from an inclusive perspective for integral education, responding to the diversity present in schools.
Keywords: teacher training, university students, inclusive education, integral education, diversity.
Conocimientos contemporáneos en la formación inicial docente para trabajar en una perspectiva educativa inclusiva e integral
RESUMEN. La educación inclusiva es un derecho garantizado a todos en Brasil, y su formación, desde la perspectiva de la educación integral, busca el desarrollo integral y multidimensional de las personas. Así, a partir de la pregunta de investigación ¿qué conocimientos en el área de la educación especial desde una perspectiva inclusiva se consideran relevantes para la práctica docente en la época contemporánea?, el presente estudio tiene como objetivo discutir los conocimientos contemporáneos en la formación inicial de docentes para trabajar en una perspectiva inclusiva para la educación integral a partir de la percepción de estudiantes de graduación de una universidad pública del noreste de Brasil. Se trata de una investigación cualitativa descriptiva que tuvo como participantes a 165 estudiantes de carreras como Pedagogía, Geografía, Química, Matemática, Literatura y Graduación Interdisciplinaria, quienes respondieron un cuestionario online luego de cursar el componente curricular del área de Educación Especial, ofrecida en una universidad pública del Noreste. Los resultados muestran que los estudiantes universitarios consideran relevante conocer, entre otros temas, sobre el Plan Educativo Individualizado (PEI), Adaptación Curricular, Tecnología Asistiva (TA) y Diseño Universal para el Aprendizaje (UDA). Temas que puedan apoyar la práctica docente, contribuyendo a la enseñanza de los estudiantes del Público de Educación Especial en una perspectiva inclusiva para la educación integral, teniendo en cuenta la diversidad presente en las escuelas.
Palabras clave: formación docente, estudiante universitario, educación inclusiva, educación integral, diversidad
Formação de Professores na perspectiva da Educação Integral e Inclusiva: experiências práticas de instituições diversas
Get PDFABSTRACT. One of the principles of integral education is the perspective of inclusive education, which values differences and understands that it is in diversity that a truly democratic, fair and supportive space is built. From the National Policy on Special Education from the Perspective of Inclusive Education, it is understood that it is urgent to recognize and eliminate barriers to guarantee space for everyone. Therefore, this text aims to discuss the training experiences of teachers from the perspective of integral and inclusive education in private and public Higher Education institutions, focusing on the processes of two-degree courses (one in Pedagogy and the other in Languages) and a Teacher Development Center for Higher Education in the health sector. To this end, it is based on Joseph Puig's proposal of three curricular paths for education in values: interpersonal, which focuses on relationships between members of the school community; the curricular, which explores how these themes are addressed in training content; and institutional, which focuses on inclusive strategies and everyone's participation. When analyzing the training experiences of teachers, it is considered how the three curricular paths are implemented to promote the integral development of educators, respecting and ensuring inclusion in all their pedagogical practices.ABSTRACT. One of the principles of integral education is the perspective of inclusive education, which values differences and understands that it is in diversity that a truly democratic, fair and supportive space is built. From the National Policy on Special Education from the Perspective of Inclusive Education, it is understood that it is urgent to recognize and eliminate barriers to guarantee space for everyone. Therefore, this text aims to discuss the training experiences of teachers from the perspective of integral and inclusive education in private and public Higher Education institutions, focusing on the processes of two-degree courses (one in Pedagogy and the other in Languages) and a Teacher Development Center for Higher Education in the health sector. To this end, it is based on Joseph Puig's proposal of three curricular paths for education in values: interpersonal, which focuses on relationships between members of the school community; the curricular, which explores how these themes are addressed in training content; and institutional, which focuses on inclusive strategies and everyone's participation. When analyzing the training experiences of teachers, it is considered how the three curricular paths are implemented to promote the integral development of educators, respecting and ensuring inclusion in all their pedagogical practices.RESUMEN. Uno de los principios de la educación integral es la perspectiva de la educación inclusiva, que valora las diferencias y entiende que es en la diversidad donde se construye un espacio verdaderamente democrático, justo y solidario. Desde la Política Nacional de Educación Especial desde la Perspectiva de Educación Inclusiva, se entiende que es urgente reconocer y eliminar barreras para garantizar el espacio para todos. Por lo tanto, este texto tiene como objetivo discutir las experiencias de formación de docentes desde la perspectiva de la educación integral e inclusiva en instituciones de Educación Superior públicas y privadas, centrándose en los procesos de dos carreras de grado (una en Pedagogía y otra en Idiomas) y una de Desarrollo Docente. Centro de Educación Superior en el sector salud. Para ello, se parte de la propuesta de Joseph Puig de tres ejes curriculares para la educación en valores: el interpersonal, que se centra en las relaciones entre los miembros de la comunidad escolar; el curricular, que explora cómo se abordan estos temas en los contenidos formativos; e institucional, que apuesta por estrategias inclusivas y la participación de todos. Al analizar las experiencias de formación de docentes, se considera cómo se implementan los tres itinerarios curriculares para promover el desarrollo integral de los educadores, respetando y asegurando la inclusión en todas sus prácticas pedagógicas.ABSTRACT. One of the principles of integral education is the perspective of inclusive education, which values differences and understands that it is in diversity that a truly democratic, fair and supportive space is built. From the National Policy on Special Education from the Perspective of Inclusive Education, it is understood that it is urgent to recognize and eliminate barriers to guarantee space for everyone. Therefore, this text aims to discuss the training experiences of teachers from the perspective of integral and inclusive education in private and public Higher Education institutions, focusing on the processes of two-degree courses (one in Pedagogy and the other in Languages) and a Teacher Development Center for Higher Education in the health sector. To this end, it is based on Joseph Puig's proposal of three curricular paths for education in values: interpersonal, which focuses on relationships between members of the school community; the curricular, which explores how these themes are addressed in training content; and institutional, which focuses on inclusive strategies and everyone's participation. When analyzing the training experiences of teachers, it is considered how the three curricular paths are implemented to promote the integral development of educators, respecting and ensuring inclusion in all their pedagogical practices.Um dos princípios da educação integral é a perspectiva da educação inclusiva, que valoriza as diferenças e entende que é na diversidade que se constrói um espaço verdadeiramente democrático, justo e solidário. A partir da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, compreende-se que é urgente reconhecer e eliminar barreiras para garantir espaço para todos. Dessa forma, este texto objetiva discutir experiências formativas de docentes na perspectiva da educação integral e inclusiva em instituições de Ensino Superior privadas e públicas, voltados para a formação inicial, enfocando processos de dois cursos de licenciatura (um de Pedagogia e outro de Linguagens) e de um Núcleo de Desenvolvimento Docente para Ensino Superior na área da saúde, que se dedica à formação continuada. Para isso, apoia-se na proposta de Joseph Puig das três vias curriculares para a educação em valores: a interpessoal, que se concentra nas relações entre os membros da comunidade escolar; a curricular, que explora como esses temas são abordados nos conteúdos formativos; e a institucional, que se foca nas estratégias inclusivas e na participação de todos. Ao analisar as experiências formativas de docentes, considera-se como as três vias curriculares são implementadas para promover o desenvolvimento integral dos educadores, respeitando e assegurando a inclusão em todas as suas práticas pedagógicas.
Palavras-chave: educação integral, educação inclusiva, formação de professores.
Teacher Training from the perspective of Integral and Inclusive Education: practical experiences from different institutions
ABSTRACT. One of the principles of integral education is the perspective of inclusive education, which values differences and understands that it is in diversity that a truly democratic, fair and supportive space is built. From the National Policy on Special Education from the Perspective of Inclusive Education, it is understood that it is urgent to recognize and eliminate barriers to guarantee space for everyone. Therefore, this text aims to discuss the training experiences of teachers from the perspective of integral and inclusive education in private and public Higher Education institutions, focusing on the processes of two-degree courses (one in Pedagogy and the other in Languages) and a Teacher Development Center for Higher Education in the health sector. To this end, it is based on Joseph Puig's proposal of three curricular paths for education in values: interpersonal, which focuses on relationships between members of the school community; the curricular, which explores how these themes are addressed in training content; and institutional, which focuses on inclusive strategies and everyone's participation. When analyzing the training experiences of teachers, it is considered how the three curricular paths are implemented to promote the integral development of educators, respecting and ensuring inclusion in all their pedagogical practices.
Keywords: integral education, inclusive education, teacher training.
La Formación Docente desde la perspectiva de la Educación Integral e Inclusiva: experiencias prácticas desde diferentes instituciones
RESUMEN. Uno de los principios de la educación integral es la perspectiva de la educación inclusiva, que valora las diferencias y entiende que es en la diversidad donde se construye un espacio verdaderamente democrático, justo y solidario. Desde la Política Nacional de Educación Especial desde la Perspectiva de Educación Inclusiva, se entiende que es urgente reconocer y eliminar barreras para garantizar el espacio para todos. Por lo tanto, este texto tiene como objetivo discutir las experiencias de formación de docentes desde la perspectiva de la educación integral e inclusiva en instituciones de Educación Superior públicas y privadas, centrándose en los procesos de dos carreras de grado (una en Pedagogía y otra en Idiomas) y una de Desarrollo Docente. Centro de Educación Superior en el sector salud. Para ello, se parte de la propuesta de Joseph Puig de tres ejes curriculares para la educación en valores: el interpersonal, que se centra en las relaciones entre los miembros de la comunidad escolar; el curricular, que explora cómo se abordan estos temas en los contenidos formativos; e institucional, que apuesta por estrategias inclusivas y la participación de todos. Al analizar las experiencias de formación de docentes, se considera cómo se implementan los tres itinerarios curriculares para promover el desarrollo integral de los educadores, respetando y asegurando la inclusión en todas sus prácticas pedagógicas.
Palabras clave: educación integral, educación inclusiva, formación docente
GerminAR-TE: oficinas com infâncias, arte e natureza que semeiam outras relações, outras convivências e outros mundos possíveis
Get PDFABSTRACT. This article is an experience report on the implementation of GerminAR-TE, an extension project developed in the ConViva! program of the Federal University of Northern Tocantins (UFNT), at the Center for Education, Humanities and Health (CEHS) in Tocantinópolis, focused on childhood, art and nature. The project aims to welcome children from the neighborhood where the University is located, as well as the daughters of staff and students, holding workshops for experiential environmental education. This work aims to present three workshops held with 20 children aged six to eleven, between November and December 2023. Understanding childhood in its plural form, we start from an approach that considers the materialities and corporealities of being a child, through attentive listening to the senses and forms of expression that they bring us. Playfulness is present in the workshops, whether in the games developed or in the methodological proposals for approaching the themes to be worked on, seeking to consider sensitive ways of dealing with them. Faced with the challenges that the construction of workshops presents, educators are asked to perform important activities for their teacher training, such as planning and evaluating activities, enabling the construction of a critical educational praxis.ABSTRACT. This article is an experience report on the implementation of GerminAR-TE, an extension project developed in the ConViva! program of the Federal University of Northern Tocantins (UFNT), at the Center for Education, Humanities and Health (CEHS) in Tocantinópolis, focused on childhood, art and nature. The project aims to welcome children from the neighborhood where the University is located, as well as the daughters of staff and students, holding workshops for experiential environmental education. This work aims to present three workshops held with 20 children aged six to eleven, between November and December 2023. Understanding childhood in its plural form, we start from an approach that considers the materialities and corporealities of being a child, through attentive listening to the senses and forms of expression that they bring us. Playfulness is present in the workshops, whether in the games developed or in the methodological proposals for approaching the themes to be worked on, seeking to consider sensitive ways of dealing with them. Faced with the challenges that the construction of workshops presents, educators are asked to perform important activities for their teacher training, such as planning and evaluating activities, enabling the construction of a critical educational praxis.
RESUMEN. Este artículo consiste en un relato de experiencia sobre GerminAR-TE, un proyecto de extensión desarrollado dentro del ConViva! de la Universidad Federal de Tocantins Norte (UFNT), en el Centro de Educación, Humanidades y Salud (CEHS) de Tocantinópolis, con foco en infancia, arte y naturaleza. El proyecto tiene como objetivo acoger a niños del barrio donde se ubica la Universidad, además de hijas de empleados y estudiantes, realizando talleres de educación ambiental experiencial. Este trabajo tiene como objetivo presentar tres talleres realizados con 20 niños de seis a once años, entre noviembre y diciembre de 2023. Entendiendo las infancias en plural, partimos de un enfoque que considera las materialidades y corporeidades del ser niño, a través de una escucha. atentamente a los significados y formas de expresión que nos aportan. La lúdica está presente en los talleres, ya sea en los juegos desarrollados o en las propuestas metodológicas para abordar los temas a trabajar, buscando considerar formas sensibles de abordarlos. Ante los desafíos que presenta la construcción de talleres, se solicita a los educadores realizar actividades importantes para su formación docente, como la planificación y evaluación de actividades, que permitan la construcción de una praxis educativa crítica.ABSTRACT. This article is an experience report on the implementation of GerminAR-TE, an extension project developed in the ConViva! program of the Federal University of Northern Tocantins (UFNT), at the Center for Education, Humanities and Health (CEHS) in Tocantinópolis, focused on childhood, art and nature. The project aims to welcome children from the neighborhood where the University is located, as well as the daughters of staff and students, holding workshops for experiential environmental education. This work aims to present three workshops held with 20 children aged six to eleven, between November and December 2023. Understanding childhood in its plural form, we start from an approach that considers the materialities and corporealities of being a child, through attentive listening to the senses and forms of expression that they bring us. Playfulness is present in the workshops, whether in the games developed or in the methodological proposals for approaching the themes to be worked on, seeking to consider sensitive ways of dealing with them. Faced with the challenges that the construction of workshops presents, educators are asked to perform important activities for their teacher training, such as planning and evaluating activities, enabling the construction of a critical educational praxis.O presente artigo consiste em um relato de experiência da realização do GerminAR-TE, projeto de extensão desenvolvido no programa ConViva! da Universidade Federal do Norte do Tocantins (UFNT), no Centro de Educação, Humanidades e Saúde (CEHS) de Tocantinópolis, voltado às infâncias, à arte e à natureza. O projeto tem como finalidade receber crianças do bairro em que se localiza a Universidade, além das filhas de servidores e estudantes, realizando oficinas para uma educação ambiental vivencial. O presente trabalho pretende apresentar três oficinas realizadas com 20 crianças de seis a onze anos de idade, entre novembro e dezembro de 2023. Compreendendo as infâncias no plural, partimos de uma abordagem que considera as materialidades e corporeidades do ser criança, por meio de uma escuta atenta aos sentidos e formas de expressão que elas nos trazem. O lúdico está presente nas oficinas, seja nas brincadeiras desenvolvidas ou nas propostas metodológicas de abordagem dos temas a serem trabalhados, buscando considerar formas sensíveis de tratá-los. Diante dos desafios que a construção das oficinas apresenta, os educadores são postos a desempenhar atividades importantes para sua formação docente, como o planejamento e a avaliação das atividades, possibilitando a construção de uma práxis educativa crítica.
Palavras-chave: infâncias, educação ambiental, arte, natureza, oficina.
GerminAR-TE: workshops with childhood, art and nature that sow other relationships, other coexistence and other possible worlds
ABSTRACT. This article is an experience report on the implementation of GerminAR-TE, an extension project developed in the ConViva! program of the Federal University of Northern Tocantins (UFNT), at the Center for Education, Humanities and Health (CEHS) in Tocantinópolis, focused on childhood, art and nature. The project aims to welcome children from the neighborhood where the University is located, as well as the daughters of staff and students, holding workshops for experiential environmental education. This work aims to present three workshops held with 20 children aged six to eleven, between November and December 2023. Understanding childhood in its plural form, we start from an approach that considers the materialities and corporealities of being a child, through attentive listening to the senses and forms of expression that they bring us. Playfulness is present in the workshops, whether in the games developed or in the methodological proposals for approaching the themes to be worked on, seeking to consider sensitive ways of dealing with them. Faced with the challenges that the construction of workshops presents, educators are asked to perform important activities for their teacher training, such as planning and evaluating activities, enabling the construction of a critical educational praxis.
Keywords: childhood, environmental education, art, nature, workshop.
GerminAR-TE: talleres con infancia, arte y naturaleza que siembran otras relaciones, otras convivencias y otros mundos posibles
RESUMEN. Este artículo consiste en un relato de experiencia sobre GerminAR-TE, un proyecto de extensión desarrollado dentro del ConViva! de la Universidad Federal de Tocantins Norte (UFNT), en el Centro de Educación, Humanidades y Salud (CEHS) de Tocantinópolis, con foco en infancia, arte y naturaleza. El proyecto tiene como objetivo acoger a niños del barrio donde se ubica la Universidad, además de hijas de empleados y estudiantes, realizando talleres de educación ambiental experiencial. Este trabajo tiene como objetivo presentar tres talleres realizados con 20 niños de seis a once años, entre noviembre y diciembre de 2023. Entendiendo las infancias en plural, partimos de un enfoque que considera las materialidades y corporeidades del ser niño, a través de una escucha. atentamente a los significados y formas de expresión que nos aportan. La lúdica está presente en los talleres, ya sea en los juegos desarrollados o en las propuestas metodológicas para abordar los temas a trabajar, buscando considerar formas sensibles de abordarlos. Ante los desafíos que presenta la construcción de talleres, se solicita a los educadores realizar actividades importantes para su formación docente, como la planificación y evaluación de actividades, que permitan la construcción de una praxis educativa crítica.
Palabras clave: infancia, educación ambiental, arte, naturaleza, taller