1,720,953 research outputs found
A formação continuada de professores da educação profissionalizante em diálogo com a hermenêutica filosófica
Full text linkO professor, ao realizar sua prática de sala de aula, tem como base o conhecimento técnico oriundo de sua formação, e, além disso, leva consigo pré-conceitos que influenciam na tomada de decisão para ensinar tal assunto. Esta pesquisa propõe reflexão sobre a formação continuada de professores da educação profissionalizante, a partir da abordagem hermenêutica de Gadamer sobre o pré-conceito e sua reabilitação na tradição filosófica. Ao tratar aqui sobre pré-conceitos, acompanhando a argumentação do autor, o texto o faz evidenciando esses conhecimentos prévios como condição para a compreensão. É importante destacar que em toda relação de ensino e aprendizagem existem situações que vão além do conteúdo técnico que se
ensina em sala de aula. O ambiente também é levado em consideração, e por esse motivo, falar sobre pré-conceitos na formação continuada de professores, é dizer algo que não é explícito e que, portanto, o inusitado faz parte do processo. A pesquisa tem sua orientação teórica a partir da hermenêutica filosófica de Hans-Georg Gadamer, no que diz respeito aos conceitos de experiência, diálogo, deliberação e pré-conceito como pensamentos norteadores na formação continuada de professores e como orientação metodológica, reflexões feitas a partir das experiências e vivências acadêmicas da autora do texto nas jornadas de formação continuada de professores. A pesquisa conclui que a há uma melhoria na relação de ensino e aprendizagem e nas dinâmicas de formação continuada de professores quando as vivências e
experiências do docente são levadas em consideração. [resumo fornecido pelo autor]The teacher, when carrying out his classroom practice, is based on the technical knowledge arising from his training, and, in addition, he takes with him pre-concepts that influence the decision-making to teach such a subject. This research proposes reflection on the continued training of vocational education teachers, based on Gadamer's hermeneutic approach to the pre-concept and its rehabilitation in the philosophical tradition. When dealing here with preconceptions, following the author's arguments, the text does so by highlighting this prior knowledge as a condition for understanding. It is important to highlight that in every teaching and learning relationship there are situations that go beyond the technical content taught in the classroom. The environment is also taken into consideration, and for this reason, talking about preconceptions in the continuing education of teachers is saying something that is not explicit and, therefore, the unusual is part of the process. The research has its theoretical orientation from the philosophical hermeneutics of Hans- Georg Gadamer, with regard to the concepts of experience, dialogue, deliberation and pre-concept as guiding thoughts in the continued training of teachers and as methodological guidance, reflections made from of the academic experiences of the author of the text in the continuing teacher training days. The research concludes that there is an improvement in the teaching and learning relationship and in the dynamics of continuing teacher training when the teacher's experiences are taken into account. [resumo fornecido pelo autor
Dos paradigmas históricos da educação às práticas pedagógicas contemporâneas: formação do homem na construção dos novos saberes
Full text linkThis work focuses on the historical analysis of education and its ancient pedagogical practices, with the aim of proposing an active perspective and developing the skills and abilities necessary for the student\u27s cognitive and professional training and insertion into the job market. As a pillar of this study, scientifically based research is supported by great scholars who developed research aimed at the evolution of the application of knowledge in schools, and the impact that these methodologies generated on the student\u27s profile to create a new reading of the world. To understand the study, we seek to present the transformation that education has undergone over the centuries and the consequences generated in contemporary times and in the dynamic context of a transforming society.
Keywords: evolution of education; pedagogical practices; active methodologies; contemporary.Este trabalho versa a análise histórica da educação e suas práticas pedagógicas antigas, com o objetivo de propor um olhar ativo e desenvolver competências e habilidades necessárias para a formação cognitiva, profissional e a inserção do discente no mercado de trabalho. Como pilar desse estudo, sustenta-se uma pesquisa com embasamento científico de grandes estudiosos os quais desenvolveram pesquisas voltadas à evolução da aplicação do saber nas escolas, e o impacto que essas metodologias geraram no perfil do discente para a constituição de uma nova leitura de mundo. Para compreender o estudo, busca-se apresentar a transformação que a educação sofreu ao longo dos séculos e as consequências geradas na contemporaneidade e no contexto dinâmico de sociedade transformadora.
Palavras–chave: evolução da educação; práticas pedagógicas; metodologias ativas; contemporaneidade
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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