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Uma jornada pelas trilhas de um processo reflexivo online para coordenadores
No full textO objetivo desta tese é descrever e interpretar o fenômeno do processo reflexivo
de coordenadores em um curso online de formação continuada, considerando para isso a
perspectiva de quem o vivenciou: o professor-pesquisador e os coordenadores, alunos de
um curso, denominado e-ducation.
A fundamentação teórica deste estudo está ancorada em: (a) uma visão sobre
formação de professores que ressalta a importância do desenvolvimento da sua
capacidade crítico-reflexiva, tomando-se como base as contribuições de Dewey
(1916/1994, 1938/1967), Schön (1987, 1991, 1992), Almeida (2005-2006), Kincheloe
(1993/1997), Nóvoa (1995), Perrenoud (2002), Pimenta (2002), Popkewitz (1995),
Sacristán (2002), Webb (1996) e Zeichner (1992); (b) um entendimento da aprendizagem
como sendo socialmente constituida, passível de ser construída em comunidades, e de se
formar tendo como base elementos presentes em nosso cotidiano, conforme discutido por
Vygotsky (1934/1984, 1937/1987), Lave & Wenger (1991) e Popper (1972); (c) uma
compreensão da linguagem sob uma perspectiva pós-moderna que entende os
significados como construídos, sempre, em relação a algum outro, ou seja, através de um
processo dialógico e constituído pelas relações de poder existentes como defendido por
Bakhtin (1929/1995), Foucault (1979) e Graddol (1994); e, (d) uma visão que define o
currículo como um construto que transcende a organização e seriação de conteúdos,
entendido como dinâmico e aberto a mudanças que possam ajustá-lo às diferentes
realidades dos aprendizes partindo das reflexões de Apple (1990) e Cavallo (2000).
Os dados foram coletados a partir de maio de 2002, de forma longitudinal, por
dezoito meses, na medida em que os conteúdos do curso foram sendo trabalhados. O
desenvolvimento do e-ducation possibilitou o estudo do fenômeno do processo reflexivo
de coordenadores em um programa online de formação continuada, investigado nos três
módulos que o compuseram: o primeiro abordou o tópico estratégias de aprendizagem, o
segundo explorou o conceito de senso comum pedagógico e o terceiro compreendeu
questões pertinentes à reflexão de professores. Tomando como base os conceitos da
abordagem Hermenêutico-Fenomenológica, a investigação visou à descrição e
interpretação do fenômeno em foco, utilizando o processo de tematização sistematizado
por Freire (2006), com base na proposta de van Manen (1990).
A interpretação dos textos revela que o fenômeno do processo reflexivo de
coordenadores em um curso online de formação continuada se estrutura em torno de
quatro temas: desencadeamento da reflexão, a partir de uma série de estratégias
utilizadas no curso; mediação da reflexão, interpretada através da participação dos alunos
e do professor ao longo do curso; atualização da reflexão, relacionada aos momentos nos
quais os participantes textualizam suas reflexões compartilhando as mesmas com os
companheiros; e ambientação para a reflexão, verificada a partir de elementos
interpretados como fundamentais para que o fenômeno em questão ocorraThe objective of this study is to describe and interpret the phenomenon of the
reflective process of academic coordinators in a continuing education online course,
considering for this the perspective of the people who lived this experience: the teacherresearcher
and the academic coordinators who were the students of a course entitled education.
The theoretical foundations of this piece of research lie in (a) an understanding of
teacher education processes which emphasizes the importance of the development of
teachers critical and reflective capacity, based on the concepts of Dewey (1916/1994,
1938/1967), Schön (1987, 1991, 1992), Almeida (2005-2006), Freire (1996), Kincheloe
(1993/1997), Nóvoa (1995), Perrenoud (2002), Pimenta (2002), Popkewitz (1995),
Sacristán (2002), Webb (1996) e Zeichner (1992); (b) a view of learning as socially
constituted and prone to be constructed within communities and to become concrete
taking as starting points elements that can be found in our routine activities, as discussed
by Vygotsky (1934/1984, 1937/1987), Lave & Wenger (1991) and Popper (1972); (c) a
concept that sees language from a post-modern perspective, that is, a view that
understands meaning as something which is always constructed in relation to some other
meaning through a dialogical process that is influenced by the inherent power
relationships of our society, as defined by Bakhtin (1929/1995), Foucault (1979) and
Graddol (1994); and, (d) a definition of curriculum as a construct that transcends the
organization of a syllabus and which is dynamic and open to changes that may adjust the
curriculum to better suit the different realities of the learners, according to the ideas of
Apple (1990) and Cavallo (2000).
The data for this research was collected throughout the development of the
course, on a longitudinal basis, for eighteen months, from May 2002 on. My experience
with the e-ducation made it possible the investigation of the phenomenon of the
reflective process of academic coordinators in a continuing education online course, which
was studied thoroughly, during the three modules of the course: the first one dealt with
learning strategies, the second one explored the concept of pedagogical common sense,
and the third one approached issues related to reflective teaching. Based on the concepts
of the Hermeneutic-Phenomenology approach to research, the investigation aimed at
describing and interpreting the phenomenon on focus through a thematic interpretation
process systematized by Freire (2006), whose work was inspired by a proposal of van
Manen (1990).
The interpretation of the texts reveals that the phenomenon of the reflective
process of academic coordinators in a continuing education online course is structured
around four themes: the triggering of reflection, which took place due to a series of
strategies used in the course; the mediation of reflection, interpreted through the
observation of the teacher s and the students participation throughout the course; the
actualization of reflection, related to the moments in which the participants materialize
their reflections and share opinions with their colleagues; and the environment for
reflection, identified through the observation of specific elements which are essential for
the phenomenon studied to take placeCoordenação de Aperfeiçoamento de Pessoal de Nível Superio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Get PDF“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
Get PDFWe 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
Get PDFWe 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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