1,720,972 research outputs found
A produção acadêmica sobre o currículo e a educação do campo
Full text linkThe trajectory of rural education is not linear. After countless pauses and mishaps, in the 1990s, social movements with other organizations and universities, once again articulated in the struggle for quality education for the countryside. Thus, the objective of this study is to map the production of knowledge related to the curriculum and education of the field in the Digital Library of Theses and Dissertations-BDTD. For this, the State of the Art of the research available in the Brazilian Digital Library of Theses and Dissertations was carried out. For data collection, a simple search method was used by subject with the descriptors “curriculum and field education”, which was extracted from the scientific literature that supported the research. Data were collected between June and July 2021, and the initial result of this collection indicated the existence of 203 works published between 2007 and 2020. Excluding repeated works that were not available for download, 191 studies remained, 145 of which were master's dissertations and 46 doctoral theses, after analysis, focusing on the reading of titles and abstracts, 92 studies remained related to the discussion about curriculum and education in the field, composing our final sample. There is a certain convergence in the studies discussed, which transit between the constitution of Rural Education as a right, its contradictions, the need to develop specific projects and public policies for each rural reality, the role of the teacher and his understanding of the countryside and the importance of a curriculum that contemplates the principles of Rural Education and the diversity present in these spaces.
La trayectoria de la educación rural no es lineal. Luego de innumerables pausas y percances, en la década de 1990, los movimientos sociales con otras organizaciones y universidades, nuevamente se articularon en la lucha por una educación de calidad para el campo. Así, el objetivo de este estudio es mapear la producción de conocimiento relacionado con el currículo y la enseñanza del campo en la Biblioteca Digital de Tesis y Disertaciones-BDTD. Para ello, se realizó el Estado del Arte de la investigación disponible en la Biblioteca Digital Brasileña de Tesis y Disertaciones. Para la recolección de datos, se utilizó un método de búsqueda simple por tema con los descriptores “currículum y campo de la educación”, el cual fue extraído de la literatura científica que apoyó la investigación. Los datos se recolectaron entre junio y julio de 2021, y el resultado inicial de esta recolección indicó la existencia de 203 trabajos publicados entre 2007 y 2020. Excluyendo los trabajos repetidos que no estaban disponibles para descargar, quedaron 191 estudios, de los cuales 145 fueron tesis de maestría y 46 tesis doctorales, después del análisis, centrándose en la lectura de títulos y resúmenes, quedaron 92 estudios relacionados con la discusión sobre el currículo y la educación en el campo, componiendo nuestra muestra final. Hay cierta convergencia en los estudios discutidos, que transitan entre la constitución de la Educación Rural como un derecho, sus contradicciones, la necesidad de desarrollar proyectos y políticas públicas específicas para cada realidad rural, el rol del docente y su comprensión del campo. y la importancia de un currículo que contemple los principios de la Educación Rural y la diversidad presente en estos espacios.A trajetória da educação do campo não é linear. Após inúmeras pausas e percalços, nos anos 90, os movimentos sociais, organizações e universidades, voltam a se articular na luta pela educação de qualidade para o campo. Assim, o objetivo deste estudo é mapear a produção do conhecimento relacionada ao currículo e Educação do Campo na Biblioteca Digital de Teses e Dissertações-BDTD. Para isso, realizou-se o Estado da Arte das pesquisas disponíveis na Biblioteca Digital Brasileira de Teses e Dissertações. Para a coleta de dados utilizou-se o método de busca simples por assunto com os descritores “currículo and educação do campo”, que foi extraída da literatura científica que embasou a pesquisa. Os dados foram coletados entre junho e julho de 2021, e o resultado inicial dessa coleta apontou a existência de 203 trabalhos publicados entre 2007 e 2020. Excluídos os trabalhos repetidos e que não estavam disponíveis para download, restaram 191 pesquisas, sendo 145 dissertações de mestrado e 46 teses de doutorado, após análises, com foco na leitura dos títulos e resumos restaram 92 pesquisas relacionadas com a discussão sobre currículo e Educação do Campo, compondo nossa amostra final. Nota-se certa convergência nos estudos abordados, que transitam entre a constituição da Educação do Campo como direito, suas contradições, a necessidade de desenvolver projetos e políticas públicas específicas para cada realidade rural, o papel do professor e de sua compreensão do campo e a importância de um currículo que contemple os princípios da Educação do Campo e a diversidade presente nesses espaços
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
Indicadores Educacionais do território do Piemonte da Diamantina-Bahia: apontamentos iniciais
Full text linkO artigo apresenta reflexões sobre indicadores educacionais do Território do Piemonte da Diamantina na Bahia. Optamos por métodos quantitativos e qualitativos e uma pesquisa documental coletando dados nas bases do INEP. Os resultados apontam uma redução do analfabetismo, contudo as taxas de reprovação e abandono escolar apresentam-se ainda elevadas; há altos índices de distorção idade série, principalmente no ensino fundamental e os municípios apresentaram dificuldades em melhorar os indicadores do Ideb
Insubordinações científicas: modos de pesquisa no grupo de pesquisa (auto)biografia, formação e história oral (Grafho)
Full text linkThe purpose of this article is to reflect on the production of knowledge in the (Auto)Biography, Training and Oral History Research Group (Grafho). Our objectives were: 1) to analyze the field of knowledge production on (auto)biographical research in Grafho in order to contribute to the debate on theoretical-methodological issues; 2) to relate the data identified in the theses and dissertations with other studies on the subject. We conducted a state-of-the-art study by surveying theses and dissertations linked to Grafho from 2019 to 2024 on the Saber Aberto portal of the State University of Bahia (UNEB). Our results show that: 1) the vast majority of research is qualitative and calls itself (auto)biographical; 2) the most used device was the narrative interview, however we identified documentary analysis, field diaries, observations and memorials; 3) teachers are the collaborators most often heard in Grafho research, however we noticed works that listened to students, chilres and the elderly; 4) the studies were developed in different stages of Basic Education, however there was greater reference to Elementary Education; and 5) there is a territorial diversity of Bahian municipalities investigated.El propósito de este artículo es reflexionar sobre la producción de conocimiento en el Grupo de Investigación (Auto)Biografía, Formación e Historia Oral (Grafho). Nuestros objetivos fueron: 1) analizar el campo de producción de conocimiento sobre la investigación (auto)biográfica en el Grafho para contribuir al debate sobre cuestiones teórico-metodológicas; 2) relacionar los datos identificados en las tesis y tesinas con otros estudios sobre el tema. Realizamos un estado del arte mediante el relevamiento de tesis y disertaciones vinculadas al Grafho entre 2019 y 2024 en el portal Saber Aberto de la Universidad Estatal de Bahía (UNEB). Nuestros resultados muestran que: 1) la gran mayoría de las investigaciones son cualitativas y se autodenominan (auto)biográficas; 2) el dispositivo más utilizado fue la entrevista narrativa, sin embargo identificamos análisis documental, diarios de campo, observaciones y memoriales; 3) los profesores son los colaboradores más escuchados en las investigaciones del Grafho, sin embargo notamos trabajos que escucharon a estudiantes, niños y ancianos; 4) los estudios se desarrollaron en diferentes etapas de la Educación Básica, sin embargo hubo mayor referencia a la Educación Primaria; y 5) existe una diversidad territorial de los municipios bahianos investigados.O presente artigo tem como objeto de estudo a reflexão sobre a produção do conhecimento no Grupo de Pesquisa (Auto)Biografia, Formação e História Oral (Grafho). Nossos objetivos foram: 1) analisar o campo da produção do conhecimento sobre a pesquisa (auto)biográfica no Grafho a fim de contribuir com o debate de questões teórico-metodológicas; 2) relacionar os dados identificados nas teses e dissertações com outros estudos sobre a temática. Realizamos um estudo do tipo estado da arte, construído por meio de levantamento de teses e dissertações vinculadas ao Grafho durante os anos de 2019 a 2024 no portal Saber Aberto da Universidade do Estado da Bahia (UNEB). Nossos resultados apontam que: 1) há grande maioria das pesquisas são qualitativa e se intitulam (auto)biográficas; 2) o dispositivo mais utilizado foi a entrevista narrativa, contudo identificamos análise documental, diário de campo, observações e memoriais; 3) as professoras são as colaboradoras mais ouvidas nas pesquisas do Grafho, no entanto percebemos trabalhos que escutaram estudantes, crianças e idosos; 4) os estudos foram desenvolvidos em diferentes etapas da Educação Básica, contudo houve maior referência ao Ensino Fundamental; e 5) há uma diversidade territorial de municípios baianos investigados
Comunidades Educativas En Territorios Rurales: Narrativas Docentes Sobre Las Condiciones Laborales En el Antropoceno
No full textThis article analyzes teaching working conditions in rural schools in the Piemonte da Diamantina Identity Territory, Bahia, connecting teachers\u27 narratives with the theoretical debate on educational communities and the Anthropocene. Based on narrative interviews and comprehensive-interpretative analysis, central contradictions that permeate rural teaching were identified: on the one hand, structural precariousness, such as lack of infrastructure, low wages, multiple employment relationships, and insufficient initial training; on the other, community-based pedagogical practices that mobilize local knowledge, strengthen bonds of belonging, and configure rural teaching as a practice of resistance. The analysis shows that rural schools, even in adverse contexts, constitute spaces for memory, care, and pedagogical reinvention, assuming ethical and political relevance in confronting contemporary socio-environmental crises. The results highlight the need to strengthen public policies that value teachers and to deepen research that articulates education, socio-environmental justice, and educational communities within the Anthropocene.El artículo analiza las condiciones laborales docentes en escuelas rurales del Territorio de Identidad Piemonte da Diamantina, Bahía, articula las narrativas docentes con el debate teórico sobre las comunidades educativas y el Antropoceno. A partir de entrevistas narrativas y un análisis comprensivo-interpretativo, se identificaron las contradicciones centrales que permean la docencia rural: por un lado, precariedades estructurales, como la falta de infraestructura, los bajos salarios, la multiplicidad de relaciones laborales y la formación inicial insuficiente; por otro, las prácticas pedagógicas comunitarias que movilizan los saberes locales, fortalecen los lazos de pertenencia y configuran la docencia rural como una práctica de resistencia. El análisis muestra que las escuelas rurales, incluso en contextos adversos, constituyen espacios de memoria, cuidado y reinvención pedagógica, adquiriendo relevancia ética y política para afrontar las crisis socioambientales contemporáneas. Los resultados resaltan la necesidad de fortalecer políticas públicas que valoren al profesorado y de profundizar la investigación que articule la educación, la justicia socioambiental y las comunidades educativas en el horizonte del Antropoceno
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