1,720,963 research outputs found
A práxis como fenômeno formador do/a docente
Get PDFOrientador: Prof. Dr. Maurício Cesar Vitória FagundesDissertação (mestrado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa: Curitiba, 06/07/2017Inclui referências : f. 112-114Resumo: Este trabalho organiza e realiza investigações acerca da formação do/a professor/a em serviço, na perspectiva dialética que enfoca a práxis como fenômeno recursivo do trabalho docente, capaz de transformá-lo/a e formá-lo/a. A pesquisa parte do questionamento de como o/a professor/a pode se formar pela práxis do seu próprio trabalho, pressupondo que o conjunto de particularidades que o caracteriza responderá sobre a formação docente (coletiva). O direcionamento da pesquisa se formaliza metodologicamente com o objetivo de compreender o processo formativo dos/as professores/as, de anos iniciais de uma escola da rede pública do município de Curitiba, nas possibilidades e limites de seu próprio trabalho concebido como práxis. Para isso, utiliza o método dialético-materialista para fundamentar o processo investigativo e aborda qualitativamente os materiais da investigação. Com a perspectiva do método dialético, este trabalho se configura como estudo de caso, a fim de descrever o processo de formação docente em serviço, utilizando três procedimentos para coleta de materiais, a saber: pesquisa documental, entrevista com professores/as; e, entrevista exotópica com pedagogos/as desta escola. Os materiais são interpretados pela análise dialógica de discurso de Bakhtin, e são submetidos à lógica dialética para construir os resultados da pesquisa. As dimensões teóricas e metodológicas são discutidas com os seguintes pensadores: Álvaro Vieira Pinto, método dialético e educação; Adolfo Sánchez Vázquez, filosofia da práxis; Augusto Nibaldo Silva Triviños, metodologia de pesquisa, Mikhail Bakhtin, análise dialógica de discurso; e, Paulo Freire, educação e formação de professores. Palavras-chave: Formação docente. Existência. Práxis.Abstract: This work organizes and realizes investigations about the teacher-forming in service, in the dialectical perspective that focuses on praxis as a recursive phenomenon of the teaching work, capable of transforming and forming him/her. The research starts from the questioning of how the teacher can be formed by the praxis of his own work, assuming that the set of particularities that characterize him/her will respond to the (collective) teacher formation. The direction of the research is formalized methodologically with the objective of understanding the formative process of the teachers of early years of a public school in the city of Curitiba (Brazil), in the possibilities and limits of their own work conceived as praxis. For this, it uses dialectical-materialist method to base the investigative process and qualitatively approaches the materials of the investigation. With the perspective of dialectical method, this work is configured as a case study, in order to describe the process of teacher formation in service, using three procedures for collecting materials, namely: documentary research, interview with teachers; and, exotopic interview with pedagogues of this school. The materials are interpreted by Bakhtin's dialogical analysis of discourse, and are subjected to dialectical logic to construct the results of the research. The theoretical and methodological dimensions are discussed with the fallowing thinkers: Álvaro Vieira Pinito, dialectical method and education; Adolfo Sánchez Vázquez, philosophy of praxis; Augusto Nibaldo Silva Triviños, methodology of research; Mikhail Bakhtin, dialogical discourse analysis; and, Paulo Freire, education and teacher-forming. Key words: Teacher formation. Existence. Praxis
Os fenômenos cognitivos na didática dialógica
Get PDFOrientador: Professor Doutor Adriano Furtado de HolandaTese (doutorado) - Universidade Federal do Paraná, Setor de Educação, Programa de Pós-Graduação em Educação. Defesa : Curitiba, 18/12/2023Inclui referênciasÁrea de concentração: EducaçãoResumo: A Didática Dialógica é uma abordagem elaborada como crítica à Didática Tradicional. A segunda, tomava os estudantes como passivos frente a um saber hermético, transmitido pelo professor; a primeira, pressupõe a mudança ética da relação professor–estudante, a comutar a prática docente de uma verticalidade diretiva para a horizontalidade responsiva. Desse modo, a didática elevada ao dialógico implica em remontar o contexto social dos estudantes em sala de aula a possibilitá-lo inserir a sua própria subjetividade na produção intersubjetiva do conhecimento – que em Paulo Freire (1921–1997) se entendeu como ensino dialógico. Assim, presume-se que ao assumir uma didática diferente da concepção tradicional, o modo de aprender dos estudantes se reconfigura, isto é: a Didática Dialógica pressupõe uma cognição típica. Esta proposição lógica estabiliza a questão fundamental desta tese: o que são os fenômenos cognitivos imanentes à Didática Dialógica? Para responder à esta questão, um ‘Estudo Fenomenológico’ foi sistematizado em sua abordagem qualitativa, para descrever os fenômenos cognitivos dessa experiência didática. Os dados foram tomados heuristicamente, a partir da redução fenomenológica da vivência com o ensino dialógico do professor-pesquisador ao longo de 10 anos, e compreendidos pela epistemologia de Edmund Husserl (1859–1938). Os resultados configuram a dinâmica de seis fenômenos cognitivos que sustentam a cognição na didática dialógica, a saber: Intencionalidade, Inteligência, Relação, Compreensão, Reflexão e Nexo de Experiências – nessa didática a cognição é recursiva da colaboração dos participantes.Abstract: Dialogical Didactics is an approach developed as a critique of Traditional Didactics. The latter regarded students as passive recipients of esoteric knowledge transmitted by the teacher. The former presupposes an ethical shift in the teacher-student relationship, transforming the teaching practice from directive verticality to responsive horizontality. In this way, didactics elevated to the dialogical implies reshaping the social context of students in the classroom to allow for the integration of their own subjectivity in the intersubjective production of knowledge – which in the understanding of Paulo Freire (1921–1997) is known as dialogical teaching. Thus, it is assumed that by adopting a didactic approach different from the traditional conception, students' learning mode is reconfigured, meaning that Dialogical Didactics presupposes a typical cognition. This logical proposition anchors the fundamental question of this thesis: what are the immanent cognitive phenomena of Dialogical Didactics? To address this question, a 'Phenomenological Study' was systematized in its qualitative approach to describe the cognitive phenomena of this didactic experience. The data were heuristically derived from the phenomenological reduction of the lived experience with dialogical teaching by the teacher-researcher over a period of 10 years, and understood through the epistemology of Edmund Husserl (1859– 1938). The results outline the dynamics of six cognitive phenomena that underlie cognition in dialogical didactics, namely: Intentionality, Intelligence, Relation, Comprehension, Reflection, and Nexus of Experiences – in this didactic, cognition is recursively shaped by the collaboration of participants
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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