1,721,053 research outputs found
Who is afraid of politics? Perceptions of History pre-service teaching undergraduate students regarding the politicity of their education
No full textEsta pesquisa, intitulada Quem tem medo de política? Percepções de licenciandos de
História acerca da politicidade de sua formação, teve como objetivo analisar as
percepções de estudantes de cursos de Licenciatura em História, matriculados no
último ano e recém-formados, acerca da diretividade da educação e das relações
entre a docência e a transformação ou manutenção do status quo. Tomando como
referência a compreensão de Paulo Freire de que educar é um ato político, buscouse
explicitar contradições, práticas, ênfases teórico-metodológicas e ideários dos
contextos formativos dos sujeitos da pesquisa para, com isso, identificar e
compreender visões dos participantes sobre a politicidade inerente aos seus
percursos na Graduação. Este estudo surgiu da necessidade mais ampla de lançar
luz sobre conhecimentos e produzir novos, que auxiliem a transformação social e a
construção de uma sociedade outra, mais igualitária e humanizada, sendo a educação
um fator crucial desse compromisso. Nesse sentido, fez-se fundamental apreender
como a formação docente pode contribuir para reforçar a ordem social vigente ou para
subvertê-la, em favor dos oprimidos. A investigação, de abordagem qualitativa, valeuse
de um questionário aplicado em ambiente virtual para registrar as respostas dos
licenciandos. A questão norteadora da pesquisa foi assim escrita: Quais são as
percepções de licenciandos do curso de História acerca da politicidade de sua
formação? Os dados produzidos foram distribuídos e analisados em eixos temáticos
que tiveram por base as seguintes categorias: diálogo, justiça social e leitura crítica
da realidade. Os principais resultados revelaram que, de forma geral, os estudantes
percebem as intenções e os interesses subjacentes à prática educativa que integram,
com diferentes níveis de criticidade e perspectivas políticas. A compreensão dos
sujeitos acerca da politicidade de sua formação perpassa o medo da exposição e da
demissão de docentes que explicitam suas posições políticas; a visão do
conhecimento como um produto pronto, a ser entregue aos discentes; e o próprio
ideário capitalista vigente, que faz da educação uma relação mercantil. Contudo,
pode-se dizer, também, das muitas e louváveis tentativas de superação e de
transgressão de perspectivas homogeneizadoras de ensino-aprendizagem, e que os
estudantes, em sua maioria, valorizam uma educação plural e respeitadora de suas
identidades. A presente pesquisa soma-se a um conjunto de investigações que têm
como preocupação central a crítica ao mito da neutralidade da educação. De forma
específica, este estudo pode contribuir com informações acerca de como futuros
professores de História podem se aproximar ou se afastar dessa ideia, em função das
crenças que possuem, de suas necessidades e de oportunidades que lhes são
conferidas para experienciar e dialogar sobre a politicidade da educação, ao longo de
sua formação inicial.This research, entitled Who is afraid of politics? Perceptions of History pre-service
teaching undergraduate students regarding the politicity of their education, aimed to
analyze the perceptions of students of History undergraduate teaching courses,
enrolled in the last year and recent graduates, regarding the directivity of education
and the relationships between teaching and transformation or maintenance of the
status quo. Taking as a reference Paulo Freire’s understanding that educating is a
political act, it was sought to explain contradictions, practices, theoreticalmethodological
emphases and ideas of the formative contexts of the research subjects
in order to, with this, identify and understand the participants’ views on the politicity
inherent to their undergraduate paths. This study arose from the broader need to shed
light on knowledge and produce new ones, which help social transformation and the
construction of a different, more egalitarian and humanized society, with education
being a crucial factor in this commitment. In this sense, it is fundamental to apprehend
how teacher training can contribute to reinforce the current social order or to subvert
it, in favor of the oppressed. The investigation, with a qualitative approach, used a
questionnaire applied in a virtual environment to record the responses of the preservice
teaching undergraduate students. The guiding research question was written
as follows: What are the perceptions of the History pre-service teaching undergraduate
students regarding the politicity of their education? The data produced were distributed
and analyzed in thematic axes based on the following categories: dialog, social justice
and critical reading of reality. The main results revealed that, in general, students notice
the intentions and interests underlying the educational practice they integrate, with
different levels of criticality and political perspectives. The understanding of the
subjects about the politicity of their education permeates the fear of exposure and
dismissal of professors who make their political positions explicit; the vision of
knowledge as a ready-made product to be delivered to students; and the prevailing
capitalist ideology itself, which makes education a commercial relationship. However,
it can also be said that there are many commendable attempts to overcome and
transgress the homogenizing teaching-learning perspectives, and that most students
value a plural education that respects their identities. This research is part of a set of
investigations whose main concern is to criticize the myth of the neutrality of education.
Specifically, this study can contribute with information about how future History
teachers can approach or distance themselves from this idea, depending on the beliefs
they have, their needs and the opportunities given to them to experience and have a
dialog about the politicity of education, throughout their initial training.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPE
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
Avaliação da acessibilidade em prédios públicos. Estudo de caso em um bloco de engenharia situado em uma instituição de ensino superior
Full text linkArtigoO artigo consiste em avaliar a acessibilidade em um bloco de Engenharia de uma Instituição de Ensino Superior. Os objetivos deste estudo foram: analisar, avaliar e comparar se essa acessibilidade ocorre da mesma forma para todos que frequentam o bloco, ressaltando a importância de pessoas com diferentes necessidades ocuparem um mesmo ambiente sem quaisquer dificuldades de acesso. A metodologia da pesquisa é de caráter descritiva-quantitativa, realizada pela autora, foi feita a análise, segundo a com a lei nº 10.098, em conformidade com a NBR 9050 e de acordo com a percepção do usuário, estabelecendo-se, a partir de notas obtidas, um padrão de conformidade. Os resultados mostram que apesar da boa estrutura do prédio em questão, há ainda a necessidade de algumas mudanças físicas, de modo que o ambiente se conforme mais com a norma e atenda melhor a todas as pessoas que o frequentam.Trabalho não financiado por agência de fomento, ou autofinanciad
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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