1,720,959 research outputs found
Michel Foucault en las memorias del Grupo Porto Alegre: sobre la incursión del pensamiento del filósofo francés en la investigación educativa brasileña
Full text linkThis article examines how Michel Foucault’s theories have been received in Brazilian education research, highlighting his ideas’ diverse interpretations and applications. The discussion is divided into three main areas of reception. The first area examines the effects of the Brazilian publication of “Discipline and Punish,” which contributed to labelling Foucault as a “theorist of power.” The second area discusses the reinterpretation of Foucault’s work by the Porto Alegre Group, which has been instrumental in fostering a new understanding and spreading Foucauldian studies in Brazil. The third area reviews current academic work that explores themes like neoliberalism, curriculum, education, and teaching. In summary, this article aims to provide a thorough overview of Foucault’s impact on Brazilian education research while recognising that addressing the full scope of his work is challenging. Ultimately, it argues that Foucauldian theories are valuable tools for educational research that go beyond established frameworks.Este artículo examina las formas en que las teorías de Michel Foucault han sido recibidas en la investigación educativa brasileña, destacando las diversas interpretaciones y aplicaciones de sus ideas. La discusión se divide en tres áreas principales de recepción. La primera área se centra en los efectos de la publicación brasileña de “Disciplinar y castigar”, que contribuyó a etiquetar a Foucault como un “teórico del poder”. La segunda área discute la reinterpretación de la obra de Foucault por parte del Grupo Porto Alegre, que ha sido fundamental para fomentar una nueva comprensión y difundir los estudios foucaultianos en Brasil. La tercera área revisa el trabajo académico actual que explora temas como el neoliberalismo, el currículo, la educación y la enseñanza. En resumen, este artículo tiene como objetivo proporcionar una visión completa del impacto de Foucault en la investigación educativa brasileña, al tiempo que reconoce que abordar el alcance total de su trabajo es un desafío. En última instancia, argumenta que las teorías foucaultianas son herramientas valiosas para quienes se dedican a la investigación educativa que va más allá de los marcos establecidos
Why is the book on the table? A study on the identity formation of trainee EFL teachers
No full textThis dissertation presents a study about the process of identity constitution of English as a Second Language (ESL) training teachers based on their oral narratives. The aim of this research was to study the oral narratives of five training teachers of ESL in the sixth semester of an English-Portuguese Teaching and respective Literatures Degree to identify which discourses and representations of what it is to be an ESL
teacher constitute their teaching identities and from what social instances they come from. In order to achieve this goal, the memories of the subjects of this study about the English teachers they had during their mainstreaming schools and English language courses learning experiences, as well as of their first experiences in the classroom in the role of teachers, along with their representations of teacher's position in society were reconstructed in the format of oral narratives produced
through the guidance of a semi-structured interview. This study is located at the borders between Applied Linguistics, specifically from the bias that Pennycook (2006) calls transgressive Applied Linguistics, and Cultural Studies in Education. For analysis purposes, we use specific concepts for narrative (MOITA LOPES, 2001; LARROSA, 1996), representation (WOODWARD, 2011, HALL, 1997c) and identity
(Hall, 1997b; WOODWARD, 2011; SILVA, 2011). The study has identified the fluid and hybrid character of the training teachers identities which have been constructed by discourses coming from their experiences at mainstream schools, English language courses, ongoing training at the undergraduate course disciplines and their own professional experience, according to what was possible to map out in their
interviews. The (positive and negative) examples of the teachers who have been part of their school lives are strong subjective force elements alongside their professional
experiences. The narratives about their teaching styles enable the interpretation of the hybrid character of their professional identities, in which elements of their student, family and researcher identities mingle during the interview. The teachers seem to create a picture of the ideal teacher, the "good" teacher, which is set as a target domain and is linked to the formal aspects and use of English, pedagogical knowledge and good relationship with students, based on their experiences with ESL learning and teaching. These elements mentioned above seem to be fundamental in the identity construction of the ESL teachers in training analysed in this study.Esta dissertação apresenta um estudo sobre o processo de constituição identitária de professoras de língua inglesa em formação a partir de suas narrativas orais. Pretendeu-se nesta pesquisa identificar, em narrativas orais de cinco professoras de língua inglesa em formação do sexto semestre de um curso de Licenciatura dupla em Letras Português e Inglês e respectivas literaturas, que discursos e representações do que é ser professora de língua inglesa constituem suas identidades docentes e de que instâncias sociais eles advém. Para isso, foram resgatadas, por meio de narrativas orais em entrevista semiestruturada, as memórias das acadêmicas sobre os professores de inglês em sua experiência escolar e em cursos livres, bem como suas primeiras experiências em sala de aula
no papel de docente e suas representações da posição do professor perante a sociedade. Este estudo situa-se nas fronteiras entre Linguística Aplicada, especificamente a partir do viés que Pennycook (2006) chama de Linguística Aplicada transgressiva, e Estudos Culturais em educação. Para fins de análise, partiu-se das noções de narrativa (MOITA LOPES, 2001; LARROSA, 1996), representação (WOODWARD, 2011, HALL, 1997c) e identidade (HALL, 1997b; WOODWARD, 2011; SILVA, 2011). As análises desenvolvidas apontam para o
caráter fluido e híbrido das identidades das professoras em formação, as quais são construídas, conforme foi possível mapear em suas entrevistas, por discursos provenientes da experiência escolar, curso livre, curso de formação e experiência profissional. Os exemplos (positivo e negativo) dos professores que passaram por suas vidas estudantis constituem-se em fortes elementos subjetivadores, ao lado de
suas experiências profissionais. As narrações de seus perfis docentes possibilitam a interpretação do hibridismo de suas identidades profissionais, em que elementos de suas identidades discentes, familiares e de pesquisadoras se mesclam no momento da entrevista. As professoras parecem criar, a partir de suas experiências com o ensino e aprendizagem de inglês, uma figura do professor ideal. O "bom" professor parece se estabelecer na narrativa das acadêmicas como meta e está ligado ao domínio dos aspectos formais e de uso do inglês, saberes pedagógicos e bom relacionamento com os alunos. Estes elementos acima citados parecem ser
fundamentais na constituição identitária das professoras de língua inglesa em formação deste estudo
Why is the book on the table? A study on the identity formation of trainee EFL teachers
No full textEsta disserta????o apresenta um estudo sobre o processo de constitui????o identit??ria de professoras de l??ngua inglesa em forma????o a partir de suas narrativas orais. Pretendeu-se nesta pesquisa identificar, em narrativas orais de cinco professoras de l??ngua inglesa em forma????o do sexto semestre de um curso de Licenciatura dupla em Letras Portugu??s e Ingl??s e respectivas literaturas, que discursos e representa????es do que ?? ser professora de l??ngua inglesa constituem suas identidades docentes e de que inst??ncias sociais eles adv??m. Para isso, foram resgatadas, por meio de narrativas orais em entrevista semiestruturada, as mem??rias das acad??micas sobre os professores de ingl??s em sua experi??ncia escolar e em cursos livres, bem como suas primeiras experi??ncias em sala de aula
no papel de docente e suas representa????es da posi????o do professor perante a sociedade. Este estudo situa-se nas fronteiras entre Lingu??stica Aplicada, especificamente a partir do vi??s que Pennycook (2006) chama de Lingu??stica Aplicada transgressiva, e Estudos Culturais em educa????o. Para fins de an??lise, partiu-se das no????es de narrativa (MOITA LOPES, 2001; LARROSA, 1996), representa????o (WOODWARD, 2011, HALL, 1997c) e identidade (HALL, 1997b; WOODWARD, 2011; SILVA, 2011). As an??lises desenvolvidas apontam para o
car??ter fluido e h??brido das identidades das professoras em forma????o, as quais s??o constru??das, conforme foi poss??vel mapear em suas entrevistas, por discursos provenientes da experi??ncia escolar, curso livre, curso de forma????o e experi??ncia profissional. Os exemplos (positivo e negativo) dos professores que passaram por suas vidas estudantis constituem-se em fortes elementos subjetivadores, ao lado de
suas experi??ncias profissionais. As narra????es de seus perfis docentes possibilitam a interpreta????o do hibridismo de suas identidades profissionais, em que elementos de suas identidades discentes, familiares e de pesquisadoras se mesclam no momento da entrevista. As professoras parecem criar, a partir de suas experi??ncias com o ensino e aprendizagem de ingl??s, uma figura do professor ideal. O "bom" professor parece se estabelecer na narrativa das acad??micas como meta e est?? ligado ao dom??nio dos aspectos formais e de uso do ingl??s, saberes pedag??gicos e bom relacionamento com os alunos. Estes elementos acima citados parecem ser
fundamentais na constitui????o identit??ria das professoras de l??ngua inglesa em forma????o deste estudo.This dissertation presents a study about the process of identity constitution of English as a Second Language (ESL) training teachers based on their oral narratives. The aim of this research was to study the oral narratives of five training teachers of ESL in the sixth semester of an English-Portuguese Teaching and respective Literatures Degree to identify which discourses and representations of what it is to be an ESL
teacher constitute their teaching identities and from what social instances they come from. In order to achieve this goal, the memories of the subjects of this study about the English teachers they had during their mainstreaming schools and English language courses learning experiences, as well as of their first experiences in the classroom in the role of teachers, along with their representations of teacher's position in society were reconstructed in the format of oral narratives produced
through the guidance of a semi-structured interview. This study is located at the borders between Applied Linguistics, specifically from the bias that Pennycook (2006) calls transgressive Applied Linguistics, and Cultural Studies in Education. For analysis purposes, we use specific concepts for narrative (MOITA LOPES, 2001; LARROSA, 1996), representation (WOODWARD, 2011, HALL, 1997c) and identity
(Hall, 1997b; WOODWARD, 2011; SILVA, 2011). The study has identified the fluid and hybrid character of the training teachers identities which have been constructed by discourses coming from their experiences at mainstream schools, English language courses, ongoing training at the undergraduate course disciplines and their own professional experience, according to what was possible to map out in their
interviews. The (positive and negative) examples of the teachers who have been part of their school lives are strong subjective force elements alongside their professional
experiences. The narratives about their teaching styles enable the interpretation of the hybrid character of their professional identities, in which elements of their student, family and researcher identities mingle during the interview. The teachers seem to create a picture of the ideal teacher, the "good" teacher, which is set as a target domain and is linked to the formal aspects and use of English, pedagogical knowledge and good relationship with students, based on their experiences with ESL learning and teaching. These elements mentioned above seem to be fundamental in the identity construction of the ESL teachers in training analysed in this study
Entre a performance e o afeto nas aulas de matemática : a conquista do aluno como virtude da docência
No full text
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
- …
