Educação Unisinos

Ser estudante com deficiência na pós-graduação em Educação: narrativas de uma experiência de inclusão

2024-03-28T17:26:42-03:00

What does a visually impaired postgraduate student say about their experiences in this context? This concern is at the heart of this article, based on the growing number of students with disabilities entering higher education. With the entry of these students, some challenges have become evident, such as the need to eliminate architectural and attitudinal barriers, adapt the curriculum, methodological and assessment strategies to ensure equity and a humane, democratic public education aimed at ensuring the quality of permanence of this segment. With this in mind, this article aims to reflect on the narratives of a visually impaired student about his perceptions, focusing on the challenges and achievements experienced in the context of his constitution as a disabled student in the stricto sensu postgraduate course in Education. The analysis stems from empirical research with a qualitative approach configured as a single case study (STAKE, 2011), precisely the first visually impaired master's student to enter this field at a state public university in the Northeast of Brazil. The data was produced through a narrative interview (NACARATO E PASSEGGI, 2013) with this student. The results show that there are still many obstacles on the university facilities to ensure the inclusion of students with disabilities in it, and that there is an urgent need to adopt strategies to make students with disabilities visible and valued as capable individuals with the potential to develop and (con)live in society.

A epistemologia da pesquisa interventiva em educação e seus reflexos na pesquisa-ação e pesquisa participante

2023-07-03T10:11:07-03:00

It analyzes the foundations of interventional research in education in stricto sensu graduate education, professional modality, posing the question of the nature of research based on the classification of sciences into theoretical, productive and practical, based on Aristotle, Thomas Aquinas, Francis Bacon, Descartes et al., understanding that the nature of research is closely linked to this classification. We define basic research as the production of new knowledge. Applied research uses knowledge from basic research in education to produce artifacts and innovations in social and educational technology, while practical research aims to change the problem-situation verified, theorizing the relationship between action and change. It takes on the terminology of interventional research and conceptualizes and differentiates the formative intervention from the prescriptive one, as an object of study, exemplifying from the research-action and participant research.

Uma breve recuperação das lutas em prol da formação, reconhecimento e valorização dos educadores sociais na perspectiva da Educação Popular

2024-03-28T17:33:39-03:00

he article addresses the importance of social educators in Brazil, focusing on the Associação de Educadores Populares de Porto Alegre (AEPPA). It aims to analyze the trajectory of these professionals, highlighting their training, recognition, and appreciation through AEPPA. It employs the methodology of systematizing experiences, integrating theory and practice of Popular Education. The article reveals that AEPPA's initiatives significantly contribute to the valorization of social educators, promoting qualified training and advocating for the regulation of the profession. It concludes by emphasizing the importance of AEPPA in the training and recognition of these professionals, who are essential for inclusive and transformative social policies.

Uma terra dourada de tanto ouro: educação católica germânica nos séculos XIX e XX

2023-12-22T14:26:19-03:00

If the Germanic and German-Brazilian presence and sedentariness in the various poles of attraction in southern Brazil has already received enough attention from competent historiography, this article centers its focus more on the pole of repulsion than on that of attraction for these immigrants. The objective is to try to draw an overview of the ideas that mobilized a Germanic missionary expansion with a view to the dissemination of Romanized Catholicism throughout the world, which, in turn, engendered the curricula and practices of the schools that served the Germanic and Germanic Brazilian community in Paraná. Thus, in a first moment, we try to characterize the historical context of the repulsion of Germanic emigrants towards the south of Brazil, in order, in a second moment, to understand the field of ideas, tensions and distensions of the Catholic Church of the period that came to form and influence the Catholic Germanic missionary mentality exported and incorporated in multiple German-Brazilian schools.

O Programa Mais Educação e a temática LGBTQIA+fobia nos Trabalhos Colaborativos de Autoria na cidade de São Paulo

2024-10-15T14:07:54-03:00

The article discusses the Mais Educação Program and the Collaborative Work of Authorship (TCA), both adopted in 2014 by the Municipal Department of Education of São Paulo. They made it possible for several schools to develop pedagogical projects focused on gender and sexuality issues based on the demands of the students themselves. In this article, we problematize the experiences of three educational institutions that are dedicated to combating LGBTQIA+phobia. The research was carried out using a qualitative method, with an ethnographic approach (Mattos, 2011). The research territory is the District of Cidade Tiradentes, belonging to the neighborhood of Guaianases, East Zone of São Paulo. The research that touch on the theme Collaborative Work of Authorship (TCA) are still few and have not addressed the questions of gender and sexuality in a specific way. Therefore, we believe that this article can help make these reflections more present in everyday school life, as well as encourage teachers to propose new approaches to gender and sexuality at school.

“A alma do Brasil reside na diversidade”: uma análise da vontade de recomposição da diferença, do coletivo e a educação no cenário brasileiro

2024-03-28T17:33:03-03:00

The aim of this research is to analyze the brazilian political scenario in order to provide indicators for thinking about Education. Specifically, the study seeks to comprehend the current Brazilian government's willing regarding social and educational aspects, considering the issues that involve difference and the collective. The analysis focuses on President Lula's speech on January 1st, 2023, the occasion of his inauguration. As an analytical tool, the concept of discourse and governmentality is employed from a Foucauldian perspective. Among the results, a convergence of two strategies is highlighted: the affirmation of the presence of groups that were being excluded from the brazilian context, and the proposition of actions aimed at reconstructing the sense of the collective, also invoking education. There is a government intention to rebuild a discursive order, now based on the collective and difference, indicating educational actions and counter-conducts in relation to the ways of life within a neoliberal context.

A atuação teatral na vivência escolar: uma contribuição da linguagem artística para o ensino de ciências da natureza

2024-03-28T17:13:07-03:00

This article aims to discuss the teaching of Art, through theatrical performance, as a possibility for interaction and meaning-making in Art and Natural Sciences concepts, from a historical-cultural perspective. It is understood that involving a wide diversity of artistic expressions in art education contributes to the sociocognitive development of students and to the understanding of various knowledge areas, particularly natural sciences. The methodology is qualitative, and data were obtained from literature review and the development of classes in two ninth-grade groups of elementary education. The students created performances as a way to articulate body language with biological and cultural aspects. The results indicate that theatrical performance contributes to interdisciplinary teaching. This research allowed for contemplation on the interfaces between Art Education and Natural Sciences, in light of the aspect of bodily expression focused on theatrical language.

Análise das interações e argumentos falados elaborados por estudantes do ensino superior a partir de uma proposta didática pautada em Toulmin

2023-07-03T10:16:12-03:00

This article aims to contribute to the deepening of the discussion on interactions and arguments around the following issue: Can students, from the interactions in class, develop quality arguments? In this qualitative research, we resort of field research to develop arguments through interactions in an expository and dialogued class in an Information Systems course. The structural analysis of the students' arguments was based on Toulmin's Argumentative Pattern (2006) and content analysis proposed by Bardin (2016). The results show that the most elaborate interactions happened in greater numbers, but what predominated in their speeches were the simple arguments, followed by the incomplete and complex ones and that the students satisfactorily engaged in the class and succeed, through interactions, support your arguments and build good quality arguments.

Editorial

2025-03-11T16:17:14-03:00

Prática pedagógica inclusiva na perspectiva da acessibilidade e do Desenho Universal para Aprendizagem

2024-03-28T17:26:01-03:00

This article falls within the area of knowledge and teaching modality of Special Education from the perspective of inclusion policy. It aims to present and discuss a pedagogical experience carried out in a multifunctional resource room, developed based on accessibility guidelines for students with disabilities, based on the principles and guidelines of the international theme Universal Design for Learning. The qualitative research approach was adopted as a methodology, with emphasis on the case study. The work originated from the creation of a physical board pedagogical game for handling and interaction with a group of students from two public schools in the state of Rio de Janeiro. As a data analysis procedure, a table was constructed, with guidelines based on the analysis points of the Universal Design for Learning, to discuss the evaluation parameters and the teaching strategies adopted. The results mainly point to the conditions and possibilities for achieving actions aimed at accessibility in pedagogical practices, through learning strategies and teaching mediation, considering cognitive plurality and the right to educational participation. This provides the understanding of a diverse educational body that is constantly mobilizing knowledge.

Gamificação em ciências humanas: entre conceitos, sujeitos e experiências

2023-12-22T14:20:10-03:00

This study intends to discuss and comprehends the positive impacts of gamification in classroom, applied to human and social concepts. From the theorical references and class experiences that occurred in a public school in Sao Paulo state, it looks to promote new methods to learn-teach, and to strengthen the human science field in a political-pedagogic context. Thus, it used from results to create and execution of some types of games applied to state documents, and, specifically, to socioemotional skills, to base the teaching practice, among 2/2022 and 1/2023.