Journal of Docent Discunt

A experiência da prática na produção acadêmica

Altieres Oliveira — 2024-12-22

Os desafios contemporâneos no campo educacional abarcam a escola, a formação docente e as pesquisas nessa área. O contexto complexo, multifacetado, contraditório e dinâmico exige cada vez mais a integração teórico-prática em cada uma das esferas mencionadas. Embora perspectivas eminentemente práticas na educação sejam questionadas por valorizarem a ação em detrimento dos fundamentos teóricos, entendemos que o contrário também deve ser evitado. Reflexões filosóficas e teóricas distantes da realidade vivenciada pela educação se restringem ao meio acadêmico e pouco refletem os anseios e necessidades de professores nos inúmeros desafios que a prática escolar lhes coloca. Diante desse cenário, torna-se urgente refletir sobre como a experiência prática pode contribuir para a formação docente e a produção do conhecimento científico em diálogo com a realidade escolar. Este texto, portanto, explora as contribuições da experiência da prática escolar para a divulgação científica e a produção acadêmica.

Tecnologies and teaching learning: reality of marajá do sena - ma

Jackeline de Freitas Nunes — 2024-12-23

Objective: The technological paradigm that has information and communication technologies at its core has implications for all aspects of life in the knowledge society. In education, it presents challenges for the school community, providing new strategies for teaching and learning. Qualitative study on the integration of technologies in teaching and learning at a basic education school in the municipality of Marajá do Sena, Maranhão, there’s like objective is to analyze how technology is being used in the school routine and its implications for student learning.

Methodoloy: The methodological approach was based on the theoretical frameworks of Kenski (2007), Freire (1995), and Moran (2000), which provided the necessary foundation to understand the use of technologies in education. The field research was conducted through observation and interviews.

Results: It was evidenced that teachers use technologies in teaching and that learning is facilitated by these resources

Conclusions: It is concluded that there is a need for digital inclusion programs and ongoing training for teachers' improvement.

Monitoring and evaluation of the municipal education plan of votorantim/sp

Camila Vieira Genkawa Silva — 2024-12-17

Objective: To analyze the monitoring, periodic evaluations, and working processes of the instances responsible for the Municipal Education Plan of Votorantim/SP during the period 2015 to 2020.

Method: The research is exploratory, qualitative, and bibliographic. Documents such as laws, ordinances, and municipal and federal reports were analyzed.

Results: The study highlighted the advances and challenges in monitoring and evaluating the Municipal Education Plan. Goals related to early childhood education and primary education showed gaps in universal access, while objectives focused on valuing education professionals showed progress in career adjustments and workload distribution but still require support for continuing education.

Conclusion: The research emphasizes the importance of continuous monitoring and social control as essential tools for achieving educational goals. Further integrated efforts from managers and the community are needed to meet the objectives set for 2025.

Intervention in executive functions for adolescents in a family context: a systematic review

Fábio Leandro Santos — 2024-12-20

Objective: To investigate the effectiveness of interventions aimed at enhancing executive functions (EFs) among adolescents within the family setting, an area currently underexplored in existing literature.

Methods: The study conducted a systematic review of literature published from 2009 to 2020, using databases such as PUBMED, SciELO, and ERIC. Keywords related to executive functions, adolescents, and parental training were utilized to filter relevant studies.

Results: Out of 4,668 studies initially found, 18 were selected for a detailed review, although none met the inclusion criteria fully. The reviewed studies were observational, focusing on assessing adolescents' EFs in relation to parental behavior, home environment, and genetics, rather than direct interventions.

Conclusion: There is a notable gap in experimental studies addressing parental involvement in developing EFs in adolescents. The review highlights the need for future research to provide parents with the knowledge and tools necessary to support the development of EFs in their children.

Reading in youth and adult education

Yvana Bezerra Soares — 2024-10-01

Objective: The article discusses the issue of reading among students in Youth and Adult Education (EJA). The main goal is to implement a reading project in the context of EJA classes, aiming to promote reading habits among students and foster the development of reading comprehension skills.

Methodology/Approach: The study employs a qualitative approach based on the implementation of a reading project structured into six didactic sequences. Data were collected through a socioeconomic questionnaire, conversation circles, a field diary, and photographic records. Data analysis was conducted using content analysis proposed by Bardin (2011), allowing for an investigation of pedagogical practices and the impact of the activities on students' engagement with reading.

Originality/Relevance: The study is relevant as it addresses reading as an essential tool for the social inclusion of youth and adults in EJA, a form of education that often faces challenges due to the discontinuity of the educational process during childhood and adolescence. The originality lies in adapting reading activities to the students' daily lives, making the reading process meaningful and aligned with their social and cultural realities.

Main Conclusions: The results showed increased student involvement with reading throughout the project. Participation in the proposed activities improved the students' reading comprehension and sparked an interest in future reading. There was a notable shift in students' attitudes towards reading, which became seen as a more enjoyable and useful practice for their lives.

Theoretical Contributions: The research provides theoretical contributions by demonstrating the importance of adapting reading projects to the specific realities of EJA students. It also offers insights into how contextualized pedagogical practices can transform the perception of reading, promoting the development of more autonomous and critical readers.

“A new cultural repartition” for a history of pedagogy and mathematics teaching degree courses in malanje, angola

Damião de Almeida Manuel — 2024-10-25

Objective: This article examines the historical development of the first bachelor’s degree courses in Education Sciences in Malanje, Angola, from 2011 to 2016, aiming to delineate the theoretical and methodological choices for historical research in educational settings within a specific geopolitical context.

Methods: The research utilizes a qualitative approach through documentary analysis and historical methodology, incorporating a broad range of sources from newspaper articles to official decrees. The study bases its theoretical framework on Michel de Certeau’s concept of “New Cultural Division,” emphasizing the role of the researcher’s perspective in historical documentation.

Results: The analysis highlighted the creation and evolution of the pedagogy and mathematics teaching programs at the Polytechnic School of Malanje. It identified key documents and media representations that influenced public perception and policy development in educational reforms.

Conclusions: The study underlines the importance of integrating cultural repartition into the historiography of education, providing a nuanced understanding of how educational reforms and program developments are documented and perceived. It also points out the significant role of governmental and media narratives in shaping educational policy and practice.

Knowledge about first aid among high school adolescents in public schools: cross-cross study

Delfânia Pimenta da Silva Machado — 2024-06-19

Objective: This study aimed to identify the knowledge about first aid among high school adolescents in state public schools in the city of Palmas, Tocantins, Brazil.

Methods: This cross-sectional, quantitative, and descriptive study was conducted in three public schools located in different urban areas of Palmas (central, north, and south regions). A total of 51 students, aged 16 to 18 years, who were in their 3rd year of high school, participated in the study by completing a semi-structured questionnaire developed by the researchers. The questionnaire assessed their knowledge and actions in emergency and urgent situations.

Results: Only 13.73% of the students reported having received first aid training, and of these, just 14.29% felt prepared to provide first aid in any situation. The most commonly cited location for first aid training was SENAI (66.67%), followed by their own school (16.67%). Over 30% of the students had witnessed situations where others lost consciousness, but only 25% of them called for specialized help. Additionally, 13.73% of respondents stated they did not know how to recognize vital signs, and approximately 23% were unfamiliar with the emergency services.

Conclusions: The study revealed that adolescents possess superficial or incorrect knowledge regarding first aid. It is recommended that first aid education be incorporated into high school curricular projects through intersectoral initiatives integrated into health promotion within schools

Cefam - specific center for teacher training and improvement, 'prof. odinir magnani' and some historical aspects of the didactics discipline: demands for teacher training in the decades between 1980 and 2000

CristinaCristina Miranda Duenha Garcia Carrasco — 2024-07-25

Objective: The purpose of this study is to locate, identify, gather, select, systematize, and analyze the constituent aspects of the Didactics discipline at the Specific Center for Training and Improvement of Teachers - CEFAM. The research seeks to contribute to the history of this discipline and its impact on teacher training in Brazil, specifically at the CEFAM "Prof. Odinir Magnani" in Tupã-SP, from the 1980s to the 2000s.

Methods: The research employed historical methodologies and procedures, including the systematization of diverse documentary materials. Data and information were gathered from bibliographic sources and documentary corpus that pertained to the Didactics discipline at CEFAM in Tupã-SP.

Results: The findings indicate that the Didactics discipline at CEFAM played a significant role in the formation of teachers, emphasizing technical-pedagogical knowledge to be used by future educators. The study also highlighted how the discipline contributed to the overall development of students and the value placed on the educator's role within the educational system.

Conclusions: The study concludes that the Didactics discipline at CEFAM in Tupã-SP, during the period analyzed, was crucial in shaping the pedagogical practices and educational values of teachers. The research contributes to understanding the historical development of teacher education in Brazil, particularly within the context of CEFAM.

Study on self-assessment of competencies among university professors in the adventist education network

Hellen Mercês Silva Soares — 2024-12-03

Objective: The objective of the research is to evaluate the performance levels self-assessed by university professors from the Brazilian Adventist Higher Education Network regarding competencies for adult education from an andragogical perspective. It is understood that the role of professors in university contexts differs significantly from that in basic education, requiring distinct competencies and skills compared to early childhood education. The study is justified by the fact that, although adult education practices have long been a concern, research on this topic is still relatively recent.

Methods: The methodology employed non-probabilistic convenience sampling among professors in the Adventist Higher Education Network. The data collection instrument consisted of two parts: demographic characterization data and a self-assessment scale for competencies required in the role of an adult educator.

Results: In Brazilian literature, there are few studies addressing the competencies of professors working in adult education, and no studies measuring such competencies in university professors from an andragogical perspective within the context of Brazilian Adventist Higher Education. The results indicated that, according to their responses, the participants in this study assessed themselves as being at the desired level of andragogical skills and competencies.

Conclusion: It is concluded that the profile outlined by the professors reflects an Adventist education system aimed at meeting general learning needs, fostering critical and creative thinking, and encouraging the transformation of knowledge and attitudes through problem-solving related to students' daily lives.

Education and discipline: a comparative analysis of the contributions of ellen g. white and contemporary authors

Fernanda Aparecida Loiola Barbosa — 2024-12-17

Objective: To compare the writings of Ellen G. White with contemporary authors regarding discipline in educational and family contexts, highlighting theoretical similarities and differences.

Method: The study employs a comparative literature review approach, analyzing texts from Ellen G. White alongside works from various contemporary authors to discern common themes and divergent views on discipline.

Results: The findings indicate that while there is considerable alignment on the positive role of discipline in fostering self-regulation and moral development, Ellen G. White's writings incorporate a spiritual dimension that most contemporary theories do not address.

Conclusion: Ellen G. White's perspectives on discipline are remarkably contemporary, sharing many principles with modern educational theories. Her unique contribution lies in integrating spiritual growth with disciplinary practices, which provides a holistic approach to education.

Identity in Adventist Women Teachers: A Preliminary Study in Ciampa

Henrique Ribeiro Tavares — 2024-12-03

Objective: To explore how the dimensions of religiosity and teaching intertwine in the narratives of elementary school teachers in an Adventist confessional school. The study investigates identity as a dynamic and multifaceted concept, influenced by movements, contradictions, and coherence in personal and professional roles.

Methods: A qualitative, exploratory study was conducted using reflective phenomenological interviews with two early elementary school teachers from an Adventist school in Greater São Paulo. The research was grounded in Antônio da Costa Ciampa's Theory of Human Identity, focusing on the intersection of personal and professional dimensions shaped by religious socialization.

Results: The findings revealed that the participants' identities are marked by metamorphosis and shaped by the roles they have assumed over time, influenced by their adoption of Christian-Adventist values. These roles emerge from primary and secondary socialization processes and significantly impact their teaching practices within the religious framework of the Adventist education model.

Conclusions: The study highlights the intricate relationship between religious and professional identities, emphasizing how Adventist values influence teaching practices. The participants' narratives reflect dynamic identities characterized by transformation and coherence within their professional and personal spheres. Further research is recommended to explore identity emancipation and the interplay between religiosity and teaching in diverse educational contexts.

Reflections on the challenges faced by teachers in the classroom in current children and youth education

Abelardo Alves Pereira — 2024-11-17

Objectives: This article aims to identify the main challenges faced by teachers in the classroom, which hinder the education of children young people across different academic levels today. Through the reflections presented, it seeks to understand the dimensions of these challenges, the responsibilities of the stakeholders involved in the educational process, and the pathways to achieve quality education.

Methods: The scientific method of this article was a bibliographic literature review, aiming to present a diversity of sources to make it more enriching. The selection of phenomena addressed in this study was based on deductions guided by the life experiences of the authors. In this way, studies and opinions from authors in different fields of knowledge make the proposed discussions in this article possible.

Conclusions: Contemporary education has been negatively impacted by numerous factors, making it essential for all stakeholders in the educational process—including teachers, students, parents, and the state—to recognize their responsibilities and actively contribute to mitigating these issues. The responsibility for education cannot rest solely on teachers.

Theoretical Contributions: This study emphasizes that teaching has become increasingly demanding and challenging for educators, who struggle to fulfill their mission of ensuring the right to education. By shedding light on this pressing issue, the study aims to raise awareness within society, advocating for a collective effort to address these challenges effectively.

early childhood education: practices with body movements in the covid pandemic 19

Paulo Cesar Cadima Junior — 2024-12-25

Objective: This study examines how the COVID-19 pandemic affected early childhood education teachers' strategies for incorporating body movement activities, based on Historical-Cultural Theory.

Methods: The research involved qualitative content analysis of interviews with early childhood education teachers, focusing on the challenges and adaptations made during the pandemic.

Results: The findings indicate that despite teachers' efforts to maintain developmental activities, significant challenges arose due to isolation, such as lack of physical space, materials, and parental knowledge to assist with activities. These challenges were more evident when children returned to in-person classes, showing motor difficulties.

Conclusion: The pandemic highlighted the importance of physical activities in child development and the need for better support structures to enable effective learning during crises.

Contemporary board games as a strategy to stimulate executive functions in children aged 7 to 10

Ana Carolina Guedes de Andrade — 2024-12-09

Introduction: This study investigates the use of contemporary board games to stimulate executive functions (EF)—cognitive skills essential for planning, decision-making, and behavioral control—in elementary school children.

Objective: To analyze the impact of a Contemporary Board Games program on the development of EF in children.

Methodology: Eight children (4 boys and 4 girls), aged 7 to 10, from a public school in São Paulo participated. Tests such as the Trail Making Test, Tower of London, Cancellation Attention Test (CAT), and Stroop Test were conducted before and after the intervention. Behavioral analysis tables were also developed to observe gameplay actions.

Results: Most participants improved their test performances, showing increased correct answers (Tower of London), reduced errors (Stroop), and advances in cognitive flexibility and working memory (CAT). Behavioral improvements were also noted during gameplay, though younger participants (7 years old) faced more challenges.

Conclusion: Contemporary board games proved effective in stimulating EF, highlighting their potential as an educational tool. Extending the intervention duration and increasing participant numbers could enhance future research outcomes.

The use of literature in the critical literacy of youths and adults: perspectives in paulo freire

Lucas Henrique da Silva Trentin — 2024-12-17

Objective: To explore the potential of literature as a tool in the critical literacy of youths and adults, incorporating a libertarian educational perspective based on Paulo Freire's pedagogy.

Method: A theoretical essay was conducted based on bibliographic research, selecting and analyzing texts related to youth and adult education and critical literacy. Works by Paulo Freire and other relevant texts on literature and education were examined to underpin the analysis.

Results: Literature is shown to be an effective means of promoting critical literacy, facilitating dialogue on generative themes and encouraging critical reflection among learners.

Conclusion: The article concludes that literature, when used in accordance with Freirean pedagogical principles, can be a powerful tool for transforming the education of youths and adults, enabling greater engagement with relevant themes and fostering meaningful and critical learning.