cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.19969877.v1
title: Teacher’ formation in the pandemic context: reconfigurations of teaching act by undergraduate students in supervised traineeship in emergency remote education

description: ABSTRACT In this paper, we discuss teachers’ formation actions, more specifically the Supervised Traineeship, in the context of emergency remote education resulting from the new coronavirus pandemic (SARS-CoV-2). Our purpose is to understand how students-trainees (re)configure their teaching practices in the Supervised Traineeship in the modality of emergency remote teaching, both in the observation and conducting phases. To do so, we obtained five training reports from undergraduate students in English Language, analyzed using a qualitative-interpretative approach. As a theoretical foundation, we place ourselves, more broadly, in the field of Applied Linguistics and, specifically, in reflections on teaching work and its constituent elements, from the perspective of Sociodiscursive Interactionism. The results point to obstacles in the interaction among university teacher educator, teacher tutors, trainees and students of basic education, both due to the lack of technological resources and the difficulties of teachers and trainees to build ways and make available artifacts that can constitute learning instruments. This scenario, therefore, highlights the complexity and difficulties of emergency remote education in the process of formation and teaching performance of students in the context of the Supervised Traineeship.
DOI: 10.6084/m9.figshare.19969879
title: Collaborative Interaction in French Language Undergraduates: An Online Education Experience in Pandemic Times

description: ABSTRACT This article aims to present and discuss language uses and practices that have promoted participation and collaborative interaction among undergraduate students in a platform used for online education. The learning practices took place in the context of a French morphosyntax course for the Undergraduate Program in French Language Studies at Universidade de Brasília, during the remote teaching period arising from the pandemic scenario in 2020. Supported by the notions of text mediated learning and collaborative interaction (WARSCHAUER, 1997; ZOUROU, 2007; BRAGA, 2013), the practices aimed to provide learning the language and about the language, taking as a textual resource for reflection the very linguistic-discursive material constructed by the students in their interactions in the online environment. The students’ narratives indicate that the adopted online education perspective favors the pedagogical focus on collaboratively negotiating meanings, at the same time that it makes room for critical work on language and the processes of meaning-making in online environments.
DOI: 10.6084/m9.figshare.19969879.v1
title: Collaborative Interaction in French Language Undergraduates: An Online Education Experience in Pandemic Times

description: ABSTRACT This article aims to present and discuss language uses and practices that have promoted participation and collaborative interaction among undergraduate students in a platform used for online education. The learning practices took place in the context of a French morphosyntax course for the Undergraduate Program in French Language Studies at Universidade de Brasília, during the remote teaching period arising from the pandemic scenario in 2020. Supported by the notions of text mediated learning and collaborative interaction (WARSCHAUER, 1997; ZOUROU, 2007; BRAGA, 2013), the practices aimed to provide learning the language and about the language, taking as a textual resource for reflection the very linguistic-discursive material constructed by the students in their interactions in the online environment. The students’ narratives indicate that the adopted online education perspective favors the pedagogical focus on collaboratively negotiating meanings, at the same time that it makes room for critical work on language and the processes of meaning-making in online environments.
DOI: 10.6084/m9.figshare.19969880
title: Deadly silence: the (lack of) access to information by deaf Brazilians in the context of Covid-19 pandemic

description: ABSTRACT Although Brazilian Sign Language - Libras - was legally recognized in 2002 as the national language for deaf people, their access to interpreted information (i.e., information in their own language), especially in the media, is still very precarious. In the context of the pandemic, having access to information and guidance in one’s first language can be decisive in caring for and maintaining life. With this in mind, this paper aims at pointing out the barriers experienced by deaf people in Brazil, considering the absence of Brazilian Sign Language translators and interpreters in mainstream journalism and in channels of organizations that are responsible for explanations and guidelines regarding care and prevention. We also seek to reflect about the socio-emotional effects caused by the lack of clear information, and how this may risk causing excessive concern and panic. In order to achieve that, we adopt a qualitative perspective of investigation stemming from the collection of testimonies from deaf people about their experiences in the context of the pandemic. The testimonials, collected by means of a semi-structured questionnaire, allowed us to point out the urgency for greater accessibility in the media context, and the risks resulting from the absence of accurate information both for deaf and hearing people.
DOI: 10.6084/m9.figshare.19969880.v1
title: Deadly silence: the (lack of) access to information by deaf Brazilians in the context of Covid-19 pandemic

description: ABSTRACT Although Brazilian Sign Language - Libras - was legally recognized in 2002 as the national language for deaf people, their access to interpreted information (i.e., information in their own language), especially in the media, is still very precarious. In the context of the pandemic, having access to information and guidance in one’s first language can be decisive in caring for and maintaining life. With this in mind, this paper aims at pointing out the barriers experienced by deaf people in Brazil, considering the absence of Brazilian Sign Language translators and interpreters in mainstream journalism and in channels of organizations that are responsible for explanations and guidelines regarding care and prevention. We also seek to reflect about the socio-emotional effects caused by the lack of clear information, and how this may risk causing excessive concern and panic. In order to achieve that, we adopt a qualitative perspective of investigation stemming from the collection of testimonies from deaf people about their experiences in the context of the pandemic. The testimonials, collected by means of a semi-structured questionnaire, allowed us to point out the urgency for greater accessibility in the media context, and the risks resulting from the absence of accurate information both for deaf and hearing people.
DOI: 10.6084/m9.figshare.19969885
title: SCHOOL LITERACY: REFLECTIONS ABOUT TEENAGERS'S WRITING PRODUCTION

description: ABSTRACT: This paper presents a research, developed in 2007 in a municipal school of Belo Horizonte involving 42 teenagers aged between 12 and 17 years with paths marked by school failure. From the participant point of view, literacy events were organized and analyzed. Here we present the analysis of two kinds of texts produced by teenagers: advertising and note, taking as theoretical perspective language in its social and dialogical nature, produced as human action. From the analysis it was found that students read and produced texts in the classroom watched by the actions of the teacher who placed at the disposal of the students various textual genres, but also encouraged the collective reading of texts produced by them. We also observed the teenagers' participation in the redefinition of the functions of writing.
DOI: 10.6084/m9.figshare.19969885.v1
title: SCHOOL LITERACY: REFLECTIONS ABOUT TEENAGERS'S WRITING PRODUCTION

description: ABSTRACT: This paper presents a research, developed in 2007 in a municipal school of Belo Horizonte involving 42 teenagers aged between 12 and 17 years with paths marked by school failure. From the participant point of view, literacy events were organized and analyzed. Here we present the analysis of two kinds of texts produced by teenagers: advertising and note, taking as theoretical perspective language in its social and dialogical nature, produced as human action. From the analysis it was found that students read and produced texts in the classroom watched by the actions of the teacher who placed at the disposal of the students various textual genres, but also encouraged the collective reading of texts produced by them. We also observed the teenagers' participation in the redefinition of the functions of writing.
DOI: 10.6084/m9.figshare.19969888
title: A curriculum pact: the national pact for literacy at proper age and the design of a national common base

description: ABSTRACT: This study aims to analyze the National Pact for Literacy at Proper Age (PNAIC - Pacto Nacional pela Alfabetização na Idade Certa), identifying it as an initial movement, a part of debate and defense of a National Common Curriculum Base. Such analysis makes it possible to observe arising elements that become supporting arguments for such common base necessity: the right to learn as a qualitative democratization guarantee. I seek to highlight and debate the concepts of curriculum, knowledge and learning that support PNAIC, questioning what it proposes as a pact. Therefore, I defend that curriculum must be understood as articulation/production of signifiers, pointing out its discursive dimension, in dialog with both Homi Bhabha's and Ernesto Laclau's studies. The analysis of the forces that engender senses competition as well as the strategies created to hegemonize a particular sense sets the moto of this research.
DOI: 10.6084/m9.figshare.19969888.v1
title: A curriculum pact: the national pact for literacy at proper age and the design of a national common base

description: ABSTRACT: This study aims to analyze the National Pact for Literacy at Proper Age (PNAIC - Pacto Nacional pela Alfabetização na Idade Certa), identifying it as an initial movement, a part of debate and defense of a National Common Curriculum Base. Such analysis makes it possible to observe arising elements that become supporting arguments for such common base necessity: the right to learn as a qualitative democratization guarantee. I seek to highlight and debate the concepts of curriculum, knowledge and learning that support PNAIC, questioning what it proposes as a pact. Therefore, I defend that curriculum must be understood as articulation/production of signifiers, pointing out its discursive dimension, in dialog with both Homi Bhabha's and Ernesto Laclau's studies. The analysis of the forces that engender senses competition as well as the strategies created to hegemonize a particular sense sets the moto of this research.
DOI: 10.6084/m9.figshare.19969889
title: Curriculum policies and Professionalization: the knowledge of practice in initial teacher education

description: Abstract: A reading of teacher's professionalization in curricular policies, which has been developed since the 1990s, has aimed the field of initial teacher education in Brazil and focused on the roles that knowledge of practice has played in the curricular knowledge of undergraduate programs. Its theoretical and methodological references have been studies in the field of educational policies and the poststructuralist inspired curriculum as well as, as database, observations from studies that have been done since 2005 following the impact of changes in undergraduate curricula through case studies. Aspects of curricular legislation and professional training knowledge have been discussed through interviews with senior students who reported their experiences with the reformed curricula, in addition to practice and practicum elements. It could be concluded that these policies cannot substantially change aspects of the organization and culture of institutions and that reform recontextualization has led to the disintellectualization of teacher's education.
DOI: 10.6084/m9.figshare.19969889.v1
title: Curriculum policies and Professionalization: the knowledge of practice in initial teacher education

description: Abstract: A reading of teacher's professionalization in curricular policies, which has been developed since the 1990s, has aimed the field of initial teacher education in Brazil and focused on the roles that knowledge of practice has played in the curricular knowledge of undergraduate programs. Its theoretical and methodological references have been studies in the field of educational policies and the poststructuralist inspired curriculum as well as, as database, observations from studies that have been done since 2005 following the impact of changes in undergraduate curricula through case studies. Aspects of curricular legislation and professional training knowledge have been discussed through interviews with senior students who reported their experiences with the reformed curricula, in addition to practice and practicum elements. It could be concluded that these policies cannot substantially change aspects of the organization and culture of institutions and that reform recontextualization has led to the disintellectualization of teacher's education.
DOI: 10.6084/m9.figshare.19969892.v1
title: PUBLIC SCHOOLS' ACCESS TO circuito LIBERDADE: A PILOT PROJECT'S ANALYSIS

description: ABSTRACT: This paper aims to describe the relationship between the public schools students' access to cultural equipments, socioeconomics profile and cultural habits. We have conducted a survey in several public schools in the city of Belo Horizonte-MG. Students participated in a program where they visited Circuito Liberdade (CL), a group of buildings that offers a wide range of cultural events. By comparing two groups, we sought to analyze the program's effects, taking into consideration student's demographic profile, their preferences for subjects, favorite places in their school's premises, family background, cultural habits, free time allocation and their views about the city itself. A questionnaire about their personal view on the visit to the cultural complex was also conducted. The results suggest that students more motivated for visiting CL are more motivated to study and to visit the CL again.
DOI: 10.6084/m9.figshare.19969892
title: PUBLIC SCHOOLS' ACCESS TO circuito LIBERDADE: A PILOT PROJECT'S ANALYSIS

description: ABSTRACT: This paper aims to describe the relationship between the public schools students' access to cultural equipments, socioeconomics profile and cultural habits. We have conducted a survey in several public schools in the city of Belo Horizonte-MG. Students participated in a program where they visited Circuito Liberdade (CL), a group of buildings that offers a wide range of cultural events. By comparing two groups, we sought to analyze the program's effects, taking into consideration student's demographic profile, their preferences for subjects, favorite places in their school's premises, family background, cultural habits, free time allocation and their views about the city itself. A questionnaire about their personal view on the visit to the cultural complex was also conducted. The results suggest that students more motivated for visiting CL are more motivated to study and to visit the CL again.
DOI: 10.6084/m9.figshare.6857270
title: THE QUALITY OF EARLY CHILDHOOD EDUCATION AS ANALYSIS OBJECT IN JUDICIAL DECISIONS

description: ABSTRACT: This article analyzes the decisions handed down by the 27 Courts of Justice of Brazil in collective actions in which the right to an early childhood education is discussed, in order to identify if and in what way the quality of child education is discussed. It was identified 107 decisions that were organized in 10 categories: proximity of the residence and public transportation; technical and financial support from the states; infrastructure; construction; professionals; number of children per adult, per class and minimum size; working hours and workload; curriculum; other decisions that do not fit into the other categories; and negative access based on reducing the quality of early childhood education. After analyzing the decisions’ content, it was concluded that the Courts have analyzed supply conditions, but still in a restricted way, and it is not possible to identify a relevant judicialization of quality conditions of early childhood education.
DOI: 10.6084/m9.figshare.6857270.v1
title: THE QUALITY OF EARLY CHILDHOOD EDUCATION AS ANALYSIS OBJECT IN JUDICIAL DECISIONS

description: ABSTRACT: This article analyzes the decisions handed down by the 27 Courts of Justice of Brazil in collective actions in which the right to an early childhood education is discussed, in order to identify if and in what way the quality of child education is discussed. It was identified 107 decisions that were organized in 10 categories: proximity of the residence and public transportation; technical and financial support from the states; infrastructure; construction; professionals; number of children per adult, per class and minimum size; working hours and workload; curriculum; other decisions that do not fit into the other categories; and negative access based on reducing the quality of early childhood education. After analyzing the decisions’ content, it was concluded that the Courts have analyzed supply conditions, but still in a restricted way, and it is not possible to identify a relevant judicialization of quality conditions of early childhood education.
DOI: 10.6084/m9.figshare.6448190
title: PRACTICE OF YOUTH AND ADULT EDUCATION MANAGEMENT IN SOCIAL SERVICE INDUSTRY IN THE STATE OF BAHIA

description: Abstract: This article resulted from qualitative and quantitative research about the practice of youth and adult education (EJA) management, offered by Social Service for Industry (SESI), in the state of Bahia. The main goal was to investigate how the practice and dominant style of management occurred in that context, based on the points of view of the subjects involved. The theoretical framework included Amorim (2012), Barbosa (1995), Campos (2004), Castro (1998), Cury (2002), Diniz - Pereira (2006), Freitas and Pilla (2006), Gadotti and Romão (2004), Libâneo (2001), Lück et al (2012), among others. As results, the subjects investigated declared that participation in managerial and pedagogical practices is fundamental for the establishment of democratic and participative managerial actions. They enlarge and strengthen managerial quality inside the organization.
DOI: 10.6084/m9.figshare.7244330
title: PHYSICAL EDUCATION’S THEORETICAL BACKGROUND IN CURRICULAR PROPOSALS AT PUBLIC SCHOOLS IN SÃO PAULO: AN ANALYSIS OF PEDAGOGICAL APPROACHES

description: ABSTRACT: The goal of this study was to analyse the curricular guidance of Physical Education (PE) in city and state public school networks in São Paulo, in order to identify the theoretical background that influenced its formulation. Were analyzed four curricular proposals of the state’s network and six official curricular documents of the city’s network, published between the end of the 1970’s and the year of 2017. This analysis has shown that curricular guidance documents have been published during the whole researched period and that the intention of influencing the pedagogical practice of PE teachers is permanent. However, abrupt changes on how to teach PE inside the school were noticed. It was clear that the thematization of body movement culture’s manifestations became the hegemonic goal in curricular orientations published in the last decade, characterizing the overcoming of physical fitness as pedagogical practice’s guidance.
DOI: 10.6084/m9.figshare.7244330.v1
title: PHYSICAL EDUCATION’S THEORETICAL BACKGROUND IN CURRICULAR PROPOSALS AT PUBLIC SCHOOLS IN SÃO PAULO: AN ANALYSIS OF PEDAGOGICAL APPROACHES

description: ABSTRACT: The goal of this study was to analyse the curricular guidance of Physical Education (PE) in city and state public school networks in São Paulo, in order to identify the theoretical background that influenced its formulation. Were analyzed four curricular proposals of the state’s network and six official curricular documents of the city’s network, published between the end of the 1970’s and the year of 2017. This analysis has shown that curricular guidance documents have been published during the whole researched period and that the intention of influencing the pedagogical practice of PE teachers is permanent. However, abrupt changes on how to teach PE inside the school were noticed. It was clear that the thematization of body movement culture’s manifestations became the hegemonic goal in curricular orientations published in the last decade, characterizing the overcoming of physical fitness as pedagogical practice’s guidance.
DOI: 10.6084/m9.figshare.7244114
title: WHO OPENED THE DOORS TO THE INTERNATIONALIZATION OF BASIC EDUCATION’S CURRICULUM?

description: ABSTRACT: In this paper I identify and analyze a group of initiatives that have strong impacts on school education, and that in different ways mark the rise and expansion of internationalization of basic education’s curriculum on a global scale. I also explore epistemic, pedagogical and political realities that mobilize these projects, as well as the influences that they have, particularly on official Brazilian curriculum policy. This is an exploratory study of an empiric-theoretical nature that, using literature books and databases available on digital networks, focuses predominantly on studies conducted in international contexts as primary sources. The results indicate that although most of the projects are non-state initiatives, they have a strong influence on various national education systems, including Brazil’s.
DOI: 10.6084/m9.figshare.7244114.v1
title: WHO OPENED THE DOORS TO THE INTERNATIONALIZATION OF BASIC EDUCATION’S CURRICULUM?

description: ABSTRACT: In this paper I identify and analyze a group of initiatives that have strong impacts on school education, and that in different ways mark the rise and expansion of internationalization of basic education’s curriculum on a global scale. I also explore epistemic, pedagogical and political realities that mobilize these projects, as well as the influences that they have, particularly on official Brazilian curriculum policy. This is an exploratory study of an empiric-theoretical nature that, using literature books and databases available on digital networks, focuses predominantly on studies conducted in international contexts as primary sources. The results indicate that although most of the projects are non-state initiatives, they have a strong influence on various national education systems, including Brazil’s.
DOI: 10.6084/m9.figshare.7244129
title: MEDIA EDUCATION, EDUCOMMUNICATION AND TEACHER TRAINING: PARAMETERS OF THE LAST 20 YEARS OF RESEARCH ON SCIELO AND SCOPUS DATABASES

description: ABSTRACT: The goal of this study is to investigate the researches that explore the relationship between Educommunication and Teacher Training, Media Education and Teacher Training, on a national and international scale. The search for documents was made on SciELO and Scopus databases, from the period between 1997-2017, with the specific purposes of mapping the data through graphs and refining the results for a profitable analysis of the publications. From the results obtained, it was possible to confirm the lack of studies that contribute with reflections for a teacher training in the scope of a digital culture. Despite interesting initiatives in the study of the media, there is a prevalence, in the courses, of notions directed to the use of technologies in teaching, with a disciplinary emphasis. Critical and creative perspectives of reading and production in media are poorly explored. Thus, Media Education is defended as a fundamental formative field for the exercise of active citizenship.