cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14281193
title: FACTORS DETERMINANTS USE OF MOBILE DEVICES IN THE INITIAL TEACHER TRAINING IN URUGUAY

description: ABSTRACT: In Latin America and the Caribbean, policies have been implemented to promote the integration of ICTs in schools, increasing public-private investment in OLPC programs. However, there is still insufficient knowledge about how digital technologies are being integrated into education. The main objective of this article is to analyze the use of the laptop by teachers in training in Uruguay. The design of this research is of a mixed type of quantitative dominance. A descriptive correlational non-transactional experimental analysis was developed through a survey of teacher students that was complemented with semi-structured interviews. It was found that students use little of the technology provided by the State as a resource for learning, and among those who do use it, the use of laptop computers in curricular subjects of the teaching specialty is greater than in pedagogical subjects. No evidence was found that gender, age, specialty, and level are characteristics that influence students' perception of the usefulness of laptops.
DOI: 10.6084/m9.figshare.14281187.v1
title: A STUDY ABOUT THE TEACHING ACTIONS IN A SCHOOL OF 1ST CYCLE IN PORTUGAL

description: ABSTRACT: This paper presents results of a study about the teaching activity of two teachers in a school of 1st cycle in Portugal. The methodological foundations that lead to data collection and organization are based on Textual Discursive Analysis (TDA) from Moraes e Galiazzi (2011). The teachers classes were analysed using a way of organizing the data coming two different analytical instruments: the teacher’s Matrix from Arruda e Passos (2017), and the Chart called “the objectives and reasons of action”, by Tardif e Lessard (2008). It was possible to identify the categories of teaching activity performed by the teachers analyzed and the frequency of these categories of action. Through a new way of organizing the data it was possible to conclude that the classroom environment and the pedagogical style of each teacher can be decisive factors for the actions performed in class.
DOI: 10.6084/m9.figshare.14281196
title: THE METHODOLOGIES USED IN NURSING TEACHING: THE STUDENTS SPEAK

description: ABSTRACT: This is a descriptive transversal research, held in the second semester of 2016, aiming to investigate methodological strategies used to facilitate learning in the teaching of Nursing through the perspective of undergraduate students from four universities in the Northwest of Rio Grande do Sul, Brazil. According to students, the techniques that better helped their learning were the practical internship classes and laboratory. Teacher-centered lectures using projectors were the most tiring. Students are increasingly using technologies and are interested in classes with them, however, according to testimonies, teachers make little use of active methodologies with communication and information technologies. Therefore, we could infer that teachers, besides having to find a way to adapt themselves to active technologies and methods, should know their students’ profiles to jointly create innovative and creative techniques and methods to develop the classes.
DOI: 10.6084/m9.figshare.14281196.v1
title: THE METHODOLOGIES USED IN NURSING TEACHING: THE STUDENTS SPEAK

description: ABSTRACT: This is a descriptive transversal research, held in the second semester of 2016, aiming to investigate methodological strategies used to facilitate learning in the teaching of Nursing through the perspective of undergraduate students from four universities in the Northwest of Rio Grande do Sul, Brazil. According to students, the techniques that better helped their learning were the practical internship classes and laboratory. Teacher-centered lectures using projectors were the most tiring. Students are increasingly using technologies and are interested in classes with them, however, according to testimonies, teachers make little use of active methodologies with communication and information technologies. Therefore, we could infer that teachers, besides having to find a way to adapt themselves to active technologies and methods, should know their students’ profiles to jointly create innovative and creative techniques and methods to develop the classes.
DOI: 10.6084/m9.figshare.14281197
title: SOCIAL REPRESENTATIONS ABOUT ‘BEING PHYSICS TEACHER’ BASED ON KVP MODEL

description: ABSTRACT: In this paper we start from the references of Knowledge, Values and Practices to identify conceptions and social representations in Physics undergratuates. We have used 81 propositions structured according to the likert scale. This instrument was applied with 25 begginers students and 10 graduates of the course. The answers were divided into 19 previous indicators and organized in three dimensions: 'epistemology of science'; 'Teaching and learning' and 'training and teaching activity'. In the case of the begginers, the students present contradictory conceptions that may reflect their knowledge and previous representations upon joining the course. Among the graduates, it was possible to identify some differences in conceptions. Still, these differences were progressive, without abrupt breaks with representations presented by the begginers. Finally, our results indicate that a traditional training model, in which pedagogical and didactic knowledge is inserted only later in the course, and not throughout it does not provide an environment conducive to profound changes in these representations.
DOI: 10.6084/m9.figshare.14281197.v1
title: SOCIAL REPRESENTATIONS ABOUT ‘BEING PHYSICS TEACHER’ BASED ON KVP MODEL

description: ABSTRACT: In this paper we start from the references of Knowledge, Values and Practices to identify conceptions and social representations in Physics undergratuates. We have used 81 propositions structured according to the likert scale. This instrument was applied with 25 begginers students and 10 graduates of the course. The answers were divided into 19 previous indicators and organized in three dimensions: 'epistemology of science'; 'Teaching and learning' and 'training and teaching activity'. In the case of the begginers, the students present contradictory conceptions that may reflect their knowledge and previous representations upon joining the course. Among the graduates, it was possible to identify some differences in conceptions. Still, these differences were progressive, without abrupt breaks with representations presented by the begginers. Finally, our results indicate that a traditional training model, in which pedagogical and didactic knowledge is inserted only later in the course, and not throughout it does not provide an environment conducive to profound changes in these representations.
DOI: 10.6084/m9.figshare.14281193.v1
title: FACTORS DETERMINANTS USE OF MOBILE DEVICES IN THE INITIAL TEACHER TRAINING IN URUGUAY

description: ABSTRACT: In Latin America and the Caribbean, policies have been implemented to promote the integration of ICTs in schools, increasing public-private investment in OLPC programs. However, there is still insufficient knowledge about how digital technologies are being integrated into education. The main objective of this article is to analyze the use of the laptop by teachers in training in Uruguay. The design of this research is of a mixed type of quantitative dominance. A descriptive correlational non-transactional experimental analysis was developed through a survey of teacher students that was complemented with semi-structured interviews. It was found that students use little of the technology provided by the State as a resource for learning, and among those who do use it, the use of laptop computers in curricular subjects of the teaching specialty is greater than in pedagogical subjects. No evidence was found that gender, age, specialty, and level are characteristics that influence students' perception of the usefulness of laptops.
DOI: 10.6084/m9.figshare.14281198
title: THE PHOTOGRAPH ASSEMBLING LIFELINES IN DAILY LIFE AT SCHOOL

description: ABSTRACT: The paper aims to think with children, close to photographs, the life that insists on overflowing amidst the experiences in a public elementary school. Facing the capitalistic attack on bodies in a scenario in which the life is radically impoverished, it discusses the possibility of a photographic reading in the inverse of this force of containment, believing that life and resistance precede attempts of control. It uses as a methodological approach conversation networks with children, triggered by photographs, understanding that the photograph produces and forces the displacement of thoughts and encounters, as it creates vibrating surfaces, produces reunions of times and spaces, recreates the past and illuminates the present, being able to raise a power and a multiplicity of creation of meanings that live and die between the intention of the photographer and the unpredictability-impossibility of a single vision of the photograph. It concludes that children seek to express lifelines that pulsate in the relation of their bodies with other bodies and incorporeal in their daily life as an impulse for the creative movement.
DOI: 10.6084/m9.figshare.14281199
title: FORMATIVE ENVIRONMENTS AS SPACES AND TIMES OF AUTHORSHIP IN HIGHER EDUCATION

description: ABSTRACT: This article is an excerpt from a doctoral research, held at UERJ, a public higher education institution located in Rio de Janeiro, which aimed to understand how the trainer is formed in the context of cyberculture. In it, the authors aim to discuss the role of authoring formative environments in higher education. Instigating questions, such as: is it possible to think of formation in spaces other than those of the university? what is the relevance and impacts of cyberculture on ways of learning? how is the process of teacher education developed? What formative trajectories constitute university teaching? and which educational strategies and practices, promoted and mediated in the city and cyberspace interface, favor the emergence of authorship? they are brought to the debate, supported by reflections, arguments and positions about teacher education. Understanding methodological bricolage as an open path to multi-referential epistemological practice (Ardoino, 1998; Macedo (2012; Kincheloe, 2007), they’re anchored in the research approach with everyday life (Alves, 2008; Certeau, 2018; Andrade, Caldas e Alves, 2019), and dialogues with research-formation (Josso, 2004; Santos, 2019), with the support of different research devices that legitimize experience and event as structuring elements of this process. The authors conclude that, in these environments, formation reveals itself as a social experience, political, academic and affective, based on curriculum acts that foster discussions and critical actions, in a network, giving rise to several authorship.
DOI: 10.6084/m9.figshare.14281199.v1
title: FORMATIVE ENVIRONMENTS AS SPACES AND TIMES OF AUTHORSHIP IN HIGHER EDUCATION

description: ABSTRACT: This article is an excerpt from a doctoral research, held at UERJ, a public higher education institution located in Rio de Janeiro, which aimed to understand how the trainer is formed in the context of cyberculture. In it, the authors aim to discuss the role of authoring formative environments in higher education. Instigating questions, such as: is it possible to think of formation in spaces other than those of the university? what is the relevance and impacts of cyberculture on ways of learning? how is the process of teacher education developed? What formative trajectories constitute university teaching? and which educational strategies and practices, promoted and mediated in the city and cyberspace interface, favor the emergence of authorship? they are brought to the debate, supported by reflections, arguments and positions about teacher education. Understanding methodological bricolage as an open path to multi-referential epistemological practice (Ardoino, 1998; Macedo (2012; Kincheloe, 2007), they’re anchored in the research approach with everyday life (Alves, 2008; Certeau, 2018; Andrade, Caldas e Alves, 2019), and dialogues with research-formation (Josso, 2004; Santos, 2019), with the support of different research devices that legitimize experience and event as structuring elements of this process. The authors conclude that, in these environments, formation reveals itself as a social experience, political, academic and affective, based on curriculum acts that foster discussions and critical actions, in a network, giving rise to several authorship.
DOI: 10.6084/m9.figshare.14281198.v1
title: THE PHOTOGRAPH ASSEMBLING LIFELINES IN DAILY LIFE AT SCHOOL

description: ABSTRACT: The paper aims to think with children, close to photographs, the life that insists on overflowing amidst the experiences in a public elementary school. Facing the capitalistic attack on bodies in a scenario in which the life is radically impoverished, it discusses the possibility of a photographic reading in the inverse of this force of containment, believing that life and resistance precede attempts of control. It uses as a methodological approach conversation networks with children, triggered by photographs, understanding that the photograph produces and forces the displacement of thoughts and encounters, as it creates vibrating surfaces, produces reunions of times and spaces, recreates the past and illuminates the present, being able to raise a power and a multiplicity of creation of meanings that live and die between the intention of the photographer and the unpredictability-impossibility of a single vision of the photograph. It concludes that children seek to express lifelines that pulsate in the relation of their bodies with other bodies and incorporeal in their daily life as an impulse for the creative movement.
DOI: 10.6084/m9.figshare.14281202
title: THE UNIVERSITY TEACHING WORK AND ITS EVALUATION: POLICIES, TENSIONS AND CHALLENGES

description: ABSTRACT: As part of the implementation of policies to assess quality in higher education systems worldwide, the evaluation of university teachers has gained special relevance. This article analyses the policies of evaluation of the university teaching work in Argentina and Spain identifying purposes, objects of evaluation, instruments used and agents responsible for the evaluation. In addition recovers the perceptions of teachers from different universities on the incidence of evaluation processes in their daily work. The results presented are the product of the review of the literature on the subject, the documentary analysis on the two countries and empirical research realized during the period 2012-2017. The analysis allows us to recognize tensions between the particularities of the object and the characteristics of the evaluation processes.
DOI: 10.6084/m9.figshare.14281202.v1
title: THE UNIVERSITY TEACHING WORK AND ITS EVALUATION: POLICIES, TENSIONS AND CHALLENGES

description: ABSTRACT: As part of the implementation of policies to assess quality in higher education systems worldwide, the evaluation of university teachers has gained special relevance. This article analyses the policies of evaluation of the university teaching work in Argentina and Spain identifying purposes, objects of evaluation, instruments used and agents responsible for the evaluation. In addition recovers the perceptions of teachers from different universities on the incidence of evaluation processes in their daily work. The results presented are the product of the review of the literature on the subject, the documentary analysis on the two countries and empirical research realized during the period 2012-2017. The analysis allows us to recognize tensions between the particularities of the object and the characteristics of the evaluation processes.
DOI: 10.6084/m9.figshare.14281205
title: EDUCATION OF INTELLECTUALLY DISABLED PEOPLE IN THE PERIODICAL MENSAGEM DA APAE (1963-1973): A PEDAGOGY FOR MODELING AND SOCIAL ADJUSTMENT

description: ABSTRACT: This article discusses how the education of intellectual disabled people was represented and thematized, under the influence of Associação de Pais e Amigos dos Excepcionais (Apae), between the 1960s and 1970s in Brazil. To this end, the printed periodical Mensagem da Apae is taken as the source and object of research, in its first phase (1963-1973), from the perspective of the New Cultural History. By the material and textual organization of the periodical, we can perceive the discursive investment as a way to legitimize an institutional identity and justify Apae’s work to this public. In an institutional pedagogical perspective that aimed to (re)habilitate, train, and adjust intellectually disabled people to society, offering them semiprofessional, non-qualified, and repetitive jobs. Thus, the education offered was not a consistent process of professionalization, much less schooling, but a form of social hygiene. Thus the focus was not on forming citizens but rather to prevent the emergence of offenders, as well as to free parents and caretakers to work and be productive, preventing the disruption of national progress and foster an alleged harmony of the social fabric, in particular a context marked by political-educational technicism and civil-military dictatorship.
DOI: 10.6084/m9.figshare.14281207
title: CONQUER THE ARTWORK: A BOARD GAME FOR TEACHING HISTORY OF ART

description: ABSTRACT: Games may contribute with the learning processes in different knowledge areas. This article describes the development and use of a board game that addresses history of art content, in a quasi-experimental study with students of the 1st year of secondary education in two public schools. The students' performance was evaluated before and after the intervention, as well as their motivation after using the game. Observational data were collected, as well as photographs, audio recordings and interviews with the participating teachers. In the writing tests, the students who used the game had a performance equivalent to those of the control group, showing a satisfactory motivation level and adequate level of acceptance of the game. The article discusses these results, bringing to the debate not only the use of games in educational contexts, but also the way in which these games are introduced in the classroom. Although the board game developed in this research focuses on specific contents about art in the city of Porto Alegre, Brazil, the game model may be customized by teachers and students and be adapted to address other contents.
DOI: 10.6084/m9.figshare.14281208
title: TEACHER’S FORMATION ON RURAL EDUCATION: A LOOK AT THE SPECIFICITIES IN THE FIELD OF NATURAL SCIENCES

description: ABSTRACT: The present research focuses on one of the specificities of Field Education. Thus, starting from the research problem: "In what way is the interdisciplinarity presented in the Degree in Rural Education in the Area of Natural Sciences in the State of Rio Grande do Sul?", which is part of a broader research at the master's degree. It aims to deepen the interdisciplinary approach in the specificities, using the Discursive Textual Analysis as a methodology. It was possible to identify that there are specificities for the Rural Education Degrees present in the documents and that have been followed by the courses, such as the Training by Area of Knowledge, the Pedagogy of Alternation and Agroecology, Sustainability and Territory, which collaborate to happen the interdisciplinarity.
DOI: 10.6084/m9.figshare.14281208.v1
title: TEACHER’S FORMATION ON RURAL EDUCATION: A LOOK AT THE SPECIFICITIES IN THE FIELD OF NATURAL SCIENCES

description: ABSTRACT: The present research focuses on one of the specificities of Field Education. Thus, starting from the research problem: "In what way is the interdisciplinarity presented in the Degree in Rural Education in the Area of Natural Sciences in the State of Rio Grande do Sul?", which is part of a broader research at the master's degree. It aims to deepen the interdisciplinary approach in the specificities, using the Discursive Textual Analysis as a methodology. It was possible to identify that there are specificities for the Rural Education Degrees present in the documents and that have been followed by the courses, such as the Training by Area of Knowledge, the Pedagogy of Alternation and Agroecology, Sustainability and Territory, which collaborate to happen the interdisciplinarity.
DOI: 10.6084/m9.figshare.14281212
title: ASSOCIATED FACTORS TO ENADE’S PERCEPTION OF DIFFICULTY: AN ANALYSIS OF STUDENTS’ AND HIGHER EDUCATION INSTITUTIONS’ CHARACTERISTICS

description: ABSTRACT: The article analyses the perception of the difficulty of the ENADE test and its relationship between the characteristics of the students and the higher education institutions (HEIs). The central hypothesis is that this perception varies according to individual characteristics, such as sex and race, socioeconomic characteristics, and Higher Education Institutions’ characteristics. Microdata from ENADE and the Higher Education Census are analyzed in this article, considering only the general content test for Administration, Law, Economics, and Psychology courses in 2015. The results show that individual characteristics are relevant for the test difficulty perception, and the percentage of Professors with PhD degree is significant among the variables considered by the HEIs.
DOI: 10.6084/m9.figshare.14281207.v1
title: CONQUER THE ARTWORK: A BOARD GAME FOR TEACHING HISTORY OF ART

description: ABSTRACT: Games may contribute with the learning processes in different knowledge areas. This article describes the development and use of a board game that addresses history of art content, in a quasi-experimental study with students of the 1st year of secondary education in two public schools. The students' performance was evaluated before and after the intervention, as well as their motivation after using the game. Observational data were collected, as well as photographs, audio recordings and interviews with the participating teachers. In the writing tests, the students who used the game had a performance equivalent to those of the control group, showing a satisfactory motivation level and adequate level of acceptance of the game. The article discusses these results, bringing to the debate not only the use of games in educational contexts, but also the way in which these games are introduced in the classroom. Although the board game developed in this research focuses on specific contents about art in the city of Porto Alegre, Brazil, the game model may be customized by teachers and students and be adapted to address other contents.
DOI: 10.6084/m9.figshare.14281212.v1
title: ASSOCIATED FACTORS TO ENADE’S PERCEPTION OF DIFFICULTY: AN ANALYSIS OF STUDENTS’ AND HIGHER EDUCATION INSTITUTIONS’ CHARACTERISTICS

description: ABSTRACT: The article analyses the perception of the difficulty of the ENADE test and its relationship between the characteristics of the students and the higher education institutions (HEIs). The central hypothesis is that this perception varies according to individual characteristics, such as sex and race, socioeconomic characteristics, and Higher Education Institutions’ characteristics. Microdata from ENADE and the Higher Education Census are analyzed in this article, considering only the general content test for Administration, Law, Economics, and Psychology courses in 2015. The results show that individual characteristics are relevant for the test difficulty perception, and the percentage of Professors with PhD degree is significant among the variables considered by the HEIs.