cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20005696
title: The state of anguish manifested by teachers in a continuing formation: an analysis in the light of Soren Kierkegaard

description: ABSTRACT This article aims to analyze the presence of the state of anguish manifested by teachers participating in continuing education, and its possible consequences, from the perspective of Soren Kierkegaard. To this end, a qualitative investigation was carried out, characterized as a documentary research using secondary data. Data were analyzed from a doctoral thesis, which portrays a continuing education consisting of 26 meetings held over approximately three years, with the participation of 15 teachers. The results indicate that when studying a form of teaching performance that they considered more appropriate in relation to what they were doing, the teachers had a state of anguish towards the kierkegaardian nothingness. This condition, which is initially worrying, potentiated the search for knowledge as a way to face anguish, aiming to act with innovative practices. Thus, it seems pertinent that institutions and teachers - when planning and developing continuing education in a collaborative way - and the participants of these events themselves consider the presence of the state of distress since it can enhance the reflection on the teaching performance itself.
DOI: 10.6084/m9.figshare.20005696.v1
title: The state of anguish manifested by teachers in a continuing formation: an analysis in the light of Soren Kierkegaard

description: ABSTRACT This article aims to analyze the presence of the state of anguish manifested by teachers participating in continuing education, and its possible consequences, from the perspective of Soren Kierkegaard. To this end, a qualitative investigation was carried out, characterized as a documentary research using secondary data. Data were analyzed from a doctoral thesis, which portrays a continuing education consisting of 26 meetings held over approximately three years, with the participation of 15 teachers. The results indicate that when studying a form of teaching performance that they considered more appropriate in relation to what they were doing, the teachers had a state of anguish towards the kierkegaardian nothingness. This condition, which is initially worrying, potentiated the search for knowledge as a way to face anguish, aiming to act with innovative practices. Thus, it seems pertinent that institutions and teachers - when planning and developing continuing education in a collaborative way - and the participants of these events themselves consider the presence of the state of distress since it can enhance the reflection on the teaching performance itself.
DOI: 10.6084/m9.figshare.20005698
title: The inter-relationship between the right to education and educational planning: an analysis of scientific production (1988 - 2018)

description: ABSTRACT The objective of this article is to inventory the knowledge produced in Brazil about the right to education and its articulation with the theme “educational planning”, from 1988 to 2018, through the abstract of theses and dissertations available for public consultation at the Banco de Dados da Coordenação de Aperfeiçoamento de Pessoal do Nível Superior (CAPES) [Database of the Coordination for the Improvement of Higher Education Personnel], in the area of Education. The methodology of this research was guided by the State of the Art, through the survey and analysis of the academic production on the theme, in the light of categories and approaches that are detached from the scope of the investigated works. In the context of compulsory basic education, the study revealed the reverberation of the right to education and its relationship with educational planning by making explicit the consolidation of the school as a concrete space for experiences of rights and the State as a mediator in the scope of management and educational planning, simultaneously, to the challenge of overcoming the mismatch between intentions and actions within the scope of the effective enforcement of the guaranteed right in the Brazilian legal system.
DOI: 10.6084/m9.figshare.20005698.v1
title: The inter-relationship between the right to education and educational planning: an analysis of scientific production (1988 - 2018)

description: ABSTRACT The objective of this article is to inventory the knowledge produced in Brazil about the right to education and its articulation with the theme “educational planning”, from 1988 to 2018, through the abstract of theses and dissertations available for public consultation at the Banco de Dados da Coordenação de Aperfeiçoamento de Pessoal do Nível Superior (CAPES) [Database of the Coordination for the Improvement of Higher Education Personnel], in the area of Education. The methodology of this research was guided by the State of the Art, through the survey and analysis of the academic production on the theme, in the light of categories and approaches that are detached from the scope of the investigated works. In the context of compulsory basic education, the study revealed the reverberation of the right to education and its relationship with educational planning by making explicit the consolidation of the school as a concrete space for experiences of rights and the State as a mediator in the scope of management and educational planning, simultaneously, to the challenge of overcoming the mismatch between intentions and actions within the scope of the effective enforcement of the guaranteed right in the Brazilian legal system.
DOI: 10.5281/zenodo.6617098
title: Model output data and code for Zhang et al., Cross-cutting scenarios and strategies for designing decarbonization pathways in the transport sector toward carbon neutrality

description: Model output data and code for "Zhang et al., Cross-cutting scenarios and strategies for designing decarbonization pathways in the transport sector toward carbon neutrality" in Nature Communications.
DOI: 10.5281/zenodo.6617097
title: Model output data and code for Zhang et al., Cross-cutting scenarios and strategies for designing decarbonization pathways in the transport sector toward carbon neutrality

description: Model output data and code for "Zhang et al., Cross-cutting scenarios and strategies for designing decarbonization pathways in the transport sector toward carbon neutrality" in Nature Communications.
DOI: 10.6084/m9.figshare.20005705
title: The evidentiary paradigm for analysis of narratives

description: ABSTRACT This article aims to present contributions from the evidentiary paradigm for the analysis of narratives in research in the field of Education. The evidentiary paradigm studied and used by the Italian historian Carlo Ginzburg, makes it possible to interpret the reality, sometimes opaque, in search of less showy characteristics, of clues that make it possible to decipher and understand it. However, it was found that there is a restricted use of the evidentiary paradigm in Brazil and for this reason, a question arose: what contributions does the evidentiary paradigm bring to the analysis of narratives and what elements to consider in search of clues? This research is of a theoretical nature and constitutes an excerpt of the doctoral thesis of the first author.
DOI: 10.5287/bodleian:qrg2ezvxr
title: Optimized cartesian coordinates of different isomers of clusters MnSi12+, Mn2Si10, Mn2Si11, Mn2Si12, Mn2Si12.Xe, Mn2Si13, Mn2Si13+, Mn2Si14+ and Mn2Si15+.
DOI: 10.6084/m9.figshare.20005717
title: Environmental Education in the microcontexts of curriculum production in school

description: ABSTRACT This study aimed to analyze the insertion of environmental education (EE) in political microprocesses of curriculum production in two elementary schools located in Pernambuco. We took as theoretical and methodological framework the approach of the policy cycle, focusing on the context of practice. The research methodology included participant observation techniques, documentary analysis and semi-structured interviews. The results show the existence of interdependent political micro contexts that, in articulation, establish the spaces and ways of inserting environmental education in schools. Thus, we see environmental education contemplated in both schools in didactic projects associated with transversal themes and contents of curricular components based on expectations and political processes of curricular definition. Each of these contexts presents its particularities that focus on the curricular elaboration and the method of insertion of the EE in educational practices. However, a common element that appears in the results is a lack of reference to the national curricular policies of EE in the texts and school discourses, a fact that leads us to assume a certain misstep in the macro contexts of the production cycle of EE policies for basic education.
DOI: 10.6084/m9.figshare.20005717.v1
title: Environmental Education in the microcontexts of curriculum production in school

description: ABSTRACT This study aimed to analyze the insertion of environmental education (EE) in political microprocesses of curriculum production in two elementary schools located in Pernambuco. We took as theoretical and methodological framework the approach of the policy cycle, focusing on the context of practice. The research methodology included participant observation techniques, documentary analysis and semi-structured interviews. The results show the existence of interdependent political micro contexts that, in articulation, establish the spaces and ways of inserting environmental education in schools. Thus, we see environmental education contemplated in both schools in didactic projects associated with transversal themes and contents of curricular components based on expectations and political processes of curricular definition. Each of these contexts presents its particularities that focus on the curricular elaboration and the method of insertion of the EE in educational practices. However, a common element that appears in the results is a lack of reference to the national curricular policies of EE in the texts and school discourses, a fact that leads us to assume a certain misstep in the macro contexts of the production cycle of EE policies for basic education.
DOI: 10.6084/m9.figshare.20005716
title: The ambition of being another’s desire: mixed-race people’s writings from a family from the suburban of Rio de Janeiro

description: ABSTRACT This article seeks to challenge the narratives of the mestizo experience not only as a production of whitening but also as the staging of a stereotype. Both embodied in the experience of our family, reflecting tensions, modes, and projects of national identity. The romanticization of miscegenation, a place of production, foundation, and dissemination of the ever-dissatisfied desire to be another, marks the game of projections, simulations, and concealments of the narrative of our ancestry. As researchers, we seek to unravel some mysteries, fill in gaps, analyze the tensions of these stories that did not always tell the facts for what was said, but for the interdict, not said, ill-said. Knowing the process of formation and conformation of families, many times does not lead to knowing the process of formation and conformation of society, the country, and the world.
DOI: 10.6084/m9.figshare.20005716.v1
title: The ambition of being another’s desire: mixed-race people’s writings from a family from the suburban of Rio de Janeiro

description: ABSTRACT This article seeks to challenge the narratives of the mestizo experience not only as a production of whitening but also as the staging of a stereotype. Both embodied in the experience of our family, reflecting tensions, modes, and projects of national identity. The romanticization of miscegenation, a place of production, foundation, and dissemination of the ever-dissatisfied desire to be another, marks the game of projections, simulations, and concealments of the narrative of our ancestry. As researchers, we seek to unravel some mysteries, fill in gaps, analyze the tensions of these stories that did not always tell the facts for what was said, but for the interdict, not said, ill-said. Knowing the process of formation and conformation of families, many times does not lead to knowing the process of formation and conformation of society, the country, and the world.
DOI: 10.6073/pasta/f6f2a7474f1957f7b058a7c15463b1a3
title: Lake Mendota Microbial Observatory Temperature, Dissolved Oxygen, pH, and conductivity data, 2006-present.

description: The Lake Mendota Microbial Observatory collects routine water physical and chemical measurements alongside their microbial samples. This dataset includes measurements of water temperature, dissolved oxygen, pH, and conductivity collected at the central Deep Hole, collocated with a weather buoy (43°05'58.2"N 89°24'16.2"W). All measurements were collected with handheld probes. Data from 2006-2014 was compiled from multiple sources and includes only water temperature and dissolved oxygen. Data from 2014-2019 is from the same probe, a YSI Pro Plus instrument, and also includes pH and specific conductance. Routine microbial observatory sampling continues into the present.
DOI: 10.6084/m9.figshare.20005719
title: Reflections on climate change communication and environmental care: the teachers' view in the school context

description: ABSTRACT It is of utmost necessity to reflect on climate changes (CC). This human-environmental problem is global and with concrete projections of future intensification, directly associating with the need to promote sustainability. Thus, this study had as its purpose to comprehend the understanding held by teachers about CC communication in schools, specifically investigating how their school context addresses CC and environmental care (EC) to the students and how they see their students standing over these issues. Efforts like these are of extreme relevance, as one considers that these students will be future adults who will more strongly suffer the consequences of CC. The school becomes a fertile ground to discuss, stimulate and implement pro-sustainability actions of care and mitigation. Exploratory interviews with 11 teachers were carried out in both public and private schools. In summary, the teachers positively saw the student as willing to a pro-ecological engagement, highlighting the most needed family participation, the continuity of the projects, and the promotion of experiments with the local reality as means to stimulate behaviors and the building of beliefs, attitudes, and visions linked to the principles of sustainability. Such results provide a basis for the schools to (re)build projects of socio-environmental education, which take into account psychological dimensions that enable sustainable lifestyles, also considering global environmental issues.
DOI: 10.6084/m9.figshare.20005719.v1
title: Reflections on climate change communication and environmental care: the teachers' view in the school context

description: ABSTRACT It is of utmost necessity to reflect on climate changes (CC). This human-environmental problem is global and with concrete projections of future intensification, directly associating with the need to promote sustainability. Thus, this study had as its purpose to comprehend the understanding held by teachers about CC communication in schools, specifically investigating how their school context addresses CC and environmental care (EC) to the students and how they see their students standing over these issues. Efforts like these are of extreme relevance, as one considers that these students will be future adults who will more strongly suffer the consequences of CC. The school becomes a fertile ground to discuss, stimulate and implement pro-sustainability actions of care and mitigation. Exploratory interviews with 11 teachers were carried out in both public and private schools. In summary, the teachers positively saw the student as willing to a pro-ecological engagement, highlighting the most needed family participation, the continuity of the projects, and the promotion of experiments with the local reality as means to stimulate behaviors and the building of beliefs, attitudes, and visions linked to the principles of sustainability. Such results provide a basis for the schools to (re)build projects of socio-environmental education, which take into account psychological dimensions that enable sustainable lifestyles, also considering global environmental issues.
DOI: 10.6084/m9.figshare.20005723
title: Disasters in Brazil? Practices and approaches in education in risk and disaster reduction

description: ABSTRACT Our society faces simultaneous disasters. In the midst of the pandemic, floods, landslides, and forest fires are a reality for millions of Brazilians. On the basis of references of critical environmental education and risk society, the aim of this work was to analyze the profile of schools and the approaches in Educação em Redução de Riscos e Desastres (DRRE) [Disaster Risk Reduction Education] adopted in 127 practices registered in the Campaign #AprenderParaPrevenir. DRRE practices were developed mainly in public schools and in all stages of teaching. In order to better characterize these practices, we created a DRRE mandala that presents the didactic modalities and resources adopted in five perspectives of approaches, namely: Expository, Communicative, Experiential, Investigative, and Citizen engagement. In order to educate in societies of risks and disasters, we present some reflections: i) to denaturalize disasters and understand them as a social and cultural construction; ii) to build critical and resilient societies, capable of dealing with life’s uncertainties; iii) to adopt a local perspective; iv) to recognize schools as knowledge producers. Learning communities in DRRE established among schools, civil defenses and universities provide learning for all; particularly in this recent and challenging theme in the school context, which has demanded from teachers the production of new pedagogical practices and collaborative efforts among education, generations, and institutions.
DOI: 10.6084/m9.figshare.20005723.v1
title: Disasters in Brazil? Practices and approaches in education in risk and disaster reduction

description: ABSTRACT Our society faces simultaneous disasters. In the midst of the pandemic, floods, landslides, and forest fires are a reality for millions of Brazilians. On the basis of references of critical environmental education and risk society, the aim of this work was to analyze the profile of schools and the approaches in Educação em Redução de Riscos e Desastres (DRRE) [Disaster Risk Reduction Education] adopted in 127 practices registered in the Campaign #AprenderParaPrevenir. DRRE practices were developed mainly in public schools and in all stages of teaching. In order to better characterize these practices, we created a DRRE mandala that presents the didactic modalities and resources adopted in five perspectives of approaches, namely: Expository, Communicative, Experiential, Investigative, and Citizen engagement. In order to educate in societies of risks and disasters, we present some reflections: i) to denaturalize disasters and understand them as a social and cultural construction; ii) to build critical and resilient societies, capable of dealing with life’s uncertainties; iii) to adopt a local perspective; iv) to recognize schools as knowledge producers. Learning communities in DRRE established among schools, civil defenses and universities provide learning for all; particularly in this recent and challenging theme in the school context, which has demanded from teachers the production of new pedagogical practices and collaborative efforts among education, generations, and institutions.
DOI: 10.6084/m9.figshare.20005725
title: A school-environment between poetics, narratives and experimentations

description: ABSTRACT To rethink the clichés that surround both the school space and the environmental education field, we ask ourselves: what are the potentialities that flourish in what we could call the school-environment? By proposing an intersection of boundaries between the terms "environment" and "school", we refer to a school environment that exists in its diversity of affections, encounters and events. Schools are currently the target of ultraconservative discourses that aim to suppress their inventive potential of creating other spaces and temporalities. In the course of this research, we opened ourselves up to the possibilities of inventive environmental forms of education and we also moved towards a resignification of the school space, while we experience the narratives, poetics and differences that inhabit it. In a municipal public school located in Florianópolis (SC), we invited ninth grade students and a group of workers to participate in workshops that enabled experimentations in environmental education on the following questions: what narratives and poetics populate this school-environment? How do these narratives relate to the differences and multiplicities present in this school-environment? The field diary was an important device for delineating these issues. In a collective process of creating other ways of relating to such a space, we carried out different experimentations with narratives and poetics along with this diversity of collectives that exist inside a school.
DOI: 10.6084/m9.figshare.20005725.v1
title: A school-environment between poetics, narratives and experimentations

description: ABSTRACT To rethink the clichés that surround both the school space and the environmental education field, we ask ourselves: what are the potentialities that flourish in what we could call the school-environment? By proposing an intersection of boundaries between the terms "environment" and "school", we refer to a school environment that exists in its diversity of affections, encounters and events. Schools are currently the target of ultraconservative discourses that aim to suppress their inventive potential of creating other spaces and temporalities. In the course of this research, we opened ourselves up to the possibilities of inventive environmental forms of education and we also moved towards a resignification of the school space, while we experience the narratives, poetics and differences that inhabit it. In a municipal public school located in Florianópolis (SC), we invited ninth grade students and a group of workers to participate in workshops that enabled experimentations in environmental education on the following questions: what narratives and poetics populate this school-environment? How do these narratives relate to the differences and multiplicities present in this school-environment? The field diary was an important device for delineating these issues. In a collective process of creating other ways of relating to such a space, we carried out different experimentations with narratives and poetics along with this diversity of collectives that exist inside a school.
DOI: 10.6084/m9.figshare.20005732
title: A question of merit: access to vacant places at a municipal public school in São Gonçalo

description: ABSTRACT This study aims to present the results of a study carried out in a public school in the city of São Gonçalo in the State of Rio de Janeiro in 2019, demonstrating the assumptions underlying the action of the school principal/bureaucrat in relation to vacant places at the school and the influence of his administrative discretion on the results of education policy. From an interpretativist research perspective, we analyzed the discretionary act of the school principal/bureaucrat as a factor in addressing or consolidating educational inequalities, based on data resulting from a semi-structured interview with the school principal, reflecting on the interaction of that bureaucrat with citizens who seek the benefits of education policies and the guarantee of rights. As a result of such interaction, we found distinct forms of discretion, rooted in the microcultures of bureaucratic practice, revealing processes that both include and exclude, based on the interference of endogenous and exogenous factors emanating from the bureaucrat's relations with the community.