cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7244129.v1
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.
DOI: 10.6084/m9.figshare.7482728
title: TEXTUAL GENRES IN ENADE TESTS FOR LANGUAGES AND LITERATURE AND IN CIVIL SERVICE EXAMINATIONS FOR THE SELECTION OF TEACHERS

description: ABSTRACT: The purpose of this study is to review the testing instruments taken by students graduated in Language & Literature Courses: two ENADE (National Student Performance Examination) and four civil service examinations created to select Portuguese Language teachers, being two editions of examinations for the state of Minas Gerais and two for the state of Rio de Janeiro. During the review, special attention was given to the textual genres (BRONCKART, 2006; 2010) contained in the questions, the speech domain (MARCUSCHI, 2008) to which they belong, and the language skills (DOLZ, 2015, CRISTOVÃO and LENHARO, in press) worked in the questions. The results show that textual diversity is imperative in the evaluations, especially in ENADE’s tests and in civil service examinations for the state of Minas Gerais, as well as the speech domains to which these texts belong and the required language skills. Based on this, we highlight the need for educational courses aimed at teaching Portuguese Language to establish a dialogue with the curricular guidelines for the teaching of this subject and with the professional demands of the course graduates, considering the configuration of the testing instruments investigated in this study.
DOI: 10.6084/m9.figshare.7482728.v1
title: TEXTUAL GENRES IN ENADE TESTS FOR LANGUAGES AND LITERATURE AND IN CIVIL SERVICE EXAMINATIONS FOR THE SELECTION OF TEACHERS

description: ABSTRACT: The purpose of this study is to review the testing instruments taken by students graduated in Language & Literature Courses: two ENADE (National Student Performance Examination) and four civil service examinations created to select Portuguese Language teachers, being two editions of examinations for the state of Minas Gerais and two for the state of Rio de Janeiro. During the review, special attention was given to the textual genres (BRONCKART, 2006; 2010) contained in the questions, the speech domain (MARCUSCHI, 2008) to which they belong, and the language skills (DOLZ, 2015, CRISTOVÃO and LENHARO, in press) worked in the questions. The results show that textual diversity is imperative in the evaluations, especially in ENADE’s tests and in civil service examinations for the state of Minas Gerais, as well as the speech domains to which these texts belong and the required language skills. Based on this, we highlight the need for educational courses aimed at teaching Portuguese Language to establish a dialogue with the curricular guidelines for the teaching of this subject and with the professional demands of the course graduates, considering the configuration of the testing instruments investigated in this study.
DOI: 10.6084/m9.figshare.7482254
title: SUPERVISED INTERNSHIP IN TEACHER TRAINING: STATE OF THE ART OF NATIONAL RESEARCH IN SCIENCE TEACHING

description: ABSTRACT: In this article, our proposal focuses on presenting the results of a mapping carried out in publications in the area of Science Teaching, focused on the topic supervised training in the initial formation of teachers. We carried out a study called state of the art in 56 periodic publications, resulting in a total of 87 articles analyzed, which were submitted to Content Analysis procedures. As results, we found 8 categories that represent the main aspects addressed by researchers/educators about the supervised stages, namely: didactic strategies; theoretical discussions about supervised internship; training tools; teaching action; trainee conceptions; teacher learning; evidences of the constitution of the teaching identity and the relation between the subjects involved in the formative triad. We emphasize that this research allowed us to visualize a plural discussion about Supervised training in undergraduate courses, provoking reflections about the trends in this area and gaps still to be investigated, highlighting teacher education.
DOI: 10.6084/m9.figshare.7482254.v1
title: SUPERVISED INTERNSHIP IN TEACHER TRAINING: STATE OF THE ART OF NATIONAL RESEARCH IN SCIENCE TEACHING

description: ABSTRACT: In this article, our proposal focuses on presenting the results of a mapping carried out in publications in the area of Science Teaching, focused on the topic supervised training in the initial formation of teachers. We carried out a study called state of the art in 56 periodic publications, resulting in a total of 87 articles analyzed, which were submitted to Content Analysis procedures. As results, we found 8 categories that represent the main aspects addressed by researchers/educators about the supervised stages, namely: didactic strategies; theoretical discussions about supervised internship; training tools; teaching action; trainee conceptions; teacher learning; evidences of the constitution of the teaching identity and the relation between the subjects involved in the formative triad. We emphasize that this research allowed us to visualize a plural discussion about Supervised training in undergraduate courses, provoking reflections about the trends in this area and gaps still to be investigated, highlighting teacher education.
DOI: 10.6084/m9.figshare.8195087
title: ARTICLE - POPULAR EDUCATION ABOUT HUMAN RIGHTS DURING THE LITERACY OF YOUNG, ADULT AND ELDERLY POPULATION: A EXPERIENCE OF PROJETO MOVA-BRASIL

description: ABSTRACT: The uptake of the theory of knowledge, formulated by the educator Paulo Freire, was what guided the Projeto MOVA-Brasil during its twelve years of existence (2003-2015). Conceived by the Insitituto Paulo Freire (IPF), the Federação Única dos Petroleiros (FUP) and by the Petrobras, the Projeto MOVA-Brasil contributed for the social transformation of the terrritories where it acted. The methodological process of the Movimento de Educação de Jovens e Adultos (MOVA) articulated the practice of citizenship literacy and politicization as contribution to the political incidence in the spaces of popular participation. The praxis of Popular Education in Human Rights enabled the multiple social segments, among which are the prison system, traditional comunities, indigenous population, riverside population, people from the countryside and the urban area, combined with the educators, the construction of the educative processes that would give visibility to the low offering of public services and, at the same time, that included themselves in public spaces, which, historically, have been excluded from the democratic participation.
DOI: 10.6084/m9.figshare.8195087.v1
title: ARTICLE - POPULAR EDUCATION ABOUT HUMAN RIGHTS DURING THE LITERACY OF YOUNG, ADULT AND ELDERLY POPULATION: A EXPERIENCE OF PROJETO MOVA-BRASIL

description: ABSTRACT: The uptake of the theory of knowledge, formulated by the educator Paulo Freire, was what guided the Projeto MOVA-Brasil during its twelve years of existence (2003-2015). Conceived by the Insitituto Paulo Freire (IPF), the Federação Única dos Petroleiros (FUP) and by the Petrobras, the Projeto MOVA-Brasil contributed for the social transformation of the terrritories where it acted. The methodological process of the Movimento de Educação de Jovens e Adultos (MOVA) articulated the practice of citizenship literacy and politicization as contribution to the political incidence in the spaces of popular participation. The praxis of Popular Education in Human Rights enabled the multiple social segments, among which are the prison system, traditional comunities, indigenous population, riverside population, people from the countryside and the urban area, combined with the educators, the construction of the educative processes that would give visibility to the low offering of public services and, at the same time, that included themselves in public spaces, which, historically, have been excluded from the democratic participation.
DOI: 10.6073/pasta/c295cb364fec83d785d028d3d980335c
title: Jornada Basin LTER Cross-scale Interactions Study (CSIS) Block 7 meteorological station: 5-minute summary wind and air temperature data: 2013 - ongoing

description: This data package contains 5-minute air temperature and wind summary data from Jornada Basin LTER Cross Scale Interactions Study (CSIS) Block-7 met station. Average air temperature, wind speed, and wind direction are measured and calculated at an automated meteorological station connected to a 900 MHz spread spectrum wireless network. Wind speed is measured at 37cm, 75 cm, 150 cm, and 300 cm, wind direction at approximately 3m, and air temperature and relative humidity at approximate 2.5m. This is a subset of baseline weather data collected at the 15 Jornada Basin LTER CSIS study blocks, New Mexico. Measurements are aggregated at intervals of 5, 30, 60 minutes and daily, with precipitation additionally provided with 1 second aggregation during precipitation events. The met station variables measured include air temperature, precipitation, relative humidity, wind direction, wind speed. Precipitation is not measured at Block 1 and Block 12 because of proximity to Block 2 and Block 13, respectively . This is an ONGOING dataset.
DOI: 10.6084/m9.figshare.7865582
title: SCHOOL COURSE AND EXPERIENCE OF ADOLESCENTS IN CONFLICT WITH THE LAW: POSSIBLE TRAJECTORIES

description: ABSTRACT: The school life of Adolescents in Conflict with the Law is characterized by negative indicators. In this regard, Bazon, Silva and Ferrari report a study in which two trajectory patterns related to the schooling experience of juvenile offenders were identified and described. Based on this study, the present study aimed to describe the school experience of Adolescents in Conflict with the Law and understand their school experience. The research, of a qualitative nature, based on a biographical approach, had the collaboration of 12 adolescents. The data collected through interviews were treated through thematic content analysis. The results indicated two school trajectories: Trajectory I - From good to bad school experience and trajectory II - A predominantly negative school experience, although punctuated by positive experiences. The school trajectories found resemble those described by Bazon, Silva and Ferrari, but they add / detail information.
DOI: 10.6084/m9.figshare.7865582.v1
title: SCHOOL COURSE AND EXPERIENCE OF ADOLESCENTS IN CONFLICT WITH THE LAW: POSSIBLE TRAJECTORIES

description: ABSTRACT: The school life of Adolescents in Conflict with the Law is characterized by negative indicators. In this regard, Bazon, Silva and Ferrari report a study in which two trajectory patterns related to the schooling experience of juvenile offenders were identified and described. Based on this study, the present study aimed to describe the school experience of Adolescents in Conflict with the Law and understand their school experience. The research, of a qualitative nature, based on a biographical approach, had the collaboration of 12 adolescents. The data collected through interviews were treated through thematic content analysis. The results indicated two school trajectories: Trajectory I - From good to bad school experience and trajectory II - A predominantly negative school experience, although punctuated by positive experiences. The school trajectories found resemble those described by Bazon, Silva and Ferrari, but they add / detail information.
DOI: 10.6084/m9.figshare.7865765
title: EDUCATIONAL INNOVATIONS USING AUGMENTED REALITY: A SYSTEMATIC REVIEW

description: ABSTRACT: The teaching-learning mediation process is not an easy task. In the educational context, many successful cases are linking Information and Communication Technologies to teaching-learning processes. One of these technologies, Augmented Reality (AR), can facilitate an improvement of knowledge sharing processes between students and lecturers. Thus, this article aims to verify how RA has been used in education, through a systematic review of the literature about its use in this field. Based on the results, it can be seen that the main booster for the use of RA is to help in the understanding of the contents taught, as well as in the motivation of the students. As a barrier, the difficulties in the development of activities using AR by the teachers stands out. The use of mobile devices, application of RA to books, use of games with AR and the teaching of Civil Engineering, Architecture, Design and Health Sciences through AR are some highlights of the findings in this review.
DOI: 10.6084/m9.figshare.7865765.v1
title: EDUCATIONAL INNOVATIONS USING AUGMENTED REALITY: A SYSTEMATIC REVIEW

description: ABSTRACT: The teaching-learning mediation process is not an easy task. In the educational context, many successful cases are linking Information and Communication Technologies to teaching-learning processes. One of these technologies, Augmented Reality (AR), can facilitate an improvement of knowledge sharing processes between students and lecturers. Thus, this article aims to verify how RA has been used in education, through a systematic review of the literature about its use in this field. Based on the results, it can be seen that the main booster for the use of RA is to help in the understanding of the contents taught, as well as in the motivation of the students. As a barrier, the difficulties in the development of activities using AR by the teachers stands out. The use of mobile devices, application of RA to books, use of games with AR and the teaching of Civil Engineering, Architecture, Design and Health Sciences through AR are some highlights of the findings in this review.
DOI: 10.6084/m9.figshare.7865579
title: PERFORMANCE, EDUCATION AND PHYSICS EDUCATION: UNANTICIPATED APPROXIMATIONS

description: ABSTRACT: The article seeks to explore the meanings that a critical performative pedagogy can acquire in the context of physics teaching. We start from a reflection about the movements of thought that the notion of performance provokes, especially in the contexts of education and science, in order to delimitate what critical performative methodologies can be. A series of narratives of educational experiences in the context of an undergraduate degree course in physics and an extension-program project in state public schools lead to reflections focusing on three fundamental aspects of these works: the poetic experience of the ephemeral, the presence of a body that reflects and creates, and the possibilities of stressing and playing with the norms that structure school relations.
DOI: 10.6084/m9.figshare.7865579.v1
title: PERFORMANCE, EDUCATION AND PHYSICS EDUCATION: UNANTICIPATED APPROXIMATIONS

description: ABSTRACT: The article seeks to explore the meanings that a critical performative pedagogy can acquire in the context of physics teaching. We start from a reflection about the movements of thought that the notion of performance provokes, especially in the contexts of education and science, in order to delimitate what critical performative methodologies can be. A series of narratives of educational experiences in the context of an undergraduate degree course in physics and an extension-program project in state public schools lead to reflections focusing on three fundamental aspects of these works: the poetic experience of the ephemeral, the presence of a body that reflects and creates, and the possibilities of stressing and playing with the norms that structure school relations.
DOI: 10.6084/m9.figshare.7865717
title: REDISTRIBUTIVE MECHANISMS IN THE BRAZILIAN UNION’S FINANCIAL ASSISTANCE FOR BASIC EDUCATION

description: ABSTRACT: This article analyzes the influence of technical, redistributive and political-party factors in the Brazilian Union’s financial assistance to basic education, considering the federal government’s induction mechanisms in programs for legal and voluntary assistance. The analysis was performed based on data about Union’s transfers for the municipalities, found in the Transparency Website, during the period of 2004 to 2014. Using multiple regression analysis, empirical evidences are presented, showing that the federal government’s induction mechanisms influence the transfers for municipalities with low educational indicators and income. However, these mechanisms are restricted to a small group of action, being unable to promote equity among federated entities regarding financial resources.
DOI: 10.6084/m9.figshare.7865717.v1
title: REDISTRIBUTIVE MECHANISMS IN THE BRAZILIAN UNION’S FINANCIAL ASSISTANCE FOR BASIC EDUCATION

description: ABSTRACT: This article analyzes the influence of technical, redistributive and political-party factors in the Brazilian Union’s financial assistance to basic education, considering the federal government’s induction mechanisms in programs for legal and voluntary assistance. The analysis was performed based on data about Union’s transfers for the municipalities, found in the Transparency Website, during the period of 2004 to 2014. Using multiple regression analysis, empirical evidences are presented, showing that the federal government’s induction mechanisms influence the transfers for municipalities with low educational indicators and income. However, these mechanisms are restricted to a small group of action, being unable to promote equity among federated entities regarding financial resources.
DOI: 10.6084/m9.figshare.8987942
title: “DEMOCRATIC MANAGEMENT” IN PUBLIC EDUCATION: A PARADOX OF THE BRAZILIAN NEOPATRIMONIALIST STATE? - THE CASE OF CEARÁ

description: ABSTRACT: This work aims at discussing the possibilities present in the Democratic Management of Public Education, with emphasis on the state of Ceará, state that has its administrative structure marked by the neopatrimonialist planning, whose principles are present in the public management, establishing a paradox to the “modernization” project of New Public Management. In the search for answers to the questions researched, the study is based, as a theory of knowledge, on dialectical historical materialism and the classics of national political science about the Brazilian State. It concludes that democratic management is established in the field of confrontation, in the struggle for hegemony, in the space of political dispute and, in the context of Ceará, it does not happen in the full sense, as social achievements, mainly because they are not reached spontaneously, they are a product of the tensions of the historical process, in collective construction, always immersed in the concrete reality of life. This participatory process operates in overcoming old habits of centralizing management or the conceptions of democracy as a legal principle only.
DOI: 10.6084/m9.figshare.8987942.v1
title: “DEMOCRATIC MANAGEMENT” IN PUBLIC EDUCATION: A PARADOX OF THE BRAZILIAN NEOPATRIMONIALIST STATE? - THE CASE OF CEARÁ

description: ABSTRACT: This work aims at discussing the possibilities present in the Democratic Management of Public Education, with emphasis on the state of Ceará, state that has its administrative structure marked by the neopatrimonialist planning, whose principles are present in the public management, establishing a paradox to the “modernization” project of New Public Management. In the search for answers to the questions researched, the study is based, as a theory of knowledge, on dialectical historical materialism and the classics of national political science about the Brazilian State. It concludes that democratic management is established in the field of confrontation, in the struggle for hegemony, in the space of political dispute and, in the context of Ceará, it does not happen in the full sense, as social achievements, mainly because they are not reached spontaneously, they are a product of the tensions of the historical process, in collective construction, always immersed in the concrete reality of life. This participatory process operates in overcoming old habits of centralizing management or the conceptions of democracy as a legal principle only.
DOI: 10.6084/m9.figshare.7865591
title: THE CONSTRUCTION OF SCHOLARLY SCIENTIFIC KNOWLEDGE: TRANSITIONAL LEVELS IDENTIFIED AS OF THE STUDENTS´S IDEAS

description: ABSTRACT: The school has been incorporating discussion about socio-environmental issues due to curricular guidelines or media pressures. The way they are treated differ significantly, either from the point of view of the strategies used or from the very conception of science. In the latter case, there is a certain concern to indicate the perspective of complexity as guiding element of this reflection. Considering these presuppositions and worried as learning has been established in this context, this article investigates the “evolution” of the ideas of the students of the High School when participating in a proposal of classes on Global Warming. From the results, based on the transition hypotheses, it was possible to identify the paths of students’ ideas when faced with increasingly complex situations. It is noted that the system of ideas, which include positions on the environment, are very dynamic, so that they reach different levels of learning at different times. Thus, in this process there are spaces for the student to transform his reductionist thinking into a more critical, complex and reflexive one, to the point of developing political, cultural, economic, social, and other responsibilities.
DOI: 10.6084/m9.figshare.7865591.v1
title: THE CONSTRUCTION OF SCHOLARLY SCIENTIFIC KNOWLEDGE: TRANSITIONAL LEVELS IDENTIFIED AS OF THE STUDENTS´S IDEAS

description: ABSTRACT: The school has been incorporating discussion about socio-environmental issues due to curricular guidelines or media pressures. The way they are treated differ significantly, either from the point of view of the strategies used or from the very conception of science. In the latter case, there is a certain concern to indicate the perspective of complexity as guiding element of this reflection. Considering these presuppositions and worried as learning has been established in this context, this article investigates the “evolution” of the ideas of the students of the High School when participating in a proposal of classes on Global Warming. From the results, based on the transition hypotheses, it was possible to identify the paths of students’ ideas when faced with increasingly complex situations. It is noted that the system of ideas, which include positions on the environment, are very dynamic, so that they reach different levels of learning at different times. Thus, in this process there are spaces for the student to transform his reductionist thinking into a more critical, complex and reflexive one, to the point of developing political, cultural, economic, social, and other responsibilities.