cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14281221.v1
title: ALTERNATIVE METHODS TO THE USE OF ANIMALS WITH DIDACTIC RESOURCES: A NEW BIOETHIC PARADIGM FOR ZOOLOGY EDUCATION?

description: ABSTRACT: The use of animals as a teaching resource has been progressively unacceptable, leading initially to its replacement in invasive interventions, and it has been questioned its applicability in the teaching of zoology. Having the hypothesis of the incipience of the theme in the scientific environment and differences in the national and international scenario, we objected to map the conception of the use of alternative methods (AM) in the academic and pedagogical context. The quantitative and qualitative analysis of 600 contents attesting that in the international scenario, the animal substitution was mainly related to biomedical research. In the national context, we found some alternatives for replacing dogs used in classes of surgical technique in the course of Veterinary Medicine, however it is still scarce in zoology classes. Concurrently, the analysis of 289 Zoology class plans showed that the alternative methods is incorporated into teacher's routine, being more pronounced for invertebrate animals, subsidizing the transposition of the technical and utilitarian thinking of teachers, students and society.
DOI: 10.6084/m9.figshare.14281221
title: ALTERNATIVE METHODS TO THE USE OF ANIMALS WITH DIDACTIC RESOURCES: A NEW BIOETHIC PARADIGM FOR ZOOLOGY EDUCATION?

description: ABSTRACT: The use of animals as a teaching resource has been progressively unacceptable, leading initially to its replacement in invasive interventions, and it has been questioned its applicability in the teaching of zoology. Having the hypothesis of the incipience of the theme in the scientific environment and differences in the national and international scenario, we objected to map the conception of the use of alternative methods (AM) in the academic and pedagogical context. The quantitative and qualitative analysis of 600 contents attesting that in the international scenario, the animal substitution was mainly related to biomedical research. In the national context, we found some alternatives for replacing dogs used in classes of surgical technique in the course of Veterinary Medicine, however it is still scarce in zoology classes. Concurrently, the analysis of 289 Zoology class plans showed that the alternative methods is incorporated into teacher's routine, being more pronounced for invertebrate animals, subsidizing the transposition of the technical and utilitarian thinking of teachers, students and society.
DOI: 10.6084/m9.figshare.14281226
title: FROM WATCHER TO MANAGER: THE PEDAGOGUE UNDER CONSTRUCTION

description: ABSTRACT: Searching the figure of the pedagogue required the present article to recover landmarks from his own origin, to perceive them in their historical-educational process and to situate them in their field of activity. For this, we will see, throughout the educational history traced in this research, that the need for sectorization of pedagogical action has always been explicit in schools, since the first educational systems implanted in Brazil it was thought about the responsibilities that go from the organization of learning spaces to more administrative tasks. It is based on the effective exercise of the three main pedagogical qualifications (coordination, supervision and guidance) that we think it is possible to build the historical process of the position, as well as, a more organized, balanced and efficient pedagogical management on all fronts and tasks that challenge the pedagogues in the daily school life. Finally, we must recognize the importance of the sectorization of pedagogical activities in the sense used by Rangel (2007), who aims at a collaborative and non-sectarian specialization of these different pedagogical qualifications.
DOI: 10.6084/m9.figshare.14281231
title: THE WORKERS IN THE DIDACTIC BOOK OF HISTORY IN THE SECOND REPUBLIC (1930-1945)

description: Abstract: This paper aims to analyze how labor relations are presented in History textbooks (current), used by History teachers in Brazilian state and municipal public schools. In the last 20 years, there has been a distribution of books through a State policy, which has led to the emergence of an extremely profitable publishing market disputed by several publishers. Every three years the books are replaced with new ones and usually, teachers choose the books to be used in the next three years. The study was based on the Social History of Work, choosing as sources of research the bibliographic production on the period and the analysis of five textbooks used by the History teachers of the municipal and state public schools throughout the national territory in the period 2017-2019, seeking to analyze how workers were approached in these books.
DOI: 10.6084/m9.figshare.14281226.v1
title: FROM WATCHER TO MANAGER: THE PEDAGOGUE UNDER CONSTRUCTION

description: ABSTRACT: Searching the figure of the pedagogue required the present article to recover landmarks from his own origin, to perceive them in their historical-educational process and to situate them in their field of activity. For this, we will see, throughout the educational history traced in this research, that the need for sectorization of pedagogical action has always been explicit in schools, since the first educational systems implanted in Brazil it was thought about the responsibilities that go from the organization of learning spaces to more administrative tasks. It is based on the effective exercise of the three main pedagogical qualifications (coordination, supervision and guidance) that we think it is possible to build the historical process of the position, as well as, a more organized, balanced and efficient pedagogical management on all fronts and tasks that challenge the pedagogues in the daily school life. Finally, we must recognize the importance of the sectorization of pedagogical activities in the sense used by Rangel (2007), who aims at a collaborative and non-sectarian specialization of these different pedagogical qualifications.
DOI: 10.6084/m9.figshare.14281229
title: SMARTPHONES IN HIGHER EDUCATION CLASSROOMS: MOTIVATIONS, RULES, AND CONSEQUENCES

description: ABSTRACT: The growth in the use of smartphones is remarkable and reaches countless spheres of social life, one of them being the university. Nagumo (2014) and Selwyn (2014) highlight that there are few researches focused on understanding how technological devices like cellphones are used in teaching institutions; in addition to that, the Federal University of Sergipe (UFS) has recently implemented the international Internet network eduroam. In this context, this research aims to discover motivations to the use of smartphones by the students of the Departments of Vernacular Language (DLEV) and Modern Languages (DLES), as well as to analyze possible rules and consequences of using smartphones during classes at UFS. The methodology is qualitative - analytical-interpretative - and follows the procedures Freeman (1998) proposes, which include naming, grouping, finding relationship, and displaying. This research’s results and conclusions indicate that most students who participated in the research use smartphones to meet academic and entertainment aims. The rules and consequences in the classroom, however, diminish the use of the devices for being related to punishments. Similarly, eduroam discourages the use of smartphones because it presents barriers to the access of Internet.
DOI: 10.6084/m9.figshare.14281231.v1
title: THE WORKERS IN THE DIDACTIC BOOK OF HISTORY IN THE SECOND REPUBLIC (1930-1945)

description: Abstract: This paper aims to analyze how labor relations are presented in History textbooks (current), used by History teachers in Brazilian state and municipal public schools. In the last 20 years, there has been a distribution of books through a State policy, which has led to the emergence of an extremely profitable publishing market disputed by several publishers. Every three years the books are replaced with new ones and usually, teachers choose the books to be used in the next three years. The study was based on the Social History of Work, choosing as sources of research the bibliographic production on the period and the analysis of five textbooks used by the History teachers of the municipal and state public schools throughout the national territory in the period 2017-2019, seeking to analyze how workers were approached in these books.
DOI: 10.6084/m9.figshare.14281224
title: UNIVERSITY AND THE (UN)SUCCESSFULNESS OF THE STRATEGIC MANAGEMENT FOR INNOVATION

description: ABSTRACT: The article aims to identify, from the perspective of strategic managers, categories that participate in the establishment of an innovation culture in community universities in southern Brazil. The method is based on exploratory, qualitative research using a multiple case study and considering a group of Brazilian universities as the analysis unit. Interviews were conducted with 67 managers from 14 higher education institutions, as well as legal provisions, documents, scenario studies, and market research. The results point to the need for universities to work in a competitive strategic positioning; approaching of academia and market times; guaranteeing innovation of the sustainable management principle; internationalization as an indicator of innovation; curricular inflection and formation of innovative leaderships. Our contribution lies in proposing that universities, regardless of their state, private or community status must follow a strategic plan that is competitive in the market and boosts the innovation culture.
DOI: 10.6084/m9.figshare.14281234
title: ASSESSMENT IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL

description: ABSTRACT: In this study, we aimed to gain further knowledge about Brazilian primary school teachers' assessment practices and beliefs in mathematics education. For this, we carried out an analysis of curriculum documents and reviewed recent research literature on assessment in Brazil, permitting us to answer the following research question: How are the mathematics assessment practices and teachers' beliefs, as revealed in recent research, and how are these related to the conceptualization of assessment in Brazilian mathematics curriculum documents? We found that teachers' assessment practices, as described in the reviewed research between 2010 and 2017, did, in general, not reflect the conceptualization of assessment in the curriculum documents. Furthermore, despite that the beliefs of most teachers on assessment reflected it to be a process to improve teaching and learning, their mathematics assessment practices did not favor assessment for learning. Still, they were mostly used as an instrument to determine students' classification. We recommend a public policy in which teachers are offered opportunities for professional development, focusing on formative assessment in mathematics education.
DOI: 10.6084/m9.figshare.14281224.v1
title: UNIVERSITY AND THE (UN)SUCCESSFULNESS OF THE STRATEGIC MANAGEMENT FOR INNOVATION

description: ABSTRACT: The article aims to identify, from the perspective of strategic managers, categories that participate in the establishment of an innovation culture in community universities in southern Brazil. The method is based on exploratory, qualitative research using a multiple case study and considering a group of Brazilian universities as the analysis unit. Interviews were conducted with 67 managers from 14 higher education institutions, as well as legal provisions, documents, scenario studies, and market research. The results point to the need for universities to work in a competitive strategic positioning; approaching of academia and market times; guaranteeing innovation of the sustainable management principle; internationalization as an indicator of innovation; curricular inflection and formation of innovative leaderships. Our contribution lies in proposing that universities, regardless of their state, private or community status must follow a strategic plan that is competitive in the market and boosts the innovation culture.
DOI: 10.6084/m9.figshare.14281229.v1
title: SMARTPHONES IN HIGHER EDUCATION CLASSROOMS: MOTIVATIONS, RULES, AND CONSEQUENCES

description: ABSTRACT: The growth in the use of smartphones is remarkable and reaches countless spheres of social life, one of them being the university. Nagumo (2014) and Selwyn (2014) highlight that there are few researches focused on understanding how technological devices like cellphones are used in teaching institutions; in addition to that, the Federal University of Sergipe (UFS) has recently implemented the international Internet network eduroam. In this context, this research aims to discover motivations to the use of smartphones by the students of the Departments of Vernacular Language (DLEV) and Modern Languages (DLES), as well as to analyze possible rules and consequences of using smartphones during classes at UFS. The methodology is qualitative - analytical-interpretative - and follows the procedures Freeman (1998) proposes, which include naming, grouping, finding relationship, and displaying. This research’s results and conclusions indicate that most students who participated in the research use smartphones to meet academic and entertainment aims. The rules and consequences in the classroom, however, diminish the use of the devices for being related to punishments. Similarly, eduroam discourages the use of smartphones because it presents barriers to the access of Internet.
DOI: 10.6084/m9.figshare.14281234.v1
title: ASSESSMENT IN PRIMARY SCHOOL MATHEMATICS EDUCATION IN BRAZIL

description: ABSTRACT: In this study, we aimed to gain further knowledge about Brazilian primary school teachers' assessment practices and beliefs in mathematics education. For this, we carried out an analysis of curriculum documents and reviewed recent research literature on assessment in Brazil, permitting us to answer the following research question: How are the mathematics assessment practices and teachers' beliefs, as revealed in recent research, and how are these related to the conceptualization of assessment in Brazilian mathematics curriculum documents? We found that teachers' assessment practices, as described in the reviewed research between 2010 and 2017, did, in general, not reflect the conceptualization of assessment in the curriculum documents. Furthermore, despite that the beliefs of most teachers on assessment reflected it to be a process to improve teaching and learning, their mathematics assessment practices did not favor assessment for learning. Still, they were mostly used as an instrument to determine students' classification. We recommend a public policy in which teachers are offered opportunities for professional development, focusing on formative assessment in mathematics education.
DOI: 10.6084/m9.figshare.14281235
title: UNIVERSAL DESIGN FOR LEARNING AND PEDAGOGY OF SEASONS: THE MULTIPLE TEMPORALITIES / SPACES OF LEARNING IN SCHOOLS

description: ABSTRACT: This article deals with the qualification of processes of school inclusion, considering the problematization of the hegemony of time / space in learning in educational institutions. It socializes partial results from the research project A school for all by asking: How can universal design for learning, along with station pedagogy, qualify inclusive experiences in schools? Its objective is to question the hegemony of the time / space of teaching and learning in schools, putting in perspective the temporalities / spaces of human learning in terms of narrative learning. Methodologically, this research is part of an integrative review on universal design for learning (UDL), learning times / spaces, and inclusive education. The results of this stage of the research indicated that the case of school inclusion of people with disabilities is emblematic when it comes to the demand for overcoming the hegemony of linear time / space in the teaching-learning process. The approximation between the universal design for learning and the pedagogy of seasons has pointed out that there are still important conceptual tensions in this process, especially regarding the paradox inherent to inclusive practices: addressing the universal / particular or accounting for the variability of strategies without lose sight of the global. Such a problem arises especially when putting expert learners from UDL in perspective. Research grant #2017/20862-8, São Paulo Research Foundation (FAPESP).
DOI: 10.6084/m9.figshare.14281235.v1
title: UNIVERSAL DESIGN FOR LEARNING AND PEDAGOGY OF SEASONS: THE MULTIPLE TEMPORALITIES / SPACES OF LEARNING IN SCHOOLS

description: ABSTRACT: This article deals with the qualification of processes of school inclusion, considering the problematization of the hegemony of time / space in learning in educational institutions. It socializes partial results from the research project A school for all by asking: How can universal design for learning, along with station pedagogy, qualify inclusive experiences in schools? Its objective is to question the hegemony of the time / space of teaching and learning in schools, putting in perspective the temporalities / spaces of human learning in terms of narrative learning. Methodologically, this research is part of an integrative review on universal design for learning (UDL), learning times / spaces, and inclusive education. The results of this stage of the research indicated that the case of school inclusion of people with disabilities is emblematic when it comes to the demand for overcoming the hegemony of linear time / space in the teaching-learning process. The approximation between the universal design for learning and the pedagogy of seasons has pointed out that there are still important conceptual tensions in this process, especially regarding the paradox inherent to inclusive practices: addressing the universal / particular or accounting for the variability of strategies without lose sight of the global. Such a problem arises especially when putting expert learners from UDL in perspective. Research grant #2017/20862-8, São Paulo Research Foundation (FAPESP).
DOI: 10.6084/m9.figshare.14281238
title: CONCEPTION, IMPLEMENTATION, AND ANALYSIS OF A SUPPORT DEVICE FOR PRE-SERVICE TEACHER TRAINING AS PART OF A COLLABORATIVE RESEARCH

description: ABSTRACT: The article presents the results of a collaborative research that aimed to create and analyze devices used on the joined support (involving the university and school) of supervised pre-service teacher training of Pedagogy students. The research involved different actors of the training, in a total of 43 participant, including the following categories: elementary teachers (called partner teachers), pedagogical coordinators, school principal and vice-principal, in-training undergraduate students, and the professor in charge of the training. Through the analysis of documents, observation of the training process, and focal groups with participants, we created two support devices to trainees and partner teachers. The devices were analyzed based on the model of Albero (2010) which follows three dimensions: ideal; operational; and experienced. We concluded that the devices implemented during training significantly contributed to its organization and the support of trainees, valuing the role of the schoolteacher in the training process, and favoring the creation of teaching dispositions in trainees. The limits found on the use of the devices refer to the development of reflection and the analysis of the practices by the trainees.
DOI: 10.6084/m9.figshare.14281239
title: POSITIVE EFFECTS OF AN INTERVENTION BY INTEGRATED CURRICULUM IN THE PROMOTION OF SELF-REGULATION OF LEARNING

description: ABSTRACT: This paper has as theme the promotion of self-regulation in learning. It had as objective verifying the effects of an intervention by integrated curriculum in self-regulation of learning envolving students of the course of Fashion Design of a Public Institution in Paraná, Brazil. Characterized as a quasi-experimental research, it was divided into three stages: pre-testing; intervention; and post-testing. In the pre-test 84 students from 1st to 4th years took part. 22 took part of the intervention program and 60 students participated in post-testing. For data collection it was used the Scale of Learning Strategies. The results point to an increase of using the strategies by students that participated in the intervention regarding 3 factors of the scale: Cognitive and Meta-cognitive Self-regulation, Self-regulation of Internal and Contextual Resources and Social Self-regulation, indicating the possibility of promoting more self-regulated students in learning situation by teaching the use of learning strategies.
DOI: 10.6084/m9.figshare.14281239.v1
title: POSITIVE EFFECTS OF AN INTERVENTION BY INTEGRATED CURRICULUM IN THE PROMOTION OF SELF-REGULATION OF LEARNING

description: ABSTRACT: This paper has as theme the promotion of self-regulation in learning. It had as objective verifying the effects of an intervention by integrated curriculum in self-regulation of learning envolving students of the course of Fashion Design of a Public Institution in Paraná, Brazil. Characterized as a quasi-experimental research, it was divided into three stages: pre-testing; intervention; and post-testing. In the pre-test 84 students from 1st to 4th years took part. 22 took part of the intervention program and 60 students participated in post-testing. For data collection it was used the Scale of Learning Strategies. The results point to an increase of using the strategies by students that participated in the intervention regarding 3 factors of the scale: Cognitive and Meta-cognitive Self-regulation, Self-regulation of Internal and Contextual Resources and Social Self-regulation, indicating the possibility of promoting more self-regulated students in learning situation by teaching the use of learning strategies.
DOI: 10.6084/m9.figshare.14281238.v1
title: CONCEPTION, IMPLEMENTATION, AND ANALYSIS OF A SUPPORT DEVICE FOR PRE-SERVICE TEACHER TRAINING AS PART OF A COLLABORATIVE RESEARCH

description: ABSTRACT: The article presents the results of a collaborative research that aimed to create and analyze devices used on the joined support (involving the university and school) of supervised pre-service teacher training of Pedagogy students. The research involved different actors of the training, in a total of 43 participant, including the following categories: elementary teachers (called partner teachers), pedagogical coordinators, school principal and vice-principal, in-training undergraduate students, and the professor in charge of the training. Through the analysis of documents, observation of the training process, and focal groups with participants, we created two support devices to trainees and partner teachers. The devices were analyzed based on the model of Albero (2010) which follows three dimensions: ideal; operational; and experienced. We concluded that the devices implemented during training significantly contributed to its organization and the support of trainees, valuing the role of the schoolteacher in the training process, and favoring the creation of teaching dispositions in trainees. The limits found on the use of the devices refer to the development of reflection and the analysis of the practices by the trainees.