cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.5907910.v1
title: Distance Education in the Brazilian Public Ministry: the Brazilian scenario and the case of São Paulo

description: Abstract: The main objective of the paper is to analyze the development of distance education activities in the Brazilian Public Ministry. Quantitative and qualitative research techniques and materials are used, and among the discussed data, we highlight those resulting from a survey conducted with all Brazilian Public Ministry’s institutional schools on the subject, and those relating to São Paulo’s Public Ministry, that develops distance education since 2008. We conclude that there is great heterogeneity in the Brazilian Public Ministry and one of the highlights of the work of the Public Ministry of São Paulo is linked to the pedagogical approach used.
DOI: 10.6084/m9.figshare.6503822
title: Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece

description: Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.
DOI: 10.6084/m9.figshare.6503822.v1
title: Critical Thinking and Challenges for Education for Democratic Citizenship: an ethnographic study in primary schools in Greece

description: Abstract: This article reports on an ethnographic multiple case study in Greece. It explores teachers’ practices regarding the education of critically thinking citizens ten years into the implementation of an integrated curriculum reform. By means of classroom observations and semi-structured interviews this research explored the role of critical thinking in the classrooms. Findings suggest that teachers refrain from practices that advance critical thinking skills and pupils’ empowerment. Instead they tend to implement traditional practices, while their work is largely determined by the standards of achievement set by University Entrance Exams and parents’ aspirations. The article concludes that prevailing expectations in the Greek primary school interfere with the development of pedagogical relationships that would promote critical thinking obstructing the attainment of the aims of the integrated curriculum reform and compromising the project for democratic citizenship.
DOI: 10.6084/m9.figshare.6504206
title: Youth Activism in Chile: from urban educational inequalities to experiences of living together and solidarity

description: ABSTRACT: This article examines the geographies of youth political activism in Chile. It makes the argument that a historical spatial identity of public education, as the engine of working-class and middle-class mobility, intersecting both with contexts of social mixing and with a historical urban educational inequality, provides a different lens through which to understand youth activism. This article seeks to analyse the linkages between these spatialities of public education and different geographies of youth activism as spaces of living together and as practices of solidarity. It reflects on the need for ongoing debates on citizenship education to engage with these geographies of youth activism in order to fully understand the significance of youth political participation within neoliberal market-driven education agendas.
DOI: 10.6084/m9.figshare.6504206.v1
title: Youth Activism in Chile: from urban educational inequalities to experiences of living together and solidarity

description: ABSTRACT: This article examines the geographies of youth political activism in Chile. It makes the argument that a historical spatial identity of public education, as the engine of working-class and middle-class mobility, intersecting both with contexts of social mixing and with a historical urban educational inequality, provides a different lens through which to understand youth activism. This article seeks to analyse the linkages between these spatialities of public education and different geographies of youth activism as spaces of living together and as practices of solidarity. It reflects on the need for ongoing debates on citizenship education to engage with these geographies of youth activism in order to fully understand the significance of youth political participation within neoliberal market-driven education agendas.
DOI: 10.6084/m9.figshare.6504605
title: Digital Knowledge and its Urgencies: reflections on digital immigrants and digital natives

description: Abstract: The proposals of Don Tapscott (apud Prescott, 2008) and Prensky (2012) are discussed in the educational sphere, evidencing the emergence of a new generation of individuals associated with Information and Communication Technologies (ICTs). This study reflects on the interferences and the potentialities of ICTs, proposing a scale between the knowledge of digital natives and immigrants (Prensky, 2001), from the theoretical-methodological perspective of French semiotics (Fontanille; Zilberberg, 2001). The main educational policies in the Brazilian context in favor of digital education are also discussed, from professional development to the implementation of technologies in school. From theory to pedagogical practice, this is the path outlined in this study.
DOI: 10.6084/m9.figshare.6504605.v1
title: Digital Knowledge and its Urgencies: reflections on digital immigrants and digital natives

description: Abstract: The proposals of Don Tapscott (apud Prescott, 2008) and Prensky (2012) are discussed in the educational sphere, evidencing the emergence of a new generation of individuals associated with Information and Communication Technologies (ICTs). This study reflects on the interferences and the potentialities of ICTs, proposing a scale between the knowledge of digital natives and immigrants (Prensky, 2001), from the theoretical-methodological perspective of French semiotics (Fontanille; Zilberberg, 2001). The main educational policies in the Brazilian context in favor of digital education are also discussed, from professional development to the implementation of technologies in school. From theory to pedagogical practice, this is the path outlined in this study.
DOI: 10.6084/m9.figshare.6504218
title: The Development of Students’ Mathematical Argumentation in a Primary Classroom

description: Abstract: The use of valid argument does not come naturally. It is acquired only through practice. This study was accomplished to provide students intended opportunities of engaging activities for launching argumentation in primary classrooms. The focus of the paper is how argumentation was evolved when students engaged in the conjecturing incorporated into regular mathematics instruction over two consecutive years. Working with a group of 6 teachers was to develop conjecturing tasks and pedagogical strategies to support them in teaching, and then to enhance the quality of students’ argumentation when 24 students were in grades 3 and 4. The collected data mainly consisted of conjecturing tasks, audio - and video - taped recordings of classroom observations, and students’ worksheets. Results indicate that the evolution of argumentation was identified in two aspects: the characteristics and the quality of the argumentation.
DOI: 10.6084/m9.figshare.6504218.v1
title: The Development of Students’ Mathematical Argumentation in a Primary Classroom

description: Abstract: The use of valid argument does not come naturally. It is acquired only through practice. This study was accomplished to provide students intended opportunities of engaging activities for launching argumentation in primary classrooms. The focus of the paper is how argumentation was evolved when students engaged in the conjecturing incorporated into regular mathematics instruction over two consecutive years. Working with a group of 6 teachers was to develop conjecturing tasks and pedagogical strategies to support them in teaching, and then to enhance the quality of students’ argumentation when 24 students were in grades 3 and 4. The collected data mainly consisted of conjecturing tasks, audio - and video - taped recordings of classroom observations, and students’ worksheets. Results indicate that the evolution of argumentation was identified in two aspects: the characteristics and the quality of the argumentation.
DOI: 10.6084/m9.figshare.7419212.v1
title: Evaluation and Management of Early Childhood Education in Brazilian Municipalities

description: Abstract: Studies that elucidate how the themes of evaluation and management of early childhood education have been treated in national literature show that there are still few studies that analyze proposals aimed at the evaluation of this segment of basic education, neither the interface between this theme and educational management. This finding was the motivation for this study, which re-identified academic productions that used the themes of management and/or evaluation of early childhood education as research objects, whose contributions support analyses of municipal proposals directed towards the evaluation of this basic education segment, whose results are treated in the present article. In conclusion, the potential and limits of these initiatives, which provide clues to support the construction of assessments potentially capable of serving an education project that gives substance to the right to a quality education for young children.
DOI: 10.6084/m9.figshare.7419212
title: Evaluation and Management of Early Childhood Education in Brazilian Municipalities

description: Abstract: Studies that elucidate how the themes of evaluation and management of early childhood education have been treated in national literature show that there are still few studies that analyze proposals aimed at the evaluation of this segment of basic education, neither the interface between this theme and educational management. This finding was the motivation for this study, which re-identified academic productions that used the themes of management and/or evaluation of early childhood education as research objects, whose contributions support analyses of municipal proposals directed towards the evaluation of this basic education segment, whose results are treated in the present article. In conclusion, the potential and limits of these initiatives, which provide clues to support the construction of assessments potentially capable of serving an education project that gives substance to the right to a quality education for young children.
DOI: 10.6084/m9.figshare.7418843
title: National and International Assessment in Brazil: the link between PISA and IDEB

description: Abstract: This article analyses the relationship between the Program for International Student Assessment (PISA)designed by OECD and the Index of Development of Basic Education (IDEB), designed by INEP. Currently, educational systems are subjected to implement national and international standard assessments. This process is the result of the New Public Management (NPM) policy implementation, which in Brazil starts at the beginning of the nineties. In this context, statistical data play a relevant role as a government policy tool. This work presents the development of PISA and IDEB, how they relate - from a statistical, methodological and political perspective, and how these dynamics influence the Brazilian educational policy.
DOI: 10.6084/m9.figshare.7418843.v1
title: National and International Assessment in Brazil: the link between PISA and IDEB

description: Abstract: This article analyses the relationship between the Program for International Student Assessment (PISA)designed by OECD and the Index of Development of Basic Education (IDEB), designed by INEP. Currently, educational systems are subjected to implement national and international standard assessments. This process is the result of the New Public Management (NPM) policy implementation, which in Brazil starts at the beginning of the nineties. In this context, statistical data play a relevant role as a government policy tool. This work presents the development of PISA and IDEB, how they relate - from a statistical, methodological and political perspective, and how these dynamics influence the Brazilian educational policy.
DOI: 10.6084/m9.figshare.7419818.v1
title: Career and Basic Salary of Teachers in the Education System of the City of São Paulo

description: ABSTRACT This article aims to analyze the dynamics of the basic teacher’s salary in the education system of the city of Sao Paulo from 1996 through 2016, in relation to the National Minimum Wage, the Necessary Minimum Wage by DIEESE (SMN) and national Professional Starting Salary (PSPN). It is a documental and bibliographical research focusing on national and municipal legislation and on the analysis of the initial and final teachers’ base salary. It was found that although the basic salary of municipal teachers was 40 percent higher than the PSPN in 2009, in 2016 it was only 11 percent higher. The Starting Salary was also below the SMN-DIEESE in November 2016, R$ 3,550.00 and R$ 3,940.41, respectively.
DOI: 10.6084/m9.figshare.7419818
title: Career and Basic Salary of Teachers in the Education System of the City of São Paulo

description: ABSTRACT This article aims to analyze the dynamics of the basic teacher’s salary in the education system of the city of Sao Paulo from 1996 through 2016, in relation to the National Minimum Wage, the Necessary Minimum Wage by DIEESE (SMN) and national Professional Starting Salary (PSPN). It is a documental and bibliographical research focusing on national and municipal legislation and on the analysis of the initial and final teachers’ base salary. It was found that although the basic salary of municipal teachers was 40 percent higher than the PSPN in 2009, in 2016 it was only 11 percent higher. The Starting Salary was also below the SMN-DIEESE in November 2016, R$ 3,550.00 and R$ 3,940.41, respectively.
DOI: 10.6084/m9.figshare.7420973
title: Brazil, Argentina and Uruguay: Public Relations education in digital culture

description: ABSTRACT This study aimed to compare the National Curriculum for Public Relations of Brazil, Argentina and Uruguay, reflecting on the qualification in higher education. The methodology relies on bibliographical research and documentation support. The results showed that only Brazil has specific curriculum guidelines for the field. Regarding the course load, there are significant differences between the countries. And in relation to this scenario, which inserts the profession of Public Relations in digital culture, we realized that such a change is incipient when discussed by the Brazilian official documentation. Also, another point observed is that in Argentina and in Uruguay the courses have the autonomy to create contents.
DOI: 10.6084/m9.figshare.7420973.v1
title: Brazil, Argentina and Uruguay: Public Relations education in digital culture

description: ABSTRACT This study aimed to compare the National Curriculum for Public Relations of Brazil, Argentina and Uruguay, reflecting on the qualification in higher education. The methodology relies on bibliographical research and documentation support. The results showed that only Brazil has specific curriculum guidelines for the field. Regarding the course load, there are significant differences between the countries. And in relation to this scenario, which inserts the profession of Public Relations in digital culture, we realized that such a change is incipient when discussed by the Brazilian official documentation. Also, another point observed is that in Argentina and in Uruguay the courses have the autonomy to create contents.
DOI: 10.6084/m9.figshare.14328917
title: Accessibility Policy: what people with visual impairment say

description: Abstract: This study aimed to discuss the national policy of digital inclusion and the impact of Assistive Technology (AT) on the education and inclusion of visually impaired people. The analyses anchored to Cultural Studies and to the opinion of people with impaired vision or blindness indicated advances and challenges to improve resources and adaptation of TA applications in order to effect the access to knowledge, mastery and functional use of resources, in a way to ensure the right to education and to the quality of school and social inclusion.
DOI: 10.6084/m9.figshare.14328917.v1
title: Accessibility Policy: what people with visual impairment say

description: Abstract: This study aimed to discuss the national policy of digital inclusion and the impact of Assistive Technology (AT) on the education and inclusion of visually impaired people. The analyses anchored to Cultural Studies and to the opinion of people with impaired vision or blindness indicated advances and challenges to improve resources and adaptation of TA applications in order to effect the access to knowledge, mastery and functional use of resources, in a way to ensure the right to education and to the quality of school and social inclusion.
DOI: 10.6084/m9.figshare.7773143.v1
title: Learning Configurations and Teaching Knowledge

description: ABSTRACT This paper presents the results of a study carried out with students from a public school in the state of Goiás. We involved the students in situations of research/experimentation, interviewed the teacher about his planning and analyzed the reports of his practice according to the Strands of Science Learning (SSL). It was evidenced that engaging in scientific reasoning prevailed in the teacher’s planning and practice. Engaging in scientific practice, which presented a high intensity in planning, was reduced during teaching. During classes, learning of science knowledge was enhanced. Therefore the SSL help understand and characterize teaching practice and student learning in learning configurations based on the experimentation process.
DOI: 10.6084/m9.figshare.7773143
title: Learning Configurations and Teaching Knowledge

description: ABSTRACT This paper presents the results of a study carried out with students from a public school in the state of Goiás. We involved the students in situations of research/experimentation, interviewed the teacher about his planning and analyzed the reports of his practice according to the Strands of Science Learning (SSL). It was evidenced that engaging in scientific reasoning prevailed in the teacher’s planning and practice. Engaging in scientific practice, which presented a high intensity in planning, was reduced during teaching. During classes, learning of science knowledge was enhanced. Therefore the SSL help understand and characterize teaching practice and student learning in learning configurations based on the experimentation process.
DOI: 10.6084/m9.figshare.7974020
title: Flexibilization and Intensification of Teaching Work in Brazil and Portugal

description: ABSTRACT The main goal of this text is to present to the readers an analysis on the impact of the work flexibilization and intensification in the career of teachers from Brazil and Portugal, which have occurred in the last 27 years. Also, we highlight the main legislation of the countries that have led to the increase of the flexibility and intensification of the teaching work. For the study we performed bibliographical, documental and empirical research. The empirical data collection was performed through semi structured interviews. Although Brazil, the state of São Paulo and Portugal have distinct socioeconomic, political and institutional realities, we can verify that there is a convergence between the countries in relation to the phenomenon of the precariousness of teaching work.
DOI: 10.6084/m9.figshare.7974020.v1
title: Flexibilization and Intensification of Teaching Work in Brazil and Portugal

description: ABSTRACT The main goal of this text is to present to the readers an analysis on the impact of the work flexibilization and intensification in the career of teachers from Brazil and Portugal, which have occurred in the last 27 years. Also, we highlight the main legislation of the countries that have led to the increase of the flexibility and intensification of the teaching work. For the study we performed bibliographical, documental and empirical research. The empirical data collection was performed through semi structured interviews. Although Brazil, the state of São Paulo and Portugal have distinct socioeconomic, political and institutional realities, we can verify that there is a convergence between the countries in relation to the phenomenon of the precariousness of teaching work.
DOI: 10.6084/m9.figshare.14328920
title: Developing Flexibility in Mental Calculation

description: Abstract: Flexibility in performing mental calculations has become an important focus for mathematics educators, with research surging over the past two decades. Contemporary research results lends strong support for the development of mental flexibility in elementary classrooms. This report focuses on three interrelated themes: (1) a model of mental calculation that allows the study of flexible solution processes; (2) a review of definitions of flexibility and summary of reported research; and (3) an examination of the prerequisites for promoting mental flexibility. The approach termed Zahlenblickschulung is introduced with examples of activities that encourage students to sort numerical problems and reason about the sorting.
DOI: 10.6084/m9.figshare.10296074.v1
title: Teaching Identities in an Elite State School in Portugal

description: Abstract: This article applies Claude Dubar’s thesis to discuss the professional identities of eight teachers at a state school in Lisbon. In this case study, carried out in 2017-2018, the data collection involved life story interviews and questionnaires around social, economic and cultural issues. The analysis of biographical identity shows a trajectory of teachers who studied in state schools, who considered themselves dedicated and demanding, and who have had a solid academic background in their professional development. Identity for the others shows that the group is seen as active and devotedial by the community and has developed personal styles of teaching. The relational identity reveals a teaching exercise focused on educating young people from the upper-middle class to higher education.
DOI: 10.6084/m9.figshare.14328920.v1
title: Developing Flexibility in Mental Calculation

description: Abstract: Flexibility in performing mental calculations has become an important focus for mathematics educators, with research surging over the past two decades. Contemporary research results lends strong support for the development of mental flexibility in elementary classrooms. This report focuses on three interrelated themes: (1) a model of mental calculation that allows the study of flexible solution processes; (2) a review of definitions of flexibility and summary of reported research; and (3) an examination of the prerequisites for promoting mental flexibility. The approach termed Zahlenblickschulung is introduced with examples of activities that encourage students to sort numerical problems and reason about the sorting.