cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14281133.v1
title: EDUCATION AND HUMAN VALUES: AN EVALUATION OF STUDIES PRODUCED IN BRAZIL IN 2013-2018

description: ABSTRACT: The objective of this study is to map the academic productions dedicated to the study of human values articulated to the educational context and school practice of Brazilian teachers. To this end, we have undertaken a survey of theses and dissertations within the Post-Graduate Education Programs in Brazil, in the database of the Sucupira Platform, between the years 2013 and 2018, through which we have composed a significant corpus of 24 productions. These findings, after being inventoried, were analyzed from the Thematic Analysis methodology, as proposed by Braun and Clarck (2009), which was constituted as our epistemological framework. Our results are organized in four categories: a) an effort to conceptualize human values; b) a persistent representation of students from public schools and peripheral areas as the main target subjects of an education in human values; c) a centrality in the role of the family for an education in human values; and d) the religious and sports proposition as effective means of education in human values. That said, we concluded that there is, in the dissertations and thesis published from 2013 to 2018 outlined here, a concept of human values in the sense of moral values for the citizen formation of young people in public school. This concept refers, eminently, to these values as an alternative for combating insecurity, indiscipline and violence in the reality of these young people whose family is pointed out as a reference for the absence of models of good conduct. In this sense, the role assumed by religiosity and sports serve as means and models to educate them in human values.
DOI: 10.6084/m9.figshare.14281138
title: Multimodal critical discourse analysis of the cinematic representation of women as social actors

description: ABSTRACT In this paper, an expanded version of the visual social actor network (van Leeuwen 2008) is suggested in integration with the classification of fields proposed by Martin (1992). In the context of multimodal critical discourse analysis, such network has provided a template for the discussion of the data aiming to reveal and interrogate the construal of women’s agency in the introductory part of the first film Sex and the City (2008). Overall results place women’s actions mostly in the private sphere but also reveal instances of gender performativity (Butler 1990) that question social norms for women mainly imposed by the media.
DOI: 10.6084/m9.figshare.14281139
title: Roman-feuilleton on screen: language, characters and social senses

description: ABSTRACT This study analyses the plot, the characters and the circulation of the roman-feuilleton transposed to the cinema, and its implications on the representations and meanings about women in society and, especially, on the work of a secretary. The object was the film “Jealousy”, originated from the roman-feuilleton “Wife versus secretary”. The analyses, from the perspective of Linguistics, Semiotics and Cultural History, indicate a discourse that crystallizes the stereotype of the “secretary-lover”, in the same measure that it signified feminine perfection through subjection to the masculine.
DOI: 10.6084/m9.figshare.14281139.v1
title: Roman-feuilleton on screen: language, characters and social senses

description: ABSTRACT This study analyses the plot, the characters and the circulation of the roman-feuilleton transposed to the cinema, and its implications on the representations and meanings about women in society and, especially, on the work of a secretary. The object was the film “Jealousy”, originated from the roman-feuilleton “Wife versus secretary”. The analyses, from the perspective of Linguistics, Semiotics and Cultural History, indicate a discourse that crystallizes the stereotype of the “secretary-lover”, in the same measure that it signified feminine perfection through subjection to the masculine.
DOI: 10.6084/m9.figshare.14281146
title: FIGURATIVE NUCLEUS OF SOCIAL REPRESENTATION: CONTRIBUTIONS TO EDUCATION

description: ABSTRACT: This study aims to discuss the “figurative nucleus”, which is an integral part of the Theory of Social Representations (SRT), based on Social Psychology. Here the focus is on the educational field, from the perspective of a psychosocial look at the educative relationships. The figurative nucleus is presented, in this text, through the classic works of the SRT, mainly by the text: Psychoanalysis, Its Image and Its Public, by Serge Moscovici. Subsequent advances are also considered, taking up the concepts of “central nucleus” and “social image”. The consequence of the presented reflections for the objectification of the social representation study is the necessary and unavoidable complementarity between these notions. As an illustration, two researches in the area of Education are presented, in which the figurative nucleus has been condensed into “metaphors”, which have coordinated the speeches of the groups that took part on these studies. This study proposes that the deepening of the figurative nucleus is a fecund way for the studies in the field of Education, mainly because it allows the relations between thought, social practices and changes.
DOI: 10.6084/m9.figshare.14281146.v1
title: FIGURATIVE NUCLEUS OF SOCIAL REPRESENTATION: CONTRIBUTIONS TO EDUCATION

description: ABSTRACT: This study aims to discuss the “figurative nucleus”, which is an integral part of the Theory of Social Representations (SRT), based on Social Psychology. Here the focus is on the educational field, from the perspective of a psychosocial look at the educative relationships. The figurative nucleus is presented, in this text, through the classic works of the SRT, mainly by the text: Psychoanalysis, Its Image and Its Public, by Serge Moscovici. Subsequent advances are also considered, taking up the concepts of “central nucleus” and “social image”. The consequence of the presented reflections for the objectification of the social representation study is the necessary and unavoidable complementarity between these notions. As an illustration, two researches in the area of Education are presented, in which the figurative nucleus has been condensed into “metaphors”, which have coordinated the speeches of the groups that took part on these studies. This study proposes that the deepening of the figurative nucleus is a fecund way for the studies in the field of Education, mainly because it allows the relations between thought, social practices and changes.
DOI: 10.6084/m9.figshare.14281148.v1
title: LEARNING THEORIES IN PUBLICATIONS IN THE ENGINEERING EDUCATION AREA: MAPPING FOCUSED IN THE CALCULUS I SUBJECT

description: ABSTRACT: The main aim of this paper was to identify which learning theories base the teaching acts and are also referred to the Calculus I subject. Therefore, a lift was made about the Brazilian academic production released in the Brazilian Congress of Engineering Education during 2010-2017. Thus, through a qualitative bibliographic research, 23 papers were selected to constitute this final investigation portfolio. Most results, was possible to notice, are of empirical nature (n=15), with exclusively cognitivist approach (n=17), in which Vygotsky was the most mentioned theorist (n=12), followed by Piaget (n=9) and Ausubel (n=5). Furthermore, there was a balance in the use of the works related to the bibliographic references specially in three productions: Pedagogy of Autonomy (FREIRE, 1996) Thought and Language (VYGOTSKY, 1989) and Mind in Society: The Development of Higher Psychological Processes (VYGOTSKY, 1998). Finally, the results suggest the predominance of papers without proper theoretical basis (n=13) or partially based (n=6), according to the criteria established in this research.
DOI: 10.6084/m9.figshare.14281150.v1
title: Human Rights and Special Education: the inclusion of deaf students in the Federal District

description: ABSTRACT This article analyzes, from a human rights and inclusive education perspective, the process of educational inclusion of deaf students in the Federal District, Brazil. This is done through documentary analysis of the Federal District Enrollment Policy for 2019, complemented by partial ethnographic analysis. The main observable tensions between the achievement by these students of the fundamental human right to full educational inclusion and the normative proposals of the Enrollment Policy are mapped. Finally, based on the results of the analysis, some possible ways of improving the educational inclusion of deaf students in the Federal District are suggested.
DOI: 10.6084/m9.figshare.14281148
title: LEARNING THEORIES IN PUBLICATIONS IN THE ENGINEERING EDUCATION AREA: MAPPING FOCUSED IN THE CALCULUS I SUBJECT

description: ABSTRACT: The main aim of this paper was to identify which learning theories base the teaching acts and are also referred to the Calculus I subject. Therefore, a lift was made about the Brazilian academic production released in the Brazilian Congress of Engineering Education during 2010-2017. Thus, through a qualitative bibliographic research, 23 papers were selected to constitute this final investigation portfolio. Most results, was possible to notice, are of empirical nature (n=15), with exclusively cognitivist approach (n=17), in which Vygotsky was the most mentioned theorist (n=12), followed by Piaget (n=9) and Ausubel (n=5). Furthermore, there was a balance in the use of the works related to the bibliographic references specially in three productions: Pedagogy of Autonomy (FREIRE, 1996) Thought and Language (VYGOTSKY, 1989) and Mind in Society: The Development of Higher Psychological Processes (VYGOTSKY, 1998). Finally, the results suggest the predominance of papers without proper theoretical basis (n=13) or partially based (n=6), according to the criteria established in this research.
DOI: 10.6084/m9.figshare.14281150
title: Human Rights and Special Education: the inclusion of deaf students in the Federal District

description: ABSTRACT This article analyzes, from a human rights and inclusive education perspective, the process of educational inclusion of deaf students in the Federal District, Brazil. This is done through documentary analysis of the Federal District Enrollment Policy for 2019, complemented by partial ethnographic analysis. The main observable tensions between the achievement by these students of the fundamental human right to full educational inclusion and the normative proposals of the Enrollment Policy are mapped. Finally, based on the results of the analysis, some possible ways of improving the educational inclusion of deaf students in the Federal District are suggested.
DOI: 10.6084/m9.figshare.14281151
title: SCIENCE, POETRY, PHILOSOPHY: CRITICAL DIALOGS FROM THEORY TO CLASSROOM

description: ABSTRACT: This article presents theoretical and empirical contributions to discuss the use of poetry in science education. The theoretical contributions broach the discussions between: science, art and teaching; imagination and creation in literary and scientific activities; and the interfaces between aesthetics and cognition. The empirical contributions analyze poetry produced by students of the last year of middle school in science classes. The poems used concepts taught in the classroom to support the students’ position who presented different orientations to reality. This fact indicates the appropriation of cultural tools (concepts), since they are used in an autonomous context. The analyzes are based on the theoretical-methodological contributions proposed by Vygotsky, which allowed the production of three categories to analyze the poetry produced, namely: questioning of reality, questioning of human knowledge and responsive positioning. The analyzes indicate that the poems have contemplated cognitive, emotional and responsive aspects in relation to the subjects addressed, while they suggest that the use of poetry in science education can contribute to the development of the critical formation of the students.
DOI: 10.6084/m9.figshare.14281151.v1
title: SCIENCE, POETRY, PHILOSOPHY: CRITICAL DIALOGS FROM THEORY TO CLASSROOM

description: ABSTRACT: This article presents theoretical and empirical contributions to discuss the use of poetry in science education. The theoretical contributions broach the discussions between: science, art and teaching; imagination and creation in literary and scientific activities; and the interfaces between aesthetics and cognition. The empirical contributions analyze poetry produced by students of the last year of middle school in science classes. The poems used concepts taught in the classroom to support the students’ position who presented different orientations to reality. This fact indicates the appropriation of cultural tools (concepts), since they are used in an autonomous context. The analyzes are based on the theoretical-methodological contributions proposed by Vygotsky, which allowed the production of three categories to analyze the poetry produced, namely: questioning of reality, questioning of human knowledge and responsive positioning. The analyzes indicate that the poems have contemplated cognitive, emotional and responsive aspects in relation to the subjects addressed, while they suggest that the use of poetry in science education can contribute to the development of the critical formation of the students.
DOI: 10.6084/m9.figshare.14281157
title: DEVELOPMENT OF ACADEMIC COMPETENCES IN HIGHER EDUCATION: THE TEACHING PRACTICE IN FOCUS

description: ABSTRACT: The article characterizes the social representations of the academic competence development in higher education and its reflection in pedagogical practices. Twelve teachers from a college of the Federal District were interviewed. Data were analyzed using IRaMuTeQ software and generated three classes: (a) focus on the task (technologist); (b) the formative role of the educator (education) and (c) practices aimed at the development of the student (baccalaureate). Results show that these professors develop their practices considering their professional habitat, respectively representing (a) actions related to student’s future work activity, focusing on tasks operationalization and accomplishment; (b) articulation between knowledge, values and ethical action in a humanized formative process; (c) and construction of knowledge by the students, involving professional performance. Social representations highlight the diversity of practices based on the professor area of teaching, revealing nearby worlds connected with the student’s future labor activity.
DOI: 10.6084/m9.figshare.14281157.v1
title: DEVELOPMENT OF ACADEMIC COMPETENCES IN HIGHER EDUCATION: THE TEACHING PRACTICE IN FOCUS

description: ABSTRACT: The article characterizes the social representations of the academic competence development in higher education and its reflection in pedagogical practices. Twelve teachers from a college of the Federal District were interviewed. Data were analyzed using IRaMuTeQ software and generated three classes: (a) focus on the task (technologist); (b) the formative role of the educator (education) and (c) practices aimed at the development of the student (baccalaureate). Results show that these professors develop their practices considering their professional habitat, respectively representing (a) actions related to student’s future work activity, focusing on tasks operationalization and accomplishment; (b) articulation between knowledge, values and ethical action in a humanized formative process; (c) and construction of knowledge by the students, involving professional performance. Social representations highlight the diversity of practices based on the professor area of teaching, revealing nearby worlds connected with the student’s future labor activity.
DOI: 10.6084/m9.figshare.14281158
title: ACADEMIC ENGAGEMENT IN HIGHER EDUCATION: PEDAGOGICAL PREMISES FOR THE DEVELOPMENT OF TRANSFERABLE SKILLS

description: ABSTRACT: In times of cyber learning spaces, education systems need pedagogical models that enable students to engage, develop skills, and feel capable to transfer them to other contexts. Based on the Design Based Research methodology of qualitative analysis of student’s perceptions, we analyzed whether the Virtual Learning Environments discipline promoted the development of transferable skills. The findings regarding the class were primarily positive, such as it: 1) promoted debates involving educational issues related to social, political or philosophical aspects; 2) enabled coexistence in a community with different experiences and points of view; 3) created alternatives to improve pedagogical and formative practices; 4) provided solutions to complex problems; and 5) promoted meaningful engagement. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.
DOI: 10.6084/m9.figshare.14281160
title: THE FEDERAL COORDINATION OF MEC UNDER THE PAR: SIGNS OF ARRANGEMENTS AND DECISION RULES FOR THE MANAGEMENT OF EDUCATION

description: ABSTRACT: The article seeks to understand the dynamics of power sharing in the interdependence between federated entities, with a focus on the analysis of the role of MEC as coordinator of the educational policy related to the Articulated Actions Plan (PAR). The research is qualitative in nature, based on documentary analysis and content analysis of semi-structured interviews, organized through thematic categories, with the elaboration of a semantic network. It is discussed that MEC acts to institute the culture of planning, provide a unified service and induce demands. On the other hand, the existence of fragmentation of actions and deficiencies in the response to Municipalities is highlighted. It is concluded that MEC should work to raise the level of procedural knowledge of the Municipalities and resolve the fragilities of its own management processes.
DOI: 10.6084/m9.figshare.14281160.v1
title: THE FEDERAL COORDINATION OF MEC UNDER THE PAR: SIGNS OF ARRANGEMENTS AND DECISION RULES FOR THE MANAGEMENT OF EDUCATION

description: ABSTRACT: The article seeks to understand the dynamics of power sharing in the interdependence between federated entities, with a focus on the analysis of the role of MEC as coordinator of the educational policy related to the Articulated Actions Plan (PAR). The research is qualitative in nature, based on documentary analysis and content analysis of semi-structured interviews, organized through thematic categories, with the elaboration of a semantic network. It is discussed that MEC acts to institute the culture of planning, provide a unified service and induce demands. On the other hand, the existence of fragmentation of actions and deficiencies in the response to Municipalities is highlighted. It is concluded that MEC should work to raise the level of procedural knowledge of the Municipalities and resolve the fragilities of its own management processes.
DOI: 10.6084/m9.figshare.14281162
title: TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE NATIONAL LITERATURE

description: ABSTRACT: The present study aimed to systematically map the Brazilian scientific literature about what teachers know and believe regarding Inclusive Education. Thus, three databases were consulted: Biblioteca Virtual em Saúde - Psicologia (BVS-PSI), Portal de periódicos da CAPES and Scielo. The identified articles were classified according to: year and journal; institution and education of the first author; nature of authorship; methodology; collection techniques; and research topics. After, the findings reported in the articles that specifically investigated knowledge and beliefs were qualitatively analyzed. The analysis shows the studies are recent and interest in the topic is growing. Special Education stood out as the area driving the debates, suggesting that Inclusive Education has been gradually incorporated as a field of discussion within other Educational areas and related fields. Additional efforts are required to ensure the educational character of Inclusive Education is fully understood as a new way of conceiving subjects and the processes of teaching and learning.
DOI: 10.6084/m9.figshare.14281162.v1
title: TEACHERS’ KNOWLEDGE AND BELIEFS ABOUT INCLUSIVE EDUCATION: A SYSTEMATIC REVIEW OF THE NATIONAL LITERATURE

description: ABSTRACT: The present study aimed to systematically map the Brazilian scientific literature about what teachers know and believe regarding Inclusive Education. Thus, three databases were consulted: Biblioteca Virtual em Saúde - Psicologia (BVS-PSI), Portal de periódicos da CAPES and Scielo. The identified articles were classified according to: year and journal; institution and education of the first author; nature of authorship; methodology; collection techniques; and research topics. After, the findings reported in the articles that specifically investigated knowledge and beliefs were qualitatively analyzed. The analysis shows the studies are recent and interest in the topic is growing. Special Education stood out as the area driving the debates, suggesting that Inclusive Education has been gradually incorporated as a field of discussion within other Educational areas and related fields. Additional efforts are required to ensure the educational character of Inclusive Education is fully understood as a new way of conceiving subjects and the processes of teaching and learning.
DOI: 10.6084/m9.figshare.14281158.v1
title: ACADEMIC ENGAGEMENT IN HIGHER EDUCATION: PEDAGOGICAL PREMISES FOR THE DEVELOPMENT OF TRANSFERABLE SKILLS

description: ABSTRACT: In times of cyber learning spaces, education systems need pedagogical models that enable students to engage, develop skills, and feel capable to transfer them to other contexts. Based on the Design Based Research methodology of qualitative analysis of student’s perceptions, we analyzed whether the Virtual Learning Environments discipline promoted the development of transferable skills. The findings regarding the class were primarily positive, such as it: 1) promoted debates involving educational issues related to social, political or philosophical aspects; 2) enabled coexistence in a community with different experiences and points of view; 3) created alternatives to improve pedagogical and formative practices; 4) provided solutions to complex problems; and 5) promoted meaningful engagement. The implications of the results are discussed, both from the point of view of practical intervention and in terms of future research.
DOI: 10.6084/m9.figshare.14281161
title: PROPOSALS FOR EDUCATION AND TEACHING OF MATHEMATICS FOR STUDENTS WITH CEREBRAL PALSY: A META-ANALYSIS OF SOME ACADEMIC PUBLICATIONS

description: ABSTRACT: This article analyzes studies that articulate Mathematics Education and Teaching for students with cerebral palsy (CP). It aims to identify the main results of researches carried out from 2000 to 2018 and, by a meta-analysis, answer the question: in the publications in the area of education and mathematics teaching aimed at students with cerebral palsy, how is the participation of students, what are the objectives and methodological procedures used, and what are the characteristics of the results achieved? A Discursive Textual Analysis of the publications selected in digital databases shows eight emerging final categories: learning; professional qualification; changes of conceptions; relevance of the theme; technology in teaching; Mathematics and contextualization; individualized proposal; specialized service. This analysis shows that national publications focus on teacher training, while European or American productions are concerned with assessing the student’s cognitive ability, pointing to the need to integrate the two focuses, teacher and student.