cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7483244.v1
title: The teaching of literature in the Pedagogy Course: a necessary presence

description: ABSTRACT This article brings a literature teaching mapping in pedagogy courses at 27 federal universities of this country (Brazil). It is assumed that literature is fundamental for human educational formation and therefore, must be part of the curriculum of future yearly childhood education as well as of elementary school initial levels teachers, who are responsible for the introduction of children to the literate culture. Analysis indicates that the presence, in the specific case of children’s literature in the qualification of educators, is still insufficient and vulnerable to the inside curricular structure. It is crucial to introduce literature as a means to proportionate to the teacher in their initial formal education a theoretical and practical experience about teaching with the intention of contributing to their action as a future literature mediator.
DOI: 10.6084/m9.figshare.8128043
title: Public educational policies and sexualities in post-dictatorship Chile: opacities and hyper-visibilities of LGTBI subjects

description: ABSTRACT Once the civil-military dictatorship had come to its end in Chile, the following governments progressively began to pay attention to the need for an educational formation regarding sexuality. However, the predominant social approach to sexuality has been of a hetero-normative character, bound to the conservative spectrum and a biologic approach to interpersonal relations. Based on the discourse analysis of the set of laws and public guidelines on education in force between 1990 and 2017, it is possible to see how sexual diversity emerges as a social construct that comes into play based on the secrecy/visibility of its differences. Also, the inclusion of LGTBI rights can be traced back to four historic moments: an initial one, when there was a policy of institutional silence on the topic; a second one, when a general framework is established for educational programs with generalist references regarding sexual orientation and identity; a third one, when it is possible to discern a certain cultural dispute based on moralist and conservative perspectives; and a final one, where hyper-visibility of non-heterosexual sexualities takes force.
DOI: 10.6084/m9.figshare.8128043.v1
title: Public educational policies and sexualities in post-dictatorship Chile: opacities and hyper-visibilities of LGTBI subjects

description: ABSTRACT Once the civil-military dictatorship had come to its end in Chile, the following governments progressively began to pay attention to the need for an educational formation regarding sexuality. However, the predominant social approach to sexuality has been of a hetero-normative character, bound to the conservative spectrum and a biologic approach to interpersonal relations. Based on the discourse analysis of the set of laws and public guidelines on education in force between 1990 and 2017, it is possible to see how sexual diversity emerges as a social construct that comes into play based on the secrecy/visibility of its differences. Also, the inclusion of LGTBI rights can be traced back to four historic moments: an initial one, when there was a policy of institutional silence on the topic; a second one, when a general framework is established for educational programs with generalist references regarding sexual orientation and identity; a third one, when it is possible to discern a certain cultural dispute based on moralist and conservative perspectives; and a final one, where hyper-visibility of non-heterosexual sexualities takes force.
DOI: 10.6084/m9.figshare.8092301
title: The social construction of the music teacher

description: ABSTRACT The objective of this research was to verify the potential of the university graduate of Music Education of the State of Paraná (Southern Brazil) in resocialization of the individual in its musical formation. It was proposed to analyse how this instance of socialization participated in the construction of identities of young music teachers. The study covered all the institutions with the Bachelor in Music in the State of Paraná, southern region of Brazil. First, a questionnaire was administered to 160 participants, who were completing their bachelor's degree. Then a sub-sample of seventeen (17) participants was selected to do a depth interview. To define profiles of musical tastes and practices, a Multiple Correspondence Analysis (MCA) was performed, suited by a Clusters Analysis to define types of participants, according to their profiles. The second analytical stage had qualitative processing. These analyzes allowed it to identify pluralities of socialization forms in the contemporary world, which promoted the construction of identities with hybrid dispositions of habitus; it was minted for many different instances of socialization and in significant human interactions. The Bachelors of Music in the State of Paraná were able to foment a more critical and reflexive perception about the musical universe, but especially a construction of professional identity of music teachers.
DOI: 10.6084/m9.figshare.8092301.v1
title: The social construction of the music teacher

description: ABSTRACT The objective of this research was to verify the potential of the university graduate of Music Education of the State of Paraná (Southern Brazil) in resocialization of the individual in its musical formation. It was proposed to analyse how this instance of socialization participated in the construction of identities of young music teachers. The study covered all the institutions with the Bachelor in Music in the State of Paraná, southern region of Brazil. First, a questionnaire was administered to 160 participants, who were completing their bachelor's degree. Then a sub-sample of seventeen (17) participants was selected to do a depth interview. To define profiles of musical tastes and practices, a Multiple Correspondence Analysis (MCA) was performed, suited by a Clusters Analysis to define types of participants, according to their profiles. The second analytical stage had qualitative processing. These analyzes allowed it to identify pluralities of socialization forms in the contemporary world, which promoted the construction of identities with hybrid dispositions of habitus; it was minted for many different instances of socialization and in significant human interactions. The Bachelors of Music in the State of Paraná were able to foment a more critical and reflexive perception about the musical universe, but especially a construction of professional identity of music teachers.
DOI: 10.6084/m9.figshare.9927974
title: Weakened authority, violence against teachers and pedagogical work

description: ABSTRACT This article aims to analyze the connections between disempowerment and school violence against teachers in a basic education institution, as well as to identify its possible effects on the teaching work. It resulted from a research with mixed methodological approaches, exploratory delineation and a case study format. It was carried out in a public high school in the city of Rio Branco (AC), Brazil, in the year of 2015. The data collection occured in two stages: preliminary (documentary) and principal (semi-structured interview and closed questionnaire). The subjects were 35 teachers. The research sought to understand the perspective of the subjects victimized by the disempowerment and violence. The results indicate that teachers associate the violence, which they say they suffer, as a weakening factor of their authority, whose consequences have directly affected their professional performance. Although there is a climate of insecurity and fear among teachers, it is clear that they are not direct victims of serious violations, but of microviolences, nevertheless, guided by an imaginary of school violence, they act as if they were. It was concluded, therefore, that the teachers’ talk about the disempowerment and the increase of the violence reveal much more than they seem, also symbolizing a denunciation of the precariousness of the teaching work and the neglection regarding education; additionally, they also express an attempt to signify their anguish in the face of professional frustration; and represent, finally, an appeal to justify or cover up the psychological and physical withdrawal of work.
DOI: 10.6084/m9.figshare.9927974.v1
title: Weakened authority, violence against teachers and pedagogical work

description: ABSTRACT This article aims to analyze the connections between disempowerment and school violence against teachers in a basic education institution, as well as to identify its possible effects on the teaching work. It resulted from a research with mixed methodological approaches, exploratory delineation and a case study format. It was carried out in a public high school in the city of Rio Branco (AC), Brazil, in the year of 2015. The data collection occured in two stages: preliminary (documentary) and principal (semi-structured interview and closed questionnaire). The subjects were 35 teachers. The research sought to understand the perspective of the subjects victimized by the disempowerment and violence. The results indicate that teachers associate the violence, which they say they suffer, as a weakening factor of their authority, whose consequences have directly affected their professional performance. Although there is a climate of insecurity and fear among teachers, it is clear that they are not direct victims of serious violations, but of microviolences, nevertheless, guided by an imaginary of school violence, they act as if they were. It was concluded, therefore, that the teachers’ talk about the disempowerment and the increase of the violence reveal much more than they seem, also symbolizing a denunciation of the precariousness of the teaching work and the neglection regarding education; additionally, they also express an attempt to signify their anguish in the face of professional frustration; and represent, finally, an appeal to justify or cover up the psychological and physical withdrawal of work.
DOI: 10.6084/m9.figshare.20005684
title: Rise in teaching career and gender differences

description: ABSTRACT This article analyzes differences between women and men in the occupation of the teaching career, an area considered feminine but which career demonstrates gender differences. Notions such as the sexual division of labor of Helena Hirata and Danièle Kergoat (2007) and the existence of the glass escalator of Christine Williams (1992, 2013, 2015) in feminized careers lead to the question of what differentiations are present in the education area. Based on quantitative data and interviews with female and male principals, we analyze gender differences in the rise of the teaching career. The research results reveal the presence of advantages for men in their career, regarding the first experience in school management - younger age and shorter time of classroom management -, related to the types of incentives received and the form of provision of the first post in school management. The provision by public contest enables apparent equality between women and men concerning the age of entry into specialist positions, although it does not guarantee equality in the distribution of women and men among the various positions. Men are more present in positions related more specifically on the administrative side of management - vice direction, direction, and supervision - than those devoted more directly to the pedagogical side - pedagogical guidance and coordination -, which evidences a relationship between gender and choice in the rise in the teaching career.
DOI: 10.6084/m9.figshare.20005684.v1
title: Rise in teaching career and gender differences

description: ABSTRACT This article analyzes differences between women and men in the occupation of the teaching career, an area considered feminine but which career demonstrates gender differences. Notions such as the sexual division of labor of Helena Hirata and Danièle Kergoat (2007) and the existence of the glass escalator of Christine Williams (1992, 2013, 2015) in feminized careers lead to the question of what differentiations are present in the education area. Based on quantitative data and interviews with female and male principals, we analyze gender differences in the rise of the teaching career. The research results reveal the presence of advantages for men in their career, regarding the first experience in school management - younger age and shorter time of classroom management -, related to the types of incentives received and the form of provision of the first post in school management. The provision by public contest enables apparent equality between women and men concerning the age of entry into specialist positions, although it does not guarantee equality in the distribution of women and men among the various positions. Men are more present in positions related more specifically on the administrative side of management - vice direction, direction, and supervision - than those devoted more directly to the pedagogical side - pedagogical guidance and coordination -, which evidences a relationship between gender and choice in the rise in the teaching career.
DOI: 10.6084/m9.figshare.20005683
title: Teaching in technical education in Brazil and Portugal

description: ABSTRACT This paper presents a comparative study on the organization of professional secondary education in Brazil and Portugal. The objective was to understand how professional courses are organized and structured in the scope of formal education, as well as to describe the requirements of access to teaching, specifically in the vocational curricular components. This qualitative research, whose corpus consisted of legislations, as well as publications from database research on teacher education for professional education in Brazil and Portugal. As a result, it can be affirmed that teacher training for Vocational Education is not instituted in the practice of institutions in either country, with legal support in Portugal and a decline in the valorization of pedagogical in Brazil.
DOI: 10.6084/m9.figshare.20005683.v1
title: Teaching in technical education in Brazil and Portugal

description: ABSTRACT This paper presents a comparative study on the organization of professional secondary education in Brazil and Portugal. The objective was to understand how professional courses are organized and structured in the scope of formal education, as well as to describe the requirements of access to teaching, specifically in the vocational curricular components. This qualitative research, whose corpus consisted of legislations, as well as publications from database research on teacher education for professional education in Brazil and Portugal. As a result, it can be affirmed that teacher training for Vocational Education is not instituted in the practice of institutions in either country, with legal support in Portugal and a decline in the valorization of pedagogical in Brazil.
DOI: 10.6084/m9.figshare.20005686
title: The public policies of textbook in Brazil: publications of the PNLD of Biology in question

description: ABSTRACT The textbook is a resource resulting from a multiple determinations process and is part of the history of Brazilian education. In this sense, this article characterizes the Brazilian public policies towards textbooks, establishing relations between the extra-scholastic events linked to politics and the textbook market and their implications in the context of Biology as a school subject. In this context, we seek to understand the details of the Programa Nacional do Livro Didático (PNLD) [National Program of the Textbook], especially for Biology, to explain the conjunctures that demarcate the Program. Having as the theoretical and methodological basis the dialectic logic, we analyzed the Biology PNLD in its totality-particularity relations, with the social-historical contexts of education, through documentary and exploratory analysis. We conclude that the way this public policy is conducted has favored the formation of oligopolies for teaching that expands the profitability of large business groups, which stigmatizes the textbook as a commodity.
DOI: 10.6084/m9.figshare.20005686.v1
title: The public policies of textbook in Brazil: publications of the PNLD of Biology in question

description: ABSTRACT The textbook is a resource resulting from a multiple determinations process and is part of the history of Brazilian education. In this sense, this article characterizes the Brazilian public policies towards textbooks, establishing relations between the extra-scholastic events linked to politics and the textbook market and their implications in the context of Biology as a school subject. In this context, we seek to understand the details of the Programa Nacional do Livro Didático (PNLD) [National Program of the Textbook], especially for Biology, to explain the conjunctures that demarcate the Program. Having as the theoretical and methodological basis the dialectic logic, we analyzed the Biology PNLD in its totality-particularity relations, with the social-historical contexts of education, through documentary and exploratory analysis. We conclude that the way this public policy is conducted has favored the formation of oligopolies for teaching that expands the profitability of large business groups, which stigmatizes the textbook as a commodity.
DOI: 10.6084/m9.figshare.20005687
title: The New School in the Normal School of Paraná and its local adaptations (1931-1937)

description: ABSTRACT In this article, we will analyze the local adaptations of two experiences that were born in the ideas of the New School, carried out at the primary level of the Normal School of Paraná (province of Entre Ríos). They were implemented first by pedagogue Celia Ortiz A. de Montoya and then by the regent María del Carmen Rodríguez. In the first section, we will present the experience realize by Montoya in 1931 at the School of Application of the Normal of Paraná, and in the second, we will outline the implementation of a version of the Plan Dalton (1932-1936) directed by the regent Rodríguez and the inauguration of the Programs of Asuntos which took place from 1937. We aspire to show, firstly, that both had a broad knowledge of European and North American escolanovistas ideas, which showed that these notions had been circulating in the country for some time, especially through the educational press. Secondly, we will show that both of them made a meticulous task of adapting these notions to the local reality, which led them to identify the distance between the original proposals and the concrete practice, and the role of the State and the necessity of increase the inversion and designed a new normativity.
DOI: 10.6084/m9.figshare.20005687.v1
title: The New School in the Normal School of Paraná and its local adaptations (1931-1937)

description: ABSTRACT In this article, we will analyze the local adaptations of two experiences that were born in the ideas of the New School, carried out at the primary level of the Normal School of Paraná (province of Entre Ríos). They were implemented first by pedagogue Celia Ortiz A. de Montoya and then by the regent María del Carmen Rodríguez. In the first section, we will present the experience realize by Montoya in 1931 at the School of Application of the Normal of Paraná, and in the second, we will outline the implementation of a version of the Plan Dalton (1932-1936) directed by the regent Rodríguez and the inauguration of the Programs of Asuntos which took place from 1937. We aspire to show, firstly, that both had a broad knowledge of European and North American escolanovistas ideas, which showed that these notions had been circulating in the country for some time, especially through the educational press. Secondly, we will show that both of them made a meticulous task of adapting these notions to the local reality, which led them to identify the distance between the original proposals and the concrete practice, and the role of the State and the necessity of increase the inversion and designed a new normativity.
DOI: 10.6084/m9.figshare.20005689.v1
title: Data from Charting the twist-to-bend ratio of plant axes

description: During evolution of land plants many body plans have been developed. Differences in the cross-sectional geometry and tissue pattern of plant axes influence their flexural rigidity, torsional rigidity and the ratio of these both rigidities, the so-called twist-to-bend ratio. For comparison, we have designed artificial cross-sections with various cross-sectional geometries and patterns of vascular bundles, collenchyma or sclerenchyma strands, but fixed percentages for these tissues. Our mathematical model allows the calculation of the twist-to-bend ratio taking both cross-sectional geometry and tissue pattern into account. Each artificial cross-section was placed into a rigidity chart providing information about its twist-to-bend ratio. In these charts, artificial cross-sections with the same geometry did not form clusters, whereas those with similar tissue patterns formed clusters characterized by vascular bundles, collenchyma or sclerenchyma arranged as one central strand, as a peripheral closed ring, or as distributed individual strands. Generally, flexural rigidity increased the more the bundles or fibre strands were placed at the periphery. Torsional rigidity decreased the more the bundles or strands were separated and the less that they were arranged along a peripheral ring. The calculated twist-to-bend ratios ranged between 0.85 (ellipse with central vascular bundles) and 196 (triangle with individual peripheral sclerenchyma strands).
DOI: 10.6084/m9.figshare.20005689
title: Data from Charting the twist-to-bend ratio of plant axes

description: During evolution of land plants many body plans have been developed. Differences in the cross-sectional geometry and tissue pattern of plant axes influence their flexural rigidity, torsional rigidity and the ratio of these both rigidities, the so-called twist-to-bend ratio. For comparison, we have designed artificial cross-sections with various cross-sectional geometries and patterns of vascular bundles, collenchyma or sclerenchyma strands, but fixed percentages for these tissues. Our mathematical model allows the calculation of the twist-to-bend ratio taking both cross-sectional geometry and tissue pattern into account. Each artificial cross-section was placed into a rigidity chart providing information about its twist-to-bend ratio. In these charts, artificial cross-sections with the same geometry did not form clusters, whereas those with similar tissue patterns formed clusters characterized by vascular bundles, collenchyma or sclerenchyma arranged as one central strand, as a peripheral closed ring, or as distributed individual strands. Generally, flexural rigidity increased the more the bundles or fibre strands were placed at the periphery. Torsional rigidity decreased the more the bundles or strands were separated and the less that they were arranged along a peripheral ring. The calculated twist-to-bend ratios ranged between 0.85 (ellipse with central vascular bundles) and 196 (triangle with individual peripheral sclerenchyma strands).