cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7509734.v1
title: Youth in Unfavorable Social Contexts and Educational Attainment in Secondary Education

description: Abstract: This paper analyses the profile of youth in unfavorable social contexts who have achieved educational attainment in their secondary education. Attainment is here understood as the completion of the 3rd year of secondary education at the appropriate age, without having failed and/or dropped the school during the educational trajectory. We investigate sociological determinants of the educational attainment in unfavorable social contexts. We use micro-data from the Basic Education Evaluation System, 2011 edition. Despite contrary theoretical and factual predictions, we have found that many individuals in the most unfavorable social conditions achieve educational attainment. We observed that the family background influences, but does not define the educational attainment of the individuals.
DOI: 10.6084/m9.figshare.7513031.v1
title: Network Action and the Jovem de Futuro Project: privatization of the public scope

description: Abstract: This article focuses on the relations between the public and the private scope in education by examining Instituto Unibanco's Project named Jovem de Futuro [Promising Youth], as well as on analyzing the influence from entities participating in the governance board of the Institute and its relation networks. The main subject is the privatization of the public scope, the market logic, with implications for the democratization of education. We sought to analyze how the private interferes with the public scope through the partnership between Instituto Unibanco and high schools, in which the property remains public but the private institution interferes with the content of education by means of results-based management, bringing an individualistic and competitive market logic, rather than democratic principles.
DOI: 10.6084/m9.figshare.7513031
title: Network Action and the Jovem de Futuro Project: privatization of the public scope

description: Abstract: This article focuses on the relations between the public and the private scope in education by examining Instituto Unibanco's Project named Jovem de Futuro [Promising Youth], as well as on analyzing the influence from entities participating in the governance board of the Institute and its relation networks. The main subject is the privatization of the public scope, the market logic, with implications for the democratization of education. We sought to analyze how the private interferes with the public scope through the partnership between Instituto Unibanco and high schools, in which the property remains public but the private institution interferes with the content of education by means of results-based management, bringing an individualistic and competitive market logic, rather than democratic principles.
DOI: 10.6084/m9.figshare.7517987.v1
title: Reflection and Analysis of the Training of Education Professionals for Rural Youngsters and Adults

description: Abstract: The present article addresses the challenges of training teachers for rural youngsters and adults, based on a review of the national academic literature produced from 2006 to 2011. The data, obtained from the CAPES Clearing House of Dissertations and Higher Education Institutions of Minas Gerais state, were analyzed according to the combination of the theoretical contributions from Rural Youth and Adult Education, Rural Education and Teacher Training literature. Our results reveal, among other issues, that education for rural adults and youth tends to be developed through programs and/or projects and several partnerships, particularly the involvement of social movements in the teacher training process. They also reveal the need for investment in specific teacher training - initial and continued training, based on processes that enhance the understanding of the theoretical and methodological contributions of this mode of education.
DOI: 10.6084/m9.figshare.7517987
title: Reflection and Analysis of the Training of Education Professionals for Rural Youngsters and Adults

description: Abstract: The present article addresses the challenges of training teachers for rural youngsters and adults, based on a review of the national academic literature produced from 2006 to 2011. The data, obtained from the CAPES Clearing House of Dissertations and Higher Education Institutions of Minas Gerais state, were analyzed according to the combination of the theoretical contributions from Rural Youth and Adult Education, Rural Education and Teacher Training literature. Our results reveal, among other issues, that education for rural adults and youth tends to be developed through programs and/or projects and several partnerships, particularly the involvement of social movements in the teacher training process. They also reveal the need for investment in specific teacher training - initial and continued training, based on processes that enhance the understanding of the theoretical and methodological contributions of this mode of education.
DOI: 10.6084/m9.figshare.7515893.v1
title: Identifying Atypical Sign Language by Bilingual Speech Therapy Clinics and Schools for the Deaf

description: Abstract: The atypical sign language is a linguistics-based dysfunction expression that is manifested in the language processing of the deaf and may jeopardize the comprehension and/or production of sign language. The objective of this paper is to present a description of referral cases identifying the use of atypical sign language in a partnership case between a bilingual speech therapy clinics and schools for the deaf in the city of São Paulo. For this study, interaction and contact procedures between professionals at a bilingual speech therapy service and schools for the deaf were registered. The flow of initial referrals accomplished for the health clinics are described and analyzed. Out of fifty-three referrals for screening, fifteen failed in the speech therapy screening and were evaluated using the Brazilian Sign Language (Libras). Following the conclusion of the evaluation, those deaf students who presented a diagnosis of atypical sign language were referred to sign language-based speech therapy.
DOI: 10.6084/m9.figshare.7515893
title: Identifying Atypical Sign Language by Bilingual Speech Therapy Clinics and Schools for the Deaf

description: Abstract: The atypical sign language is a linguistics-based dysfunction expression that is manifested in the language processing of the deaf and may jeopardize the comprehension and/or production of sign language. The objective of this paper is to present a description of referral cases identifying the use of atypical sign language in a partnership case between a bilingual speech therapy clinics and schools for the deaf in the city of São Paulo. For this study, interaction and contact procedures between professionals at a bilingual speech therapy service and schools for the deaf were registered. The flow of initial referrals accomplished for the health clinics are described and analyzed. Out of fifty-three referrals for screening, fifteen failed in the speech therapy screening and were evaluated using the Brazilian Sign Language (Libras). Following the conclusion of the evaluation, those deaf students who presented a diagnosis of atypical sign language were referred to sign language-based speech therapy.
DOI: 10.6084/m9.figshare.7516682
title: Project-Based Pedagogy for Classrooms: an Alternative for Teaching Written Spanish to First-Cycle Children

description: Abstract: In this paper the analysis of the educational intervention carried out in deaf students from cycle 1 of the Federico García Lorca School, governmental Educational Institution of the city of Bogotá is presented. The intervention proposal arose from the need to document the work done with the student with hearing loss in the teaching of Spanish as a second language, because the country has no research to account for this process. This document is not intended as a recipe of how to start the process of reading and writing in Spanish in deaf children; on the contrary, it presents some teaching suggestions that may be useful for teachers who venture into this arduous work.
DOI: 10.6084/m9.figshare.7516682.v1
title: Project-Based Pedagogy for Classrooms: an Alternative for Teaching Written Spanish to First-Cycle Children

description: Abstract: In this paper the analysis of the educational intervention carried out in deaf students from cycle 1 of the Federico García Lorca School, governmental Educational Institution of the city of Bogotá is presented. The intervention proposal arose from the need to document the work done with the student with hearing loss in the teaching of Spanish as a second language, because the country has no research to account for this process. This document is not intended as a recipe of how to start the process of reading and writing in Spanish in deaf children; on the contrary, it presents some teaching suggestions that may be useful for teachers who venture into this arduous work.
DOI: 10.6084/m9.figshare.7510583
title: The Contribution of Internships for the Understanding of the Role of Chemistry Teacher

description: Abstract: The modern teaching tendencies are essential for the production of significant learning. Given the need for a greater understanding of the meaning making, this study investigated the teaching practice of teachers in training and the moments of participative evaluation, when theoretical knowledge is associated with practical knowledge. We observed that there was high interaction between intern teachers and students, leaving room for student participation, even though the teachers had difficulty in implementing a dialogical discourse. During the participative evaluation, we perceived the evolution of the conceptions of teachers' and students' roles in classroom dynamics.
DOI: 10.6084/m9.figshare.7510583.v1
title: The Contribution of Internships for the Understanding of the Role of Chemistry Teacher

description: Abstract: The modern teaching tendencies are essential for the production of significant learning. Given the need for a greater understanding of the meaning making, this study investigated the teaching practice of teachers in training and the moments of participative evaluation, when theoretical knowledge is associated with practical knowledge. We observed that there was high interaction between intern teachers and students, leaving room for student participation, even though the teachers had difficulty in implementing a dialogical discourse. During the participative evaluation, we perceived the evolution of the conceptions of teachers' and students' roles in classroom dynamics.
DOI: 10.6084/m9.figshare.7508189
title: Childhood and School: time and spaces of children

description: Abstract: Childhood is analysed, in this article, as an axis to discuss the chronological time, delimited by a linearity ordered by progress and rationality. Combining Mario Quintana's poetic writings with the dialogues and the experiential maps produced by children, the aim of this text is to discuss how time and spaces reverberate in childhood construction and children educational processes, in order to question the calculate and predictable dimensions assumed by these categories in this social context. Therefore, we search to give visibility to the unexpected time in children experiences, in school, by highlighting how, in this space, they operate breaks in the continuous, progressive and linear temporality.
DOI: 10.6084/m9.figshare.7508189.v1
title: Childhood and School: time and spaces of children

description: Abstract: Childhood is analysed, in this article, as an axis to discuss the chronological time, delimited by a linearity ordered by progress and rationality. Combining Mario Quintana's poetic writings with the dialogues and the experiential maps produced by children, the aim of this text is to discuss how time and spaces reverberate in childhood construction and children educational processes, in order to question the calculate and predictable dimensions assumed by these categories in this social context. Therefore, we search to give visibility to the unexpected time in children experiences, in school, by highlighting how, in this space, they operate breaks in the continuous, progressive and linear temporality.
DOI: 10.6084/m9.figshare.7518941
title: Full-time Education and the Establishment of Educational Territories

description: Abstract: This article discusses the relationship between school and territory, from the opening of the school towards the neighborhood and the city, under the scope of the Integrated School Program (PEI), an experience of extension of the school day in Belo Horizonte/MG, Brazil. From an ethnographic study, involving a group of adolescents and educators participating in this program, it was possible to understand that the constitution of educational territories is strongly related to the bond between teachers and students with the neighborhood. These elements, which create the weaving of the educational territory, have allowed the emergence of collective actions, through the school, with the improvement of spaces in the community and have provided an educational process closer to the students' daily life.
DOI: 10.6084/m9.figshare.7518941.v1
title: Full-time Education and the Establishment of Educational Territories

description: Abstract: This article discusses the relationship between school and territory, from the opening of the school towards the neighborhood and the city, under the scope of the Integrated School Program (PEI), an experience of extension of the school day in Belo Horizonte/MG, Brazil. From an ethnographic study, involving a group of adolescents and educators participating in this program, it was possible to understand that the constitution of educational territories is strongly related to the bond between teachers and students with the neighborhood. These elements, which create the weaving of the educational territory, have allowed the emergence of collective actions, through the school, with the improvement of spaces in the community and have provided an educational process closer to the students' daily life.
DOI: 10.6084/m9.figshare.7515476
title: Teacher Training in the Education Sector of Universidade Federal do Paraná (1938-2010)

description: Abstract: This article is intended to convey the history of the process of teacher training at the higher education level in Paraná state. The conducting thread of the analysis are aspects related to the creation of the first higher education institution in the state, known since 1950 as Universidade Federal do Paraná (UFPR). We will emphasize the changes in the institutional, political and curricular configurations associated with the different academic aspects involved in the teacher training processes at UFPR between 1938 and 2010. Special attention will be dedicated to the implementation and consolidation of the pedagogy course and the Education Sector, and we will analyze proposals and actions related to the teacher training courses at the institution.
DOI: 10.6084/m9.figshare.7515476.v1
title: Teacher Training in the Education Sector of Universidade Federal do Paraná (1938-2010)

description: Abstract: This article is intended to convey the history of the process of teacher training at the higher education level in Paraná state. The conducting thread of the analysis are aspects related to the creation of the first higher education institution in the state, known since 1950 as Universidade Federal do Paraná (UFPR). We will emphasize the changes in the institutional, political and curricular configurations associated with the different academic aspects involved in the teacher training processes at UFPR between 1938 and 2010. Special attention will be dedicated to the implementation and consolidation of the pedagogy course and the Education Sector, and we will analyze proposals and actions related to the teacher training courses at the institution.
DOI: 10.6084/m9.figshare.7513271.v1
title: History Teaching, Intercultural Dialogue and Ethnic-Racial Relations

description: Abstract: This article presents reflections that connect history teaching, interculturality and education on ethnic-racial relations. It exposes some results of ongoing study processes on actions related to the implementation of laws 10.639/03 and 11.645/08 in Cachoeirinha, Rio Grande do Sul, Brazil. It also points out two specific elements of the reception of these laws, in the context of school education and the history teaching in Rio Grande do Sul: on one hand, the affection to the cause, as a more individual and less institutional response to legal regulations; on the other hand, the tendency of creating new stereotypes in the collective practices concerning the reception of such legislation and related guidelines.
DOI: 10.6084/m9.figshare.7513271
title: History Teaching, Intercultural Dialogue and Ethnic-Racial Relations

description: Abstract: This article presents reflections that connect history teaching, interculturality and education on ethnic-racial relations. It exposes some results of ongoing study processes on actions related to the implementation of laws 10.639/03 and 11.645/08 in Cachoeirinha, Rio Grande do Sul, Brazil. It also points out two specific elements of the reception of these laws, in the context of school education and the history teaching in Rio Grande do Sul: on one hand, the affection to the cause, as a more individual and less institutional response to legal regulations; on the other hand, the tendency of creating new stereotypes in the collective practices concerning the reception of such legislation and related guidelines.
DOI: 10.6084/m9.figshare.7511321
title: Africa's Racialization Discourses in Brazilian History Textbooks (1950 to 1995)

description: Abstract: This paper analyzes how the vision about Africa in Brazilian History textbooks, particularly those produced in the second half of the 20th century, assume a racializing dimension in the discourses alluding to the African and Afro-Brazilian people. It is a production that reallocates meanings and visions constitutive of a discourse mediated by epistemological assumptions and by a pedagogical bias, both anchored in a racializing platform. In this sense, based on data from a PhD study, it presents a kind of mapping of the discursive elements that compose the racializing content of these approaches, especially regarding to the written and the imagetic contents, which are foundational aspects for the understanding of the dimension of this issue in the scope of the school writing.
DOI: 10.6084/m9.figshare.7511321.v1
title: Africa's Racialization Discourses in Brazilian History Textbooks (1950 to 1995)

description: Abstract: This paper analyzes how the vision about Africa in Brazilian History textbooks, particularly those produced in the second half of the 20th century, assume a racializing dimension in the discourses alluding to the African and Afro-Brazilian people. It is a production that reallocates meanings and visions constitutive of a discourse mediated by epistemological assumptions and by a pedagogical bias, both anchored in a racializing platform. In this sense, based on data from a PhD study, it presents a kind of mapping of the discursive elements that compose the racializing content of these approaches, especially regarding to the written and the imagetic contents, which are foundational aspects for the understanding of the dimension of this issue in the scope of the school writing.
DOI: 10.6084/m9.figshare.7515044
title: Afro-Brazilian and African History and Culture in K-12 Education in Paraíba state, Brazil

description: Abstract: In this article, the teaching of Afro-Brazilian and African history and culture in public schools in Paraíba is discussed. The experiences developed by thirty teachers who work in K-12 education and in municipal public schools located in municipalities from the three meso-regions of Paraíba - coastal, agreste and brejo - are analyzed. For the analysis, projects developed and implemented by the teachers were used, through which the content, methodology, didactic resources and the relations between the implementation of these projects and the development of the education for the ethnic-racial relations were discussed.
DOI: 10.6084/m9.figshare.7515044.v1
title: Afro-Brazilian and African History and Culture in K-12 Education in Paraíba state, Brazil

description: Abstract: In this article, the teaching of Afro-Brazilian and African history and culture in public schools in Paraíba is discussed. The experiences developed by thirty teachers who work in K-12 education and in municipal public schools located in municipalities from the three meso-regions of Paraíba - coastal, agreste and brejo - are analyzed. For the analysis, projects developed and implemented by the teachers were used, through which the content, methodology, didactic resources and the relations between the implementation of these projects and the development of the education for the ethnic-racial relations were discussed.
DOI: 10.6084/m9.figshare.7507976
title: Training and Monitoring: a two-stage training model in teacher professional development

description: Abstract: We present a teacher training course that has emerged as a way to support the trainees as well as to keep up with the training received. It is developed in two stages: (i) the training process and (ii) the monitoring. The second stage acts as support for trainees after the training course, urging them to continue to update the training received. It has already been applied in Portugal. We describe the procedure and present the results. To contextualize our study we report some training and professional development initiatives implemented in Portugal, as well as processes of change in the scope of basic and secondary education. We also describe the model, the research questions that were outlined for its evaluation, and the results achieved.
DOI: 10.6084/m9.figshare.7507976.v1
title: Training and Monitoring: a two-stage training model in teacher professional development

description: Abstract: We present a teacher training course that has emerged as a way to support the trainees as well as to keep up with the training received. It is developed in two stages: (i) the training process and (ii) the monitoring. The second stage acts as support for trainees after the training course, urging them to continue to update the training received. It has already been applied in Portugal. We describe the procedure and present the results. To contextualize our study we report some training and professional development initiatives implemented in Portugal, as well as processes of change in the scope of basic and secondary education. We also describe the model, the research questions that were outlined for its evaluation, and the results achieved.
DOI: 10.6084/m9.figshare.7513340
title: The City as a Childhood Space

description: Abstract: Recent studies (Valentine, 1997; Mikkelsen; Christensen, 2009) have suggested that the experience of contemporary childhood in urban centers is increasingly lived in a fragmented way. In order to investigate such claim, this article aims to know the urban experiences of two girls and two boys who live in Brasília, Federal District, Brazil. The study considered visual methods and the children were understood as key informants. Map-like model (Blaut et al., 2003) and photo-elicitation (Clark-Ibáñez, 2004) were considered as tools for data generation. The analysis suggests that although children are directed to specialized and private spaces, their knowledge of the city is not limited.