cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.20005759.v1
title: Creativity as a interdisciplinary skill

description: ABSTRACT There are many theoretical and experimental studies on the concept of skill. In education, creativity is regarded as one of the most important skills with its complex dynamic nature. It is a high level skill that occurs interdisciplinarily whereby individuals produce new and useful product as a result of the interaction between skill, process and environment. Based on this notion, the first aim of this study is to provide a review of the development of theoretical and experimental studies, which describes different classifications and definitions of skills and its dynamic nature. The second aim of the study is to present a in-class practice to extent creativity of gifted students through teacher (researcher) observations and project products. The author performed a review of the recent literature (HU; ADEY, 2002; KARADEMIR, 2016, 2017) on primary-middle school / gifted students’ creativity. The result of the in-class practice study revealed that creativity skill can be developed by design and project based activities.
DOI: 10.6084/m9.figshare.20005761
title: Symbolic-Play and formative assessment of the child: SVALSI

description: ABSTRACT Assuming that the assessment of children’s behaviours must essentially have a formative meaning, neither diagnostic nor recognitive, this article intends to present SVALSI (Evaluation Scale of Children’s Ludic-symbolic Skills), a tool for observation and evaluation of the symbolic play of children from 2 to 5 years old. The importance of playful- symbolic behaviours for the well-being and growth of children is highlighted by extensive research literature: in an educational perspective, it is therefore essential to have the possibility of evaluating their quality in order to support their full development. The Peculiarity of the device lies in the dimensions considered and in the purpose of use. The object of SVALSI assessment are the ludic-symbolic skills of decontextualization, decentralization, integration, execution control and social competence, considered, on the base of an extensive research literature, according to an evolutionary perspective, from the less advanced to the more mature forms.The use of SVALSI is essentially for formative purposes, aimed at identifying the proximal areas of developement of individual children and infant groups in relation to play, so as to work on these areas in order to promote their evolution. In the course of the discussion, in addition to the structure of the tool, the research that accompanied its development and testing is also briefly presented.
DOI: 10.6084/m9.figshare.20005761.v1
title: Symbolic-Play and formative assessment of the child: SVALSI

description: ABSTRACT Assuming that the assessment of children’s behaviours must essentially have a formative meaning, neither diagnostic nor recognitive, this article intends to present SVALSI (Evaluation Scale of Children’s Ludic-symbolic Skills), a tool for observation and evaluation of the symbolic play of children from 2 to 5 years old. The importance of playful- symbolic behaviours for the well-being and growth of children is highlighted by extensive research literature: in an educational perspective, it is therefore essential to have the possibility of evaluating their quality in order to support their full development. The Peculiarity of the device lies in the dimensions considered and in the purpose of use. The object of SVALSI assessment are the ludic-symbolic skills of decontextualization, decentralization, integration, execution control and social competence, considered, on the base of an extensive research literature, according to an evolutionary perspective, from the less advanced to the more mature forms.The use of SVALSI is essentially for formative purposes, aimed at identifying the proximal areas of developement of individual children and infant groups in relation to play, so as to work on these areas in order to promote their evolution. In the course of the discussion, in addition to the structure of the tool, the research that accompanied its development and testing is also briefly presented.
DOI: 10.6084/m9.figshare.20005762
title: (Re)creating spaces and sharing knowledge: Evidential Evaluation as a central axis of pedagogical work of Physical Education in Early Childhood Education

description: ABSTRACT The article analyzes evidential evaluation in Physical Education classes in Early Childhood Education, focusing on the production of assessment practices and their experiences. It takes the perspective of an existential Research-action method, carried out with a teacher trained in Physical Education and 17 children from a Municipal Unit of Early Childhood Education in Vila Velha, Espírito Santo (ES), Brazil. The data showed the potential of the evidential evaluation in that context, articulating the assessment practices and the children's narratives to give visibility to the memory of the formative path.
DOI: 10.6084/m9.figshare.20005762.v1
title: (Re)creating spaces and sharing knowledge: Evidential Evaluation as a central axis of pedagogical work of Physical Education in Early Childhood Education

description: ABSTRACT The article analyzes evidential evaluation in Physical Education classes in Early Childhood Education, focusing on the production of assessment practices and their experiences. It takes the perspective of an existential Research-action method, carried out with a teacher trained in Physical Education and 17 children from a Municipal Unit of Early Childhood Education in Vila Velha, Espírito Santo (ES), Brazil. The data showed the potential of the evidential evaluation in that context, articulating the assessment practices and the children's narratives to give visibility to the memory of the formative path.
DOI: 10.6084/m9.figshare.20005764
title: Assessment processes and teaching in Early Childhood Education: daily dialogues

description: ABSTRACT Assessment is a question that consistently occupies research in the field of childhood studies. This paper is part of the debate on assessment in childhood education with an approach to the assessment of children and its specificities at the school daily life. It presents findings form qualitative researches with daily lives, children and teachers, with observation of practices and production of narratives from teacher’s reports, besides documentary and bibliographic research. The lack of academic material that focuses on assessment in the relationship between teachers and children, evidenced by the bibliographic review, exposes that this debate and the socialization of investigations about this subject are relevant. Daily life scenes are brought to reflect upon assessment processes and evince the power of the interaction between teacher and children, wich guides the movement or proposing an assessment focused on children’s learning and development. The dialogical, reflexive and participative dimensions of the assessment stand out in a proposal that affirms the teaching action in the creation and the conduction of work, as well as the need of child presence in this process, because recognizes child as a subject of rights. Its conclusions assert that assessment is important for the understanding of children´s learning, for the organization of teaching actions and for the indication of significant issues to the continuing teacher education, as an activity integrated with school acts.
DOI: 10.6084/m9.figshare.20005764.v1
title: Assessment processes and teaching in Early Childhood Education: daily dialogues

description: ABSTRACT Assessment is a question that consistently occupies research in the field of childhood studies. This paper is part of the debate on assessment in childhood education with an approach to the assessment of children and its specificities at the school daily life. It presents findings form qualitative researches with daily lives, children and teachers, with observation of practices and production of narratives from teacher’s reports, besides documentary and bibliographic research. The lack of academic material that focuses on assessment in the relationship between teachers and children, evidenced by the bibliographic review, exposes that this debate and the socialization of investigations about this subject are relevant. Daily life scenes are brought to reflect upon assessment processes and evince the power of the interaction between teacher and children, wich guides the movement or proposing an assessment focused on children’s learning and development. The dialogical, reflexive and participative dimensions of the assessment stand out in a proposal that affirms the teaching action in the creation and the conduction of work, as well as the need of child presence in this process, because recognizes child as a subject of rights. Its conclusions assert that assessment is important for the understanding of children´s learning, for the organization of teaching actions and for the indication of significant issues to the continuing teacher education, as an activity integrated with school acts.
DOI: 10.6084/m9.figshare.20005767
title: Dimensions for analysis of evaluation proposals of Early Childhood Education policies

description: ABSTRACT Evaluating education evaluation proposals is a relevant step to consider the potential of these initiatives in promoting quality with equity, to ensure the fulfillment of the State's duty in guaranteeing the right to education. With this assumption, the article presents aspects and dimensions for the analysis of evaluation proposals regarding the Early Childhood Education policy, within the scope of education systems and networks. The propositions result from the survey and interpretation of literature and are supported by legislation and norms in force in the country, in dialogue with the literature that deals with requirements for the preparation and implementation of evaluations. The results of the study confirm the existence of parameters to support the evaluation processes of the stage, which are directed to issues of access, inputs, processes, and results, highlighting the importance of considering the specificities of the stage, the purposes of the evaluation and consequence given to their results.
DOI: 10.6084/m9.figshare.20005768
title: (Re)constitute Oneself: teachers training for the education of children

description: ABSTRACT The training of teachers for the education of future generations is a big challenge, especially when it is believed that, along with the sharing of scientific and curricular contents, the sharing of moral, social, ethical, and aesthetical contents is understood as participant in this learning relationship. Therefore, it is promising to think of a kind of education established in different foundations, given the possibility of adding professional training and personal training. In this perspective, using the eliasian theoretical framework, as well as the (auto)biographical approach in its interfaces with the educational field, this article brings up the inventory of a personal teaching archive focusing on (auto)biographical childhood memorials, which were elaborated by academics of the Pedagogy Program at the School of Education, at Grande Dourados Federal University, in Dourados, state of Mato Grosso do Sul. The aim was to examine the initial training of teachers, considering that, in perspective, they are the ones who will work with the education of children. We analysed different figurations that composed these processes, as well as webs of interdependence present both in the teachers’ and the academics’ paths, apprehending that the reframing of what was lived - a reflexive act understood as the individual’s self-knowledge - may enable the self-reconstitution, allowing for new doings for the education scenario.
DOI: 10.6084/m9.figshare.20005768.v1
title: (Re)constitute Oneself: teachers training for the education of children

description: ABSTRACT The training of teachers for the education of future generations is a big challenge, especially when it is believed that, along with the sharing of scientific and curricular contents, the sharing of moral, social, ethical, and aesthetical contents is understood as participant in this learning relationship. Therefore, it is promising to think of a kind of education established in different foundations, given the possibility of adding professional training and personal training. In this perspective, using the eliasian theoretical framework, as well as the (auto)biographical approach in its interfaces with the educational field, this article brings up the inventory of a personal teaching archive focusing on (auto)biographical childhood memorials, which were elaborated by academics of the Pedagogy Program at the School of Education, at Grande Dourados Federal University, in Dourados, state of Mato Grosso do Sul. The aim was to examine the initial training of teachers, considering that, in perspective, they are the ones who will work with the education of children. We analysed different figurations that composed these processes, as well as webs of interdependence present both in the teachers’ and the academics’ paths, apprehending that the reframing of what was lived - a reflexive act understood as the individual’s self-knowledge - may enable the self-reconstitution, allowing for new doings for the education scenario.
DOI: 10.6084/m9.figshare.20005770
title: The implementation of an educational policy in the context of the Covid-19 pandemic: REANP in Minas Gerais

description: ABSTRACT This study analyzes the implementation of remote education in the state of Minas Gerais in the context of the Covid-19 pandemic, based on an emergency public educational policy - the Regime Especial de Atividades Não Presenciais [Special Regime for Non-Attendance Activities] (REANP). The concept of institutional implementation arrangement is used as a theoretical-methodological framework in the analysis of educational policy. The methodological approach is qualitative and consists of document analysis, through content analysis, based on legislation and REANP manuals. It is also complemented by an exploration of quantitative data from the Pesquisa Nacional por Amostra de Domicílios Contínua [Continuous National Household Sample Survey] (Continuous PNAD). The results show a difficulty in implementing the REANP public policy due to the significant digital inequality with regard to access to the internet, open TV channel and ownership of equipment, which are essential resources for the implementation of REANP and can accentuate educational inequalities in public schools of the state of Minas Gerais.
DOI: 10.6084/m9.figshare.20005770.v1
title: The implementation of an educational policy in the context of the Covid-19 pandemic: REANP in Minas Gerais

description: ABSTRACT This study analyzes the implementation of remote education in the state of Minas Gerais in the context of the Covid-19 pandemic, based on an emergency public educational policy - the Regime Especial de Atividades Não Presenciais [Special Regime for Non-Attendance Activities] (REANP). The concept of institutional implementation arrangement is used as a theoretical-methodological framework in the analysis of educational policy. The methodological approach is qualitative and consists of document analysis, through content analysis, based on legislation and REANP manuals. It is also complemented by an exploration of quantitative data from the Pesquisa Nacional por Amostra de Domicílios Contínua [Continuous National Household Sample Survey] (Continuous PNAD). The results show a difficulty in implementing the REANP public policy due to the significant digital inequality with regard to access to the internet, open TV channel and ownership of equipment, which are essential resources for the implementation of REANP and can accentuate educational inequalities in public schools of the state of Minas Gerais.
DOI: 10.6084/m9.figshare.20005773
title: Presentation - Youth and Adult Education: an analysis of public policies, subjects and educational processes

description: ABSTRACT We are going through a time of great difficulty and unpredictability that, although not new in history, forces us to find solutions that follow scientific knowledge and the transformations in the daily practices of people and society. To seek democracy and social justice in civilizational achievements, in truly inclusive societies, we present the thematic dossier Youth and Adult Education: democratic educational policies and processes. The research works in Brazil come from different states in four regions of the country (North, Northeast, Southeast and South), from six Brazilian university institutions and six foreign institutions, totaling nine scientific papers that comprise investigations and reflections of researchers from universities in Brazil, Portugal, Cuba and Venezuela. The texts keep a thematic, methodological and/or theoretical articulation among themselves and present important and innovative contributions to the field of Education, particularly the Education of Young, Adult and Elderly People. Thus, this dossier is organized into three interrelated axes; the first one concerns the debate on public and educational policy processes; the second one regards teacher training; the third one deals with subjects and pedagogical practices with young, adult and elderly people. Given the theoretical-methodological richness of the set of papers, it is possible to emphasize the political potential when articulating the socialization of investigations on various aspects concerning the social participation of different subjects, policies, pedagogical practices and educational processes, particularly in Education of Youth and Adults, as a modality of Basic Education. The research works presented can contribute to the improvement of educational practices and the monitoring of public policies and, therefore, to the construction of a future that reflects the desire for a better world.
DOI: 10.6084/m9.figshare.20005773.v1
title: Presentation - Youth and Adult Education: an analysis of public policies, subjects and educational processes

description: ABSTRACT We are going through a time of great difficulty and unpredictability that, although not new in history, forces us to find solutions that follow scientific knowledge and the transformations in the daily practices of people and society. To seek democracy and social justice in civilizational achievements, in truly inclusive societies, we present the thematic dossier Youth and Adult Education: democratic educational policies and processes. The research works in Brazil come from different states in four regions of the country (North, Northeast, Southeast and South), from six Brazilian university institutions and six foreign institutions, totaling nine scientific papers that comprise investigations and reflections of researchers from universities in Brazil, Portugal, Cuba and Venezuela. The texts keep a thematic, methodological and/or theoretical articulation among themselves and present important and innovative contributions to the field of Education, particularly the Education of Young, Adult and Elderly People. Thus, this dossier is organized into three interrelated axes; the first one concerns the debate on public and educational policy processes; the second one regards teacher training; the third one deals with subjects and pedagogical practices with young, adult and elderly people. Given the theoretical-methodological richness of the set of papers, it is possible to emphasize the political potential when articulating the socialization of investigations on various aspects concerning the social participation of different subjects, policies, pedagogical practices and educational processes, particularly in Education of Youth and Adults, as a modality of Basic Education. The research works presented can contribute to the improvement of educational practices and the monitoring of public policies and, therefore, to the construction of a future that reflects the desire for a better world.
DOI: 10.6084/m9.figshare.20005774
title: A library for teachers. Practical and scientific pedagogy from the United States at the São Paulo State Normal School in the 1880s

description: ABSTRACT This article has as a general theme the transnational circulation of pedagogical knowledge. It takes as a documental source American books that integrate the Paulo Bourroul collection, originated from the library of Normal School/Caetano de Campos Normal School, donated to Faculty of Education/USP, in 1976. In an exploratory perspective, the analysis of this intellectual, social and cultural arena where knowledge moves, focuses on works in circulation in the last decade of the Monarchy government. The inventory of books allowed identify majority tendencies: in the practical scope, the process of the objective method got legitimacy through different routes of circulation; in the scientific scope, Pedagogy has supported in principles formulated by Psychology in order to describe the operation of intellect in the production of ideas and convictions and elevated the goals of the pedagogical field beyond the instruction of subjects.
DOI: 10.6084/m9.figshare.20005774.v1
title: A library for teachers. Practical and scientific pedagogy from the United States at the São Paulo State Normal School in the 1880s

description: ABSTRACT This article has as a general theme the transnational circulation of pedagogical knowledge. It takes as a documental source American books that integrate the Paulo Bourroul collection, originated from the library of Normal School/Caetano de Campos Normal School, donated to Faculty of Education/USP, in 1976. In an exploratory perspective, the analysis of this intellectual, social and cultural arena where knowledge moves, focuses on works in circulation in the last decade of the Monarchy government. The inventory of books allowed identify majority tendencies: in the practical scope, the process of the objective method got legitimacy through different routes of circulation; in the scientific scope, Pedagogy has supported in principles formulated by Psychology in order to describe the operation of intellect in the production of ideas and convictions and elevated the goals of the pedagogical field beyond the instruction of subjects.
DOI: 10.6084/m9.figshare.20005776
title: Public Policies for Adult Education in Portugal - innovations and challenges

description: ABSTRACT The low level of education of the Portuguese population has been a difficult problem to solve. This is partly justified due to limited, fragmented and intermittent public adult education policies. However, in the last two decades, an investment has been made in this domain and a high number of adults with low level of education have been mobilized. The article aims to analyze the elements of innovation and the challenges of the integrated measures in adult education policies in Portugal over the last two decades. The empirical data derived from a qualitative research, using several data collection tools - legal documents, statistics, and semi-structured interviews, with managers, educators and adults, as well as biographical interviews with certified adults. The research results reveal the innovation and complexity inherent the structures responsible for diagnosing and monitoring adults, the adult education and training courses, and the process of recognition, validation, and certification of non-prior learning. These policy measures present elements of innovation that consists in the guidance and monitoring of adults, in valuing their experience and in pedagogical work methods suitable for adults. The research results showed the innovation and complexity of the adult education policies, for example, the valorisation of the adult experience in alternative to the traditional scholar model. However, these elements of innovation included important challenges for coordinators and adult educators, confirming the importance of investing in training and monitoring of these professionals.