cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14283006.v1
title: Master’s in Teaching: political and pedagogical dimensions in the context of teaching training in Portugal

description: ABSTRACT Through systematic reviews of literature and documents, this article, of a qualitative nature, revises the public policy bases that structure the Master’s programs in Teaching in Portugal, the Basic Education teachers’ training level of that country. Although the theme is not so new in the scope of scientific research, we considered the relevance of categorically observing how the Bologna Declaration and its architecture of initial professional training reached the educational legislation applied in this reality and how they can give indicators to think about training in Professional Master’s in Brazil. With a look beyond the legislative issue, the research was designed with a pedagogical perspective, verifying who may be and who already are the protagonists of the processes in the effective changes that took place in training institutions. In this trajectory it was possible to perceive a common objective on the relevance in this field: the support in raising awareness of an innovative curriculum that promoted quality of initial training in that, in order to reach this premise, two conceptual bases are guiding: scientific knowledge and practices in context.
DOI: 10.6084/m9.figshare.14283008
title: Digital Culture and Teacher Education: an analysis from the perspective of undergraduate students in Pedagogy

description: ABSTRACT This investigation presents an exploratory qualitative research that was carried out with 127 undergraduate students in Pedagogy at a private University in Curitiba, who take the course in person, blended modality, and distance modality. The aim was to analyze and reflect on Digital Culture in Teacher Training from the perspective of students. Data were collected from an online questionnaire and analyzed from the perspective of Bardin (2011), with the aid of the ATLAS.ti software. The data analysis allowed verifying that the Licentiates in Pedagogy identify the Digital Culture in the initial formation when the university makes possible the presence of the digital technologies in the living spaces and the access to the wireless network, as well as also recognizing when the teacher makes use of the digital technologies in pedagogical practice.
DOI: 10.6084/m9.figshare.11966397.v1
title: Democratic management in western mesoregion of Maranhão: approaches and highlights in the laws of Municipal Education Systems

description: ABSTRACT This article aims to examine matters regarding the Municipal Education Systems (SME by Portuguese acronym) in western mesoregion of Maranhão, especially the principle of democratic management in the municipalities that institutionalized their SME. The matters and inferences presented are from bibliographic and post-doctoral documentary research in the postgraduate program in education of the Federal University of the Western Pará (Ufopa). It discusses some aspects of theoretical and legal matters that underlie the design of educational system and the democratic management as premises that guide the creation of SME. It infers that, although municipalities enjoy the prerogative to create their SME, in western mesoregion of Maranhão, only 8 out of 52 municipalities institutionalized their systems based on specific laws. These municipalities refrained from legal devices that feature the definition and standardization of specific legislation and educational guidelines that allow the expansion and strengthening of spaces and mechanisms for participation. Thus, they consolidated the democratic management of municipal education.
DOI: 10.6084/m9.figshare.11966397
title: Democratic management in western mesoregion of Maranhão: approaches and highlights in the laws of Municipal Education Systems

description: ABSTRACT This article aims to examine matters regarding the Municipal Education Systems (SME by Portuguese acronym) in western mesoregion of Maranhão, especially the principle of democratic management in the municipalities that institutionalized their SME. The matters and inferences presented are from bibliographic and post-doctoral documentary research in the postgraduate program in education of the Federal University of the Western Pará (Ufopa). It discusses some aspects of theoretical and legal matters that underlie the design of educational system and the democratic management as premises that guide the creation of SME. It infers that, although municipalities enjoy the prerogative to create their SME, in western mesoregion of Maranhão, only 8 out of 52 municipalities institutionalized their systems based on specific laws. These municipalities refrained from legal devices that feature the definition and standardization of specific legislation and educational guidelines that allow the expansion and strengthening of spaces and mechanisms for participation. Thus, they consolidated the democratic management of municipal education.
DOI: 10.22008/fk2/oiajvo/7tdelk
title: diagnostic_retrieval.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283000.v1
title: Education outside the school: commodification and leisure discipline in summer camps

description: Abstract This study aimed at discussing the leisure commodification in summer camps. This is a qualitative work that used semi-structured interviews with 10 Physical Education professionals who worked in different summer camps in the city of Rio de Janeiro. Content Analysis by Bardin was used for analyzing the results. It was found that the summer camps are another form of leisure in the figure of merchandise. Disciplinary techniques are used by professors to manage many students under their responsibility, for example. This fact is similar to what happens in the school environment. The conclusion points out that disciplinary practices and violence among students are also part of the working logic in summer camps, what might difficult the leisure as emancipation, amusement and freedom practices.
DOI: 10.6084/m9.figshare.14283011.v1
title: Gender relations in Early Childhood Education: structure and agency in the process of building meanings about being a boy and being a girl

description: ABSTRACT In this paper, the ways children experience gender relations in an Early Childhood Education institution are analyzed, in order to highlight the articulations between the structural dimensions and the agencies of boys and girls. The research object is the relations between the institutional regulation and the actions of boys and girls of 4 and 5 years old, in the choices and uses of the environments of an institution of Early Childhood Education. From a theoretical point of view, the text is anchored in gender studies and studies of childhood and Early Childhood Education. From the methodological point of view, the study is configured as ethnography developed throughout 2015 with 7 girls and 11 boys of 5 years old and their teachers in a public Early Childhood Education institution located in Belo Horizonte, Minas Gerais, Brazil, having as instruments of data production: participant observation, interviews, drawings articulated with the orality of the children. It was verified that the regulation exerted by teachers influences the action of children in the process of choice and use of the spaces of Early Childhood Education, since boys were more expansive than girls concerning the use of the spaces of the institution.
DOI: 10.6084/m9.figshare.14283014
title: Religious connections of university students: comparisons between bachelor’s and licentiate’s programs

description: ABSTRACT The current context of higher visibility of religious manifestations in the public sphere, and mainly in the Educational field, compelled us to establish relations between different religious attachments and formative itineraries within the university, focusing the comparison between students of bachelor’s and licentiate’s programs. The data were collected from a sample of 385 students from Universidade Federal do Paraná [Federal University of Paraná], through a survey. We analyzed the students’ declaration of religious links, the attendance to religious group(s) in 2018 and their institutional religious affiliation. More than a third of the respondents - 38% - claimed to have some type of religious attachment, being predominant the links with Christian religions; the majority declared their adherence to Catholicism, followed by the Evangelical religions. There is, also, an expressive number of students without any religious affiliation, the “non-religious” people. Among the bachelor’s degree students who declared to be religious, most of them are Catholics, followed by the Evangelicals, with relatively equal distribution between Evangelicals of Mission and Pentecostals. The students’ religious attendance suffers little modification after going to college. We highlight the fact that the licentiate’s degree students engage more actively with their faith communities in comparison with their bachelor’s degree colleagues.
DOI: 10.6084/m9.figshare.14283009
title: Teacher collaboration and educational outcomes in Brazil

description: ABSTRACT This article started with an inquiry about the extent to which collective teaching work produces different educational results. Thus, its objective was to verify whether teacher collaboration has an impact on students' outcomes and to investigate the various school factors associated with increased teacher collaboration. In this exploratory quantitative study, data from the Prova Brasil of 2017 was used for the fifth grade of municipal and state schools from all over the country. From the answers of the contextual questionnaires, indicators were created and used in linear regressions that estimated the relationship between student proficiency and teacher collaboration, as well as the relationship between the latter and teachers` perceptions of other school factors. The results indicate that greater collaboration among teachers has positive impacts on students’ proficiency and that school factors such as a principal’s leadership, the number of schools where a teacher works, and the perception of students' aggressiveness are associated with greater or lesser collaboration among teachers.
DOI: 10.6084/m9.figshare.14283011
title: Gender relations in Early Childhood Education: structure and agency in the process of building meanings about being a boy and being a girl

description: ABSTRACT In this paper, the ways children experience gender relations in an Early Childhood Education institution are analyzed, in order to highlight the articulations between the structural dimensions and the agencies of boys and girls. The research object is the relations between the institutional regulation and the actions of boys and girls of 4 and 5 years old, in the choices and uses of the environments of an institution of Early Childhood Education. From a theoretical point of view, the text is anchored in gender studies and studies of childhood and Early Childhood Education. From the methodological point of view, the study is configured as ethnography developed throughout 2015 with 7 girls and 11 boys of 5 years old and their teachers in a public Early Childhood Education institution located in Belo Horizonte, Minas Gerais, Brazil, having as instruments of data production: participant observation, interviews, drawings articulated with the orality of the children. It was verified that the regulation exerted by teachers influences the action of children in the process of choice and use of the spaces of Early Childhood Education, since boys were more expansive than girls concerning the use of the spaces of the institution.
DOI: 10.6084/m9.figshare.14283017
title: The market logic and its implications at the policies and processes of evaluation of the Higher Education

description: ABSTRACT The present text is the result of a qualitative, exploratory and bibliographical research that sought to construct a satisfactory answer to the following problem: what are the evidences that point to the supremacy of the neoliberal mercantilist vision in the elaboration of quality indicators of higher education? The text is divided into three parts: in the first, the discourse of the centrality of evaluation in higher education; in the second part, the commercialization of higher education and the discourse in favor of the market as an evaluation criterion; in the third and final part, the formative implications of the educational model of the market are discussed. It is concluded that the neoliberal mercantile logic and the marketing character of education are concealed behind quality indicators and excellent clues, impacting on the elaboration and conduction of higher education evaluation policies.
DOI: 10.6084/m9.figshare.14283017.v1
title: The market logic and its implications at the policies and processes of evaluation of the Higher Education

description: ABSTRACT The present text is the result of a qualitative, exploratory and bibliographical research that sought to construct a satisfactory answer to the following problem: what are the evidences that point to the supremacy of the neoliberal mercantilist vision in the elaboration of quality indicators of higher education? The text is divided into three parts: in the first, the discourse of the centrality of evaluation in higher education; in the second part, the commercialization of higher education and the discourse in favor of the market as an evaluation criterion; in the third and final part, the formative implications of the educational model of the market are discussed. It is concluded that the neoliberal mercantile logic and the marketing character of education are concealed behind quality indicators and excellent clues, impacting on the elaboration and conduction of higher education evaluation policies.
DOI: 10.21227/rvw7-6528
title: Load forecasting with mixture of experts

description: Submission 27 January
DOI: 10.22008/fk2/oiajvo/uik0ar
title: grain_diameter.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.14283014.v1
title: Religious connections of university students: comparisons between bachelor’s and licentiate’s programs

description: ABSTRACT The current context of higher visibility of religious manifestations in the public sphere, and mainly in the Educational field, compelled us to establish relations between different religious attachments and formative itineraries within the university, focusing the comparison between students of bachelor’s and licentiate’s programs. The data were collected from a sample of 385 students from Universidade Federal do Paraná [Federal University of Paraná], through a survey. We analyzed the students’ declaration of religious links, the attendance to religious group(s) in 2018 and their institutional religious affiliation. More than a third of the respondents - 38% - claimed to have some type of religious attachment, being predominant the links with Christian religions; the majority declared their adherence to Catholicism, followed by the Evangelical religions. There is, also, an expressive number of students without any religious affiliation, the “non-religious” people. Among the bachelor’s degree students who declared to be religious, most of them are Catholics, followed by the Evangelicals, with relatively equal distribution between Evangelicals of Mission and Pentecostals. The students’ religious attendance suffers little modification after going to college. We highlight the fact that the licentiate’s degree students engage more actively with their faith communities in comparison with their bachelor’s degree colleagues.
DOI: 10.6084/m9.figshare.14283009.v1
title: Teacher collaboration and educational outcomes in Brazil

description: ABSTRACT This article started with an inquiry about the extent to which collective teaching work produces different educational results. Thus, its objective was to verify whether teacher collaboration has an impact on students' outcomes and to investigate the various school factors associated with increased teacher collaboration. In this exploratory quantitative study, data from the Prova Brasil of 2017 was used for the fifth grade of municipal and state schools from all over the country. From the answers of the contextual questionnaires, indicators were created and used in linear regressions that estimated the relationship between student proficiency and teacher collaboration, as well as the relationship between the latter and teachers` perceptions of other school factors. The results indicate that greater collaboration among teachers has positive impacts on students’ proficiency and that school factors such as a principal’s leadership, the number of schools where a teacher works, and the perception of students' aggressiveness are associated with greater or lesser collaboration among teachers.
DOI: 10.6084/m9.figshare.11966235
title: Repercussions of the new public management in education management: a study of Goiás state education network

description: ABSTRACT The New Public Management (NGP) has become hegemonic in Brazil. Based on goals, results and large scale assessments, it has been adopted by several states in the country. Its precepts have also been implanted in education. This study seeks to verify the repercussions of NGP in education management in the state public education network of Goiás, a state that has been highlighted by the good results achieved in large scale evaluations. Based on the constructs of Discourse Theory, proposed by Ernesto Laclau and his followers, the research was conducted from interviews with the leaders of the state's largest and smallest IDEB schools, the union of education professionals and the education secretariat, in addition to analysis of government guidelines. We verify that the New Public Management is hegemonic in the educational policy of the State, constituting itself as a nodal point. However, democratic management is also central to the interviewees' discourse, and it is also a nodal point.
DOI: 10.6084/m9.figshare.14283020
title: The Development of Elementary School Teachers’ Collaborative Practice in a Lesson Study

description: ABSTRACT This paper addresses the process of development of professional collaboration in a lesson study that involved six elementary school teachers of Brazilian state public schools of schools at Rio Grande do Sul, concerning the ‘metro’ as length measure at grade 4. The participants worked collaboratively planning a lesson about this topic. The methodology is qualitative and interpretative, with data collected by audio records of the planning sessions for the pesson and field notes, conversations and interviews carried out with participating teachers. The results show that the professional collaboration that developed during the lesson study was facilitated by the dynamics of the different steps and, especially, by the relation among participants and teacher educators. Collaboration emerged from activities such as planning, and increased with classroom teaching, observation and reflection, especially given the encouragement and strengthening of the group insofar as teachers felt confident, encouraged and welcomed in the group.
DOI: 10.6084/m9.figshare.11966238
title: Monitoring and Evaluation of Decennial Education Plans: the production of knowledge in Brazil

description: ABSTRACT The main objective of this work is to carry out a balance sheet on the production of the knowledge related to the monitoring and evaluation of the decennial education plans, from 2001 to 2017, here understood as the National Plan of Education (PNE in Portuguese acronym), State Plan of Education (PEE - Portuguese acronym) and Municipality Education Plan (SME also in Portuguese acronym). For this survey, no distinction was made between the two generations of Plans, which emerged after the democratic Brazil of 1988 (PNE 2001-2010 and PNE 2014-2024 and the respective subnational plans), since it was considered relevant to reach greater scope in the research in order to contribute to the production of knowledge about the subject matter in discussion. This article has qualitative and quantitative approach and used exploratory and bibliographical research. The databases used were: a) Portal of Thesis and Dissertations of CAPES; b) Annals resulting from the national meetings of ANPED; and c) databases of the Electronic Scientific Library Online (Scielo Brazil). The results show that the production of national knowledge related to the 10-year education plans is still very scarce, especially when considered the exclusive focus on monitoring and evaluation of the Plans. We conclude, therefore, that such focus is an open field and the fertile ground for further research.
DOI: 10.22008/fk2/oiajvo/ucq8sw
title: r0.tif

description: SICE version: Cloud removed, PPGC, SNAP7, pySICEv1.4
DOI: 10.6084/m9.figshare.11966235.v1
title: Repercussions of the new public management in education management: a study of Goiás state education network

description: ABSTRACT The New Public Management (NGP) has become hegemonic in Brazil. Based on goals, results and large scale assessments, it has been adopted by several states in the country. Its precepts have also been implanted in education. This study seeks to verify the repercussions of NGP in education management in the state public education network of Goiás, a state that has been highlighted by the good results achieved in large scale evaluations. Based on the constructs of Discourse Theory, proposed by Ernesto Laclau and his followers, the research was conducted from interviews with the leaders of the state's largest and smallest IDEB schools, the union of education professionals and the education secretariat, in addition to analysis of government guidelines. We verify that the New Public Management is hegemonic in the educational policy of the State, constituting itself as a nodal point. However, democratic management is also central to the interviewees' discourse, and it is also a nodal point.
DOI: 10.6084/m9.figshare.11966238.v1
title: Monitoring and Evaluation of Decennial Education Plans: the production of knowledge in Brazil

description: ABSTRACT The main objective of this work is to carry out a balance sheet on the production of the knowledge related to the monitoring and evaluation of the decennial education plans, from 2001 to 2017, here understood as the National Plan of Education (PNE in Portuguese acronym), State Plan of Education (PEE - Portuguese acronym) and Municipality Education Plan (SME also in Portuguese acronym). For this survey, no distinction was made between the two generations of Plans, which emerged after the democratic Brazil of 1988 (PNE 2001-2010 and PNE 2014-2024 and the respective subnational plans), since it was considered relevant to reach greater scope in the research in order to contribute to the production of knowledge about the subject matter in discussion. This article has qualitative and quantitative approach and used exploratory and bibliographical research. The databases used were: a) Portal of Thesis and Dissertations of CAPES; b) Annals resulting from the national meetings of ANPED; and c) databases of the Electronic Scientific Library Online (Scielo Brazil). The results show that the production of national knowledge related to the 10-year education plans is still very scarce, especially when considered the exclusive focus on monitoring and evaluation of the Plans. We conclude, therefore, that such focus is an open field and the fertile ground for further research.