cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.14281109.v1
title: Proposal for a taxonomy of centers of interest in lexical availability studies

description: ABSTRACT Lexical availability studies collect, for teaching purposes, lexical units in centers of interest. The different behavior of centers of interest has been highlighted based on the number of units. In addition, classifications have been provided according to other parameters related to the internal structure. However, there is no classification applied to more than one language. We intend to propose a taxonomy based on the creation of a structural index of centers of interest. To do this, we will demonstrate the different behavior of the centers of interest both in the mother tongue (Spanish) and in the foreign language (English and French) and we will establish an assessment measure of their characteristics.
DOI: 10.6084/m9.figshare.14281118
title: On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

description: ABSTRACT This paper discusses a collaborative action research project integrating a focus on ideological awareness with genre-based pedagogy in the university literacy classroom. Through explicit instruction on the argumentative genre and reflection on the linguistic correlates of neoliberal ideology, we guided students in developing enhanced awareness of neoliberalism and its influence on environmental policy. In the independent writing stage, students’ argumentation revealed critical stances towards neoliberalism and adequate command of the target genre. The paper closes with general reflections and recommendations for the adoption of an explicitly critical approach in university literacy education.
DOI: 10.6084/m9.figshare.14281107.v1
title: Approaching ‘academic essay’ as an ‘apprenticeship’ genre in Social Sciences: the case of Sociology

description: ABSTRACT Academic essay is a key genre that students in the Social Sciences and Humanities are required to write in tertiary education. Research on this object in Spanish has been scarce, focusing generally on the rhetorical structure of this genre, without considering possible disciplinary variation in the way essays are written. This paper explores the academic essay genre within Social Sciences, through the analysis of texts written by Sociology tertiary students. The typological description is founded on Systemic functional linguistics (SFL) and its genre analysis (Martin & Rose 2008; Hood 2010).
DOI: 10.6084/m9.figshare.14281116
title: Procesamiento cognitivo de errores sistemáticos preposicionales según la L1 y el nivel de competencia a partir de estudios de corpus escritos de aprendientes de ELE

description: RESUMEN El presente estudio se sustenta en los resultados de investigaciones previas sobre frecuencia de errores preposicionales en corpus textuales de aprendientes de ELE (Ferreira y Elejalde, 2017). Con el objeto de profundizar en el procesamiento cognitivo de los errores sistemáticos preposicionales a, de, con, por y para, se lleva a cabo un estudio experimental bajo el paradigma del tiempo de respuesta (rt.’response time’) (Jiang, 2012). Se examina la relación entre la L1 de los aprendientes de ELE (alemán, francés e inglés), su nivel de competencia (A2 y B1) y el comportamiento del rt en el uso de estrategias de feedback correctivo escrito (FCE) en la corrección de los errores. Los resultados muestran que los aprendientes de L1 francés tanto en el A2 como B1 toman mayor tiempo en procesar las estrategias de feedback en comparación con el rt de los aprendientes de L1 alemán, con el segundo mayor tiempo, y los de L1 inglés, quienes presentan el menor tiempo de las tres lenguas. Estos resultados evidencian cierta relación entre el mayor rt y mayor efectividad del FCE, en ambos niveles de competencia en el caso de los estudiantes francófonos.
DOI: 10.6084/m9.figshare.14281118.v1
title: On the notion of “owning a forest”: Ideological awareness and Genre-based Pedagogy in university critical literacy

description: ABSTRACT This paper discusses a collaborative action research project integrating a focus on ideological awareness with genre-based pedagogy in the university literacy classroom. Through explicit instruction on the argumentative genre and reflection on the linguistic correlates of neoliberal ideology, we guided students in developing enhanced awareness of neoliberalism and its influence on environmental policy. In the independent writing stage, students’ argumentation revealed critical stances towards neoliberalism and adequate command of the target genre. The paper closes with general reflections and recommendations for the adoption of an explicitly critical approach in university literacy education.
DOI: 10.6084/m9.figshare.14281116.v1
title: Procesamiento cognitivo de errores sistemáticos preposicionales según la L1 y el nivel de competencia a partir de estudios de corpus escritos de aprendientes de ELE

description: RESUMEN El presente estudio se sustenta en los resultados de investigaciones previas sobre frecuencia de errores preposicionales en corpus textuales de aprendientes de ELE (Ferreira y Elejalde, 2017). Con el objeto de profundizar en el procesamiento cognitivo de los errores sistemáticos preposicionales a, de, con, por y para, se lleva a cabo un estudio experimental bajo el paradigma del tiempo de respuesta (rt.’response time’) (Jiang, 2012). Se examina la relación entre la L1 de los aprendientes de ELE (alemán, francés e inglés), su nivel de competencia (A2 y B1) y el comportamiento del rt en el uso de estrategias de feedback correctivo escrito (FCE) en la corrección de los errores. Los resultados muestran que los aprendientes de L1 francés tanto en el A2 como B1 toman mayor tiempo en procesar las estrategias de feedback en comparación con el rt de los aprendientes de L1 alemán, con el segundo mayor tiempo, y los de L1 inglés, quienes presentan el menor tiempo de las tres lenguas. Estos resultados evidencian cierta relación entre el mayor rt y mayor efectividad del FCE, en ambos niveles de competencia en el caso de los estudiantes francófonos.
DOI: 10.6084/m9.figshare.14281113
title: Non-manual markings in the Brazilian Sign Language used in Maceió: outlines of a community of practice

description: ABSTRACT This study aimed to describe the variation in the phonological parameter of non-manual markings of the Brazilian Sign Language and the membership of a community of practice based on the assumptions of Variance Sociolinguistics and the third wave of sociolinguistics. The corpus was constituted by the recording of the execution of the signal ‘dog’ performed by 16 deaf subjects, of both sexes. The results point to the existence of variation in the parameter analyzed and the use of specific postures that may be associated to the community of practice of teachers (in training or graduates).
DOI: 10.6084/m9.figshare.14281113.v1
title: Non-manual markings in the Brazilian Sign Language used in Maceió: outlines of a community of practice

description: ABSTRACT This study aimed to describe the variation in the phonological parameter of non-manual markings of the Brazilian Sign Language and the membership of a community of practice based on the assumptions of Variance Sociolinguistics and the third wave of sociolinguistics. The corpus was constituted by the recording of the execution of the signal ‘dog’ performed by 16 deaf subjects, of both sexes. The results point to the existence of variation in the parameter analyzed and the use of specific postures that may be associated to the community of practice of teachers (in training or graduates).
DOI: 10.6084/m9.figshare.14281119.v1
title: BORDER DIALOGUES: A STUDY ON EDUCATION AND SCHOOL IN BRAZILIAN ANTHROPOLOGY.

description: ABSTRACT: This paper presents the results of research that aimed to identify and analyze the production of theses and dissertations completed in graduate programs in anthropology in Brazil from 1990. The purpose of the selected programs was to understand in what ways educational issues were incorporated and treated theoretically and methodologically, and contiguously, to understand the conditions of the development of the interdisciplinary field in the interface of anthropology and education. In both a qualitative and quantitative nature, 62 papers were analyzed. The results obtained demonstrate that the anthropologist’s view contributes to a better understanding of the realities of learning contexts, whether formal or non-formal education spaces and contributes substantially to the field of education.
DOI: 10.6084/m9.figshare.14281119
title: BORDER DIALOGUES: A STUDY ON EDUCATION AND SCHOOL IN BRAZILIAN ANTHROPOLOGY.

description: ABSTRACT: This paper presents the results of research that aimed to identify and analyze the production of theses and dissertations completed in graduate programs in anthropology in Brazil from 1990. The purpose of the selected programs was to understand in what ways educational issues were incorporated and treated theoretically and methodologically, and contiguously, to understand the conditions of the development of the interdisciplinary field in the interface of anthropology and education. In both a qualitative and quantitative nature, 62 papers were analyzed. The results obtained demonstrate that the anthropologist’s view contributes to a better understanding of the realities of learning contexts, whether formal or non-formal education spaces and contributes substantially to the field of education.
DOI: 10.6084/m9.figshare.14281124
title: INCLUSIVE EDUCATION IN NON-FORMAL SPACES: AN ANALYSIS OF BRAZILIAN SCIENCES MUSEUMS

description: ABSTRACT: This research was based on the articulation between Inclusive Education and Science Teaching in non-formal spaces, seeking to contribute to the expansion of discussions regarding the inclusion of people with disabilities in Science museums, incorporating accessibility actions. Aiming to identify and analyse the dimensions of Inclusive Education present / absent in Brazilian Science museums, the conceptions of the coordinators of Science museums and the creators of the “Guide to Accessible Science Museums and Science Centers” were investigated through a semi-structured interview. The data were analysed from the perspective of Content Analysis, according to categories defined a priori. Was observed that in the Physical dimension there is a predominance of aspects relevant to access to the institution. In the Programmatic dimension, actions that seek to reduce barriers arising from the lack of training of monitors were identified, which directly implies mediation. In the Communicational dimension, it was possible to identify the creation of tactile and manipulable materials. In observing the Attitudinal dimension it was noticed that the institutions have developed practices of sensitization and awareness. However, the results show that some measures are still available with restrictions, or even, unavailable. The implementation of these changes must occur in the short, medium and long term since it is not possible to definitively address all the needs of the spaces and their visitors. We emphasize the need for future research to be dedicated to understanding whether inclusion is effective in the museum space and how the disabled person participates in this process.
DOI: 10.6084/m9.figshare.14281124.v1
title: INCLUSIVE EDUCATION IN NON-FORMAL SPACES: AN ANALYSIS OF BRAZILIAN SCIENCES MUSEUMS

description: ABSTRACT: This research was based on the articulation between Inclusive Education and Science Teaching in non-formal spaces, seeking to contribute to the expansion of discussions regarding the inclusion of people with disabilities in Science museums, incorporating accessibility actions. Aiming to identify and analyse the dimensions of Inclusive Education present / absent in Brazilian Science museums, the conceptions of the coordinators of Science museums and the creators of the “Guide to Accessible Science Museums and Science Centers” were investigated through a semi-structured interview. The data were analysed from the perspective of Content Analysis, according to categories defined a priori. Was observed that in the Physical dimension there is a predominance of aspects relevant to access to the institution. In the Programmatic dimension, actions that seek to reduce barriers arising from the lack of training of monitors were identified, which directly implies mediation. In the Communicational dimension, it was possible to identify the creation of tactile and manipulable materials. In observing the Attitudinal dimension it was noticed that the institutions have developed practices of sensitization and awareness. However, the results show that some measures are still available with restrictions, or even, unavailable. The implementation of these changes must occur in the short, medium and long term since it is not possible to definitively address all the needs of the spaces and their visitors. We emphasize the need for future research to be dedicated to understanding whether inclusion is effective in the museum space and how the disabled person participates in this process.
DOI: 10.6084/m9.figshare.14281128
title: THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT

description: ABSTRACT: Ever since the middle of the first decade of the 2000s, the debate on integral education has been intensified, in Brazil. Those in favor of the “work as an educational principle” have pursued epistemological foundations on a Marxian conception of education; different social sectors of liberalism maintained the same, in its essence, attached to the relation between education and moral. Some individuals, though, based on ideological reasons, without clear explanations of their grounds. This paper aims at demonstrating epistemological and political foundations on the definitions of education and integral education. That was carried out by the use of Historical-Critical Analysis (SAVIANI, 2003; MACIEL e BRAGA, 2008), methodologically based on Dialectical and Historical Materialism (MARX, 1983), to investigate those concepts pathway. Because of the method, we have started from the analysis of I International texts (MARX, 1976; BAKUNIN, 2003) so that we could reach Proudhon (2007) and then set clues that point to the French Revolution (CONDORCET, 1792; LEPELLETIER, 1793), which directs to Dewey (1979) and Teixeira (1959). As a result of this adventure, the following conclusions have been set: from the French Revolution, the concepts on education are grounded on intellectual, physical and moral dimensions (except for Marx); when it comes to public education, all of them take into consideration education for work, nonetheless, liberals focus on subaltern work, whereas socialists focus on emancipation. Such difference implies antagonistic concepts on education and integral education.
DOI: 10.6084/m9.figshare.14281128.v1
title: THE FRENCH REVOLUTION AND INTEGRAL EDUCATION IN BRAZIL: FROM CONCEPTION TO CONCEPT

description: ABSTRACT: Ever since the middle of the first decade of the 2000s, the debate on integral education has been intensified, in Brazil. Those in favor of the “work as an educational principle” have pursued epistemological foundations on a Marxian conception of education; different social sectors of liberalism maintained the same, in its essence, attached to the relation between education and moral. Some individuals, though, based on ideological reasons, without clear explanations of their grounds. This paper aims at demonstrating epistemological and political foundations on the definitions of education and integral education. That was carried out by the use of Historical-Critical Analysis (SAVIANI, 2003; MACIEL e BRAGA, 2008), methodologically based on Dialectical and Historical Materialism (MARX, 1983), to investigate those concepts pathway. Because of the method, we have started from the analysis of I International texts (MARX, 1976; BAKUNIN, 2003) so that we could reach Proudhon (2007) and then set clues that point to the French Revolution (CONDORCET, 1792; LEPELLETIER, 1793), which directs to Dewey (1979) and Teixeira (1959). As a result of this adventure, the following conclusions have been set: from the French Revolution, the concepts on education are grounded on intellectual, physical and moral dimensions (except for Marx); when it comes to public education, all of them take into consideration education for work, nonetheless, liberals focus on subaltern work, whereas socialists focus on emancipation. Such difference implies antagonistic concepts on education and integral education.
DOI: 10.6084/m9.figshare.14281130
title: TEACHING WORK IN SÃO PAULO STATE: ANALYSIS OF THESES AND DISSERTATIONS (1996 TO 2018)

description: ABSTRACT: The present article presents the results of a bibliographic quali-quantitative research, which analyzed a group of 134 studies, thesis and dissertations, produced in the main Education Graduate Programs in the state of São Paulo which focused on teachers’ work. The research considered the time frame from 1996 to 2018, which coincides with the implementation of neoliberal reform measures in the public education system of the state São Paulo. The objectives of this article are: a) analyze the academic production - thesis and dissertations - related to teachers’ work given the educational reform in the state in said period - 1996-2018; b) identify the steps and types of teaching approached in the thesis and dissertations; c) map the main Graduate Programs in which the studies are being produced; d) recognize the main methodological approaches used; e) identify concept of teachers’ work used in these academic works; f) present the main analytical axis produced in that period. The result of this study presented the effect in school’s daily life of a policy that, for years, has been implemented from the top to the bottom, with actions such as the curricula standardizations and the regulation through external evaluations. Measurements which do not leave teachers’ work unscathed and that, besides altering their possibilities of establishing an autonomous process, negatively modified their work conditions and relations. The main result of this investigation indicates a growth and consolidation of teachers’ work as a specific field of research in the education area.
DOI: 10.6084/m9.figshare.14281130.v1
title: TEACHING WORK IN SÃO PAULO STATE: ANALYSIS OF THESES AND DISSERTATIONS (1996 TO 2018)

description: ABSTRACT: The present article presents the results of a bibliographic quali-quantitative research, which analyzed a group of 134 studies, thesis and dissertations, produced in the main Education Graduate Programs in the state of São Paulo which focused on teachers’ work. The research considered the time frame from 1996 to 2018, which coincides with the implementation of neoliberal reform measures in the public education system of the state São Paulo. The objectives of this article are: a) analyze the academic production - thesis and dissertations - related to teachers’ work given the educational reform in the state in said period - 1996-2018; b) identify the steps and types of teaching approached in the thesis and dissertations; c) map the main Graduate Programs in which the studies are being produced; d) recognize the main methodological approaches used; e) identify concept of teachers’ work used in these academic works; f) present the main analytical axis produced in that period. The result of this study presented the effect in school’s daily life of a policy that, for years, has been implemented from the top to the bottom, with actions such as the curricula standardizations and the regulation through external evaluations. Measurements which do not leave teachers’ work unscathed and that, besides altering their possibilities of establishing an autonomous process, negatively modified their work conditions and relations. The main result of this investigation indicates a growth and consolidation of teachers’ work as a specific field of research in the education area.
DOI: 10.6084/m9.figshare.14281131
title: INCLUSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION FROM THE PERSPECTIVE OF UNIVERSITY MANAGEMENT

description: ABSTRACT: This text addresses a research that investigated how the access of students with disabilities in college education reverberates in the institution management practices with regard to the rights of this group. In this sense, we seek to understand the effects in programs and institutional policies related to inclusion of disabled students. We interviewed managers who have been working in four colleges located in the west of Santa Catarina: a federal, a state, a community and a private ones. By means of narrative interviews, empirical materialities were generated, later analyzed in the perspective of discourse analysis, under Foucaultian references. The study points out the effects of the normative discourses of inclusion on the subjectivation of the managers and their positioning about requirements. We realize that government inclusion policies, materialized in the evaluation instruments of the courses and institutions of higher education applied by the Ministry of Education, mobilize managers to invest in inclusion.
DOI: 10.6084/m9.figshare.14281131.v1
title: INCLUSION OF STUDENTS WITH DISABILITIES IN HIGHER EDUCATION FROM THE PERSPECTIVE OF UNIVERSITY MANAGEMENT

description: ABSTRACT: This text addresses a research that investigated how the access of students with disabilities in college education reverberates in the institution management practices with regard to the rights of this group. In this sense, we seek to understand the effects in programs and institutional policies related to inclusion of disabled students. We interviewed managers who have been working in four colleges located in the west of Santa Catarina: a federal, a state, a community and a private ones. By means of narrative interviews, empirical materialities were generated, later analyzed in the perspective of discourse analysis, under Foucaultian references. The study points out the effects of the normative discourses of inclusion on the subjectivation of the managers and their positioning about requirements. We realize that government inclusion policies, materialized in the evaluation instruments of the courses and institutions of higher education applied by the Ministry of Education, mobilize managers to invest in inclusion.
DOI: 10.6084/m9.figshare.14281133
title: EDUCATION AND HUMAN VALUES: AN EVALUATION OF STUDIES PRODUCED IN BRAZIL IN 2013-2018

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