To see the other types of publications on this topic, follow the link: Discipline (Dis).
Journal articles on the topic 'Discipline (Dis)'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Discipline (Dis).'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Fassett, Deanna L., and Dana L. Morella. "Remaking (the) Discipline: Marking the Performative Accomplishment of (Dis)Ability." Text and Performance Quarterly 28, no. 1-2 (January 2008): 139–56. http://dx.doi.org/10.1080/10462930701754390.
Full text
2
Berry, Jani L. "Discipline and (Dis)order: Paternal Socialization in Jacob Abbott's Rollo Books." Children's Literature Association Quarterly 18, no. 3 (1993): 100–105. http://dx.doi.org/10.1353/chq.0.0903.
Full text
3
Baird, Pauline. "Honoring Languages: Review of Creole Composition: Academic Writing in the Anglophone Caribbean." Writers: Craft & Context 2, no. 1 (February 23, 2021): 59–67. http://dx.doi.org/10.15763/issn.2688-9595.2021.2.1.59-67.
Full textAbstract:
In traditional Caribbean villages, the bell crier made important announcements from street to street. People listened and carried the news further. Like the proverbial bell crier, Milson-Whyte, Oenbring, and Jaquette, along with fourteen contributors announced “We are here. And we doin’ dis—‘write [ing] our way in” to academic spaces (Creole Composition, 2019, p. x). Creole Composition provides current perspectives on post-secondary composition pedagogy, academic literacies, and research across multiple academic disciplines. Indeed, this intersectionality addresses Browne’s (2013) argument that Caribbean vernacular orientations and practices fly beneath the radar of the discipline of Rhetoric and Composition. Caribbean institutions of higher learning must embrace Caribbean students’ creole-influenced languages.
4
Korosteleva, L. V. "POLITICAL DISCOURSE AS AN ACADEMIC DISCIPLINE IN PROFESSIONAL TRAINING." Bulletin of Nizhnevartovsk State University, no. 3 (December 15, 2020): 43–51. http://dx.doi.org/10.36906/2311-4444/20-3/07.
Full textAbstract:
The article argues the relevance of such aca-demic subject as Political Discourse within the framework of philological disciplines of the main educational programs for some bachelor’s degrees. The object of study was Political Dis-course as an area of research in political linguis-tics. The subject of study was the communica-tive components of political discourse, which, if mastered, can contribute to the formation of necessary competencies for the confident navi-gation of the communicative environment. Analysis, synthesis, and historical approach were the main theoretical research methods that helped study different approaches to the study of political discourse and its functions. To de-velop the methodological part (the academic program of the proposed discipline), we used structural analysis, which makes it possible to study the structure of elements constituting po-litical discourse; discourse analysis, which al-lows focusing on both the individual character-istics of the addressant and the contextual analysis; comparative analysis, which com-pares various examples of political discourse, identifies their similarities and differences; modeling, to develop the training program of the Political Discourse discipline. The result of the study was training program ‘Fundamentals of Political Discourse,’ recommended for the Journalism major in institutions of higher edu-cation.
5
Gadalla, Tahany M. "Patterns of Women's Enrolment in University Mathematics, Engineering and Computer Science in Canada, 1972-1995." Canadian Journal of Higher Education 31, no. 1 (April 30, 2001): 1–34. http://dx.doi.org/10.47678/cjhe.v31i1.183377.
Full textAbstract:
Efforts to ensure equity for women in scientific and technological disciplines must precede, or at least accompany, efforts to persuade them to pursue these studies. To achieve gender equity in these disciplines, factors discouraging women from full participation in them should be removed. Many psychological, sociological and institutional factors have been identified as contributors to the under-representation of women in these fields. For the aim of understanding and appraising these factors, this study offers a factual characterization of women's enrolment levels in mathematics, engineering, and computer science in Canadian universities and the change in these levels over the period 1972 to 1995. Findings indicate that patterns of women's enrolment in these three dis- ciplines are vastly different, a fact which suggests that factors specific to each discipline interact with and modify the effects of the more general sociological and psychological obstacles impeding women's participa- tion in them.
6
Cruz, Rebecca A., Saili S. Kulkarni, and Allison R. Firestone. "A QuantCrit Analysis of Context, Discipline, Special Education, and Disproportionality." AERA Open 7 (January 2021): 233285842110413. http://dx.doi.org/10.1177/23328584211041354.
Full textAbstract:
Using a dis/ability critical race theory (DisCrit) and critical quantitative (QuantCrit) lens, we examine disproportionate application of exclusionary discipline on multiply marginalized youth, foregrounding systemic injustice and institutionalized racism. In doing so, we examined temporal-, student-, and school-level factors that may result in exclusion and othering (i.e., placing into special education and punishing with out-of-school suspensions) within one school district. We frame this study in DisCrit and QuantCrit frameworks to connect data-based decision making to sociocultural understandings of the ways in which schools use both special education and discipline to simultaneously provide and limit opportunities for different student groups. Results showed a complex interconnectedness between student sociodemographic labels (e.g., gender, race, and socioeconomic status) and factors associated with both special education identification and exclusionary discipline. Our findings suggest that quantitative studies lacking in-depth theoretical justification may perpetuate deficit understandings of the racialization of disability and intersections with exclusionary discipline.
7
Douglas, Patty, Katherine Runswick-Cole, Sara Ryan, and Penny Fogg. "Mad Mothering." Journal of Literary & Cultural Disability Studies: Volume 15, Issue 1 15, no. 1 (February 1, 2021): 39–56. http://dx.doi.org/10.3828/jlcds.2021.3.
Full textAbstract:
The article brings together the fields of mad studies (LeFrancois et al.), matricentric feminism (O’Reilly, Matricentric Feminism) and critical disability studies (Goodley, “Dis/entangling Critical Disability Studies”). The aim is to expose and challenge “relations of ruling” (Smith 79) that both produce and discipline “mad mothers of disabled children.” The analysis begins by exploring the un/commonalities of the emerging histories of the three disciplines. The article then identifies analytical points of intersection, including critiques of neoliberalism; troubling the “norm” (including radical resistance and activism); intersectionality, post-colonial and queer theory. Finally, the article turns to points of divergence and possible tensions between these theoretical approaches as it explores the absence of disability in matricentric feminism, the contested place of mothering in critical disability studies, and the absence of mothering in mad studies.
8
Pereira, Joana Castro. "Environmental issues and international relations, a new global (dis)order - the role of International Relations in promoting a concerted international system." Revista Brasileira de Política Internacional 58, no. 1 (June 2015): 191–209. http://dx.doi.org/10.1590/0034-7329201500110.
Full textAbstract:
Is it possible to talk about the rise of a new global (dis)order founded on the challenges posed by environmental issues? Through the review of the state of the art on the subject, this article analyzes the growing importance of the environment, and natural resources in particular, in international relations; and aims to raise awareness among International Relations scholars to the potential positive impact of the development of the discipline in integration with global environmental change studies.
9
Lorenz, Danielle. "Review of Dunn, Disabling Characters: Representations of Disability in Young Adult Literature." Canadian Journal of Disability Studies 6, no. 1 (March 27, 2017): 139. http://dx.doi.org/10.15353/cjds.v6i1.338.
Full textAbstract:
Designed as a book for educators that challenges how dis/abilities are portrayed in novels and short stories, Patricia A. Dunn’s Disabling Characters: Representations of Disability in Young Adult Literature offers an assessment of 14 stories for youth, some of which have been incorporated into middle and high school English curricula for over the past 30 years. Though this book is particularly useful for teachers, it also provides an accessible entry into the academic discipline of Disability Studies.
10
Maksaev, Artur. "Content design of foreign language academic programmes for students at the musical universities." Tambov University Review. Series: Humanities, no. 179 (2019): 58–68. http://dx.doi.org/10.20310/1810-0201-2019-24-179-58-68.
Full textAbstract:
Foreign language teaching to students of non-linguistic programmes, including musical institutions of higher education, is aimed at the development of foreign language communicative competence in the social, social and cultural communication spheres, as well as internal specialization. The content of the discipline “Foreign Language for Professional Communication” should reflect the specifics of the future professional activity of graduates of a particular programs and a specialty, and, thus, is aimed at forming a number of general cultural professional and professional competencies. The curricula analysis of a foreign language in musical universities indicates that in practice there is one single academic program in a foreign language for students, regardless of the programme. In practice, this ignores the internal specialization of the discipline “Foreign Language for Professional Communication”. We examine and develop: a) the main approaches to learning a foreign language for professional communication at the university (“Foreign Language for Special Purposes”, “Content and language integrated learning” and “Teaching specialized dis-ciplines in a foreign language”); b) analysis of studies on the selection of the subject content of curricula in a foreign language for professional communication; c) the author’s content of the dis-cipline “Foreign Language for Professional Communication” for students of the three programmes of a musical university: 53.03.02 – “Musical and instrumental art”, 53.03.03 – “Vocal art” and 53.03.04 – “The art of folk singing”.
11
Eisenach, Eldon J. "Which Wilson Do We (Dis)Honor?" Perspectives on Politics 14, no. 3 (August 31, 2016): 758–59. http://dx.doi.org/10.1017/s1537592716001298.
Full textAbstract:
Woodrow Wilson is the only American political scientist to have served as President of the United States. In the time between his political science Ph.D. (from Johns Hopkins, in 1886) and his tenure as president (1913–21), he also served as president of Princeton University (1902–10) and president of the American Political Science Association (1909–10). Wilson is one of the most revered figures in American political thought and in American political science. The Woodrow Wilson Award is perhaps APSA’s most distinguished award, given annually for the best book on government, politics, or international affairs published in the previous year, and sponsored by the Woodrow Wilson Foundation at Princeton University.Wilson has also recently become the subject of controversy, on the campus of Princeton University, and in the political culture more generally, in connection with racist statements that he made and the segregationist practices of his administration. A group of Princeton students associated with the “Black Lives Matter” movement has demanded that Wilson’s name be removed from two campus buildings, one of which is the famous Woodrow Wilson School of Public and International Affairs (see Martha A. Sandweiss, “Woodrow Wilson, Princeton, and the Complex Landscape of Race,” http://www.thenation.com/article/woodrow-wilson-princeton-and-the-complex-landscape-of-race/). Many others have resisted this idea, noting that Wilson is indeed an important figure in the history of twentieth-century liberalism and Progressivism in the United States.A number of colleagues have contacted me suggesting that Perspectives ought to organize a symposium on the Wilson controversy. Although we do not regularly organize symposia around current events, given the valence of the controversy and its connection to issues we have featured in our journal (see especially the September 2015 issue on “The American Politics of Policing and Incarceration”), and given Wilson's importance in the history of our discipline, we have decided to make an exception in this case. We have thus invited a wide range of colleagues whose views on this issue will interest our readers to comment on this controversy. —Jeffrey C. Isaac, Editor.
12
Tian, Guoqiang, Yupu Zhao, and Rukai Gong. "Market-oriented interest rate, deposit insurance system and bank runs." China Political Economy 2, no. 1 (July 24, 2019): 53–72. http://dx.doi.org/10.1108/cpe-04-2019-0004.
Full textAbstract:
Purpose In the transitional process of promoting market-oriented interest rate, China is confronted with an important theoretical and practical issue: how to avoid bank runs and realize the smooth operation of the financial system. The purpose of this paper is to construct a bank-run dynamic model by taking into account a market environment with the transmission of multiple rounds of noise information, a comprehensive consideration of depositors’ expectation of return on assets (or earning rate/yields of assets), the efficiency of information processing and dissemination, and the different motives for premature withdrawal. Design/methodology/approach The authors discussed the dynamic process of bank runs, furnished the ratio and number of each round of bank run, and characterized the corresponding dynamic equilibrium as well. Furthermore, the authors expanded the benchmark model by incorporating the deposit insurance system (DIS) to discuss the action mechanism of DIS overruns. Findings The results show that DIS implementation has two opposite effects: stabilized expectation and moral hazard, by virtue of its influence over the two types of premature withdrawal motives of depositors; the implementation effect of DIS rests with the dual-effect comparison, which is endogenous to the institutional environment. Originality/value The policy implications are as follows: while implementing DIS, it is necessary to establish and improve the corresponding institutional construction and supporting measures, to consolidate market discipline and improve the supervisory role of the bank’s internal governance mechanism, so as to reduce the potential moral hazards. The financial system reform shall be furthered and the processing and dissemination efficiency of information be elevated to prompt depositors to form stable withdrawal expectations, thereby enhancing the stabilizing effect of DIS.
13
Lahire, Bernard. "Para una sociología disposicionalista y contextualista." Clivajes. Revista de Ciencias Sociales, no. 12 (February 10, 2020): 1–17. http://dx.doi.org/10.25009/clivajes-rcs.v0i12.2580.
Full textAbstract:
La sensación de dispersión de los trabajos de ciencias humanas y sociales que experimentamos hoy día es, por parte, el producto de la extrema división social del trabajo científico en disciplinas separadas (con unas ciencias de lo “psíquico”, ciencias del “lenguaje”, de la “sociedad”, de la “economía”, de lo “político”, etc.) y en sectores especializados dentro de cada disciplina (sociología de la educación, de la familia, de la cultura, del trabajo, del deporte, etc.).For a dispositional and contextualist sociologySummaryThe sensation of dispersion of the works of human and social sciences that we experience today is, mainly, the product of the extreme social division of scientific work in separate disciplines (with some "psychic" sciences, "language" sciences, “society”, “economics”, “political” languages, and so forth.) and in specialized sectors within each discipline (sociology of education, family, culture, work, sports, etc.).Pour une sociologie dispositionaliste et contextualisteRésuméLa sensation de dispersion des travaux des sciences humaines et sociales que nous expérimentons actuellement c’est, d’une part, le produit de l’extrême division sociale du travail scientifique en disciplines séparées (avec des sciences du « psychique », sciences du « langage », de la « société », de l’économie, du « politique », etc.) et en secteurs spécialisés dans chaque discipline (sociologie de l’éducation, de la famille, de la culture, du travail, du sport, etc.)
14
Škvorc, Boris. "O Brešićevoj, Bagićevoji Rafoltovoj književno-povijesnoj upisanosti (u filološki "dis/kontinuitet")." Fluminensia 30, no. 1 (2018): 232–72. http://dx.doi.org/10.31820/f.30.1.1.
Full textAbstract:
This article discusses three recent books that deal with the Croatian literary hi/story. In the first part of the work we discuss the issues of the contemporary post-structural and deconstructionist view of writing history. The argument is based on Alun Munslow’s thesis that it is not possible to write hi/story outside the narrative genre. The starting point of discussion is that hi/story (of literature) is only one of possible modal practices of narration/narrative. This means that history can only be read as one of many narratives while simultaneously it reflects the narrative that is produced by its nature/mode. That in many ways changes the way in which today, in poststructuralist and postmodern perspective, one can (and will) interpret the tradition of literary history as a “practical activity” (interpretation of meaning and/or philological discipline) but also as a story (construction). The tradition of Croatian literary history is very much dependent on the narrative(s) of the nation, the idea of its continuity in time (“diachronic development”) and on viewing literature as the narration of the nation, or as a major way of preserving national memory. In most books on the 19th and the 20th century national literary history this was the prevailing viewpoint of scholars who were constructing the Croatian cannon and national narrative as “agreed upon” hi/story “of the nation” (and its literary memory/canon). The three books discussed in this article, each in its particular way (methodologically and by its idea of how to interpret texts), change, or at least contribute to the change of this traditionalist storytelling that has become hi/story (of national literature). This article simultaneously challenges the tradition of (literary) history writing and interprets various aspects of reading hi/story anew in the works by three contemporary authors. It puts in perspective three different types of “politics of small differences” that form the basis of the original contributions. Brešić’s study into the Croatian 19th century literature shifted from writing the hi/story of writers and national narratives towards the modes of presentation and study of genres. Bagić’s study of contemporary literature for the first time treats traditional literary genres and new media, as well as popular culture, equally, thus allowing new insight into the possibilities of studying both fiction and its discursive frames. The third book discussed here introduces the discussion of the role that contemporary questioning of humanities as a discipline has in both post-structural environment and interpretative community of scholars. In conclusion, the article discusses the possibilities of reading (literary) history anew in the hegemonic environment of school system, academia and cultural paradigm of the “nation”.
15
Verne, Julia. "The neglected “gift” of Ratzel for/from the Indian Ocean: thoughts on mobilities, materialities and relational spaces." Geographica Helvetica 72, no. 1 (February 16, 2017): 85–92. http://dx.doi.org/10.5194/gh-72-85-2017.
Full textAbstract:
Abstract. When Korf (2014) recently invited (critical) geographers to come to terms with the problematic heritage of our discipline, especially with respect to spatial political thought, he first of all drew our attention to the intellectual contributions of Martin Heidegger and Carl Schmitt. While he urges us to rethink our ongoing references to these key thinkers, especially in light of the rather strict avoidance of politically problematic figures within our own discipline, such as Haushofer and Ratzel, this article now wishes to address geography's (dis)engagement with its politically problematic heritage from the opposite angle: focusing on Friedrich Ratzel, it asks if we might have been too radical in condemning his work as only poison? What if the neglect of Ratzel has actually led to a moment where his ideas feature prominently in current geographical debates without us even noticing it? By drawing on his contributions to cultural geography and, in particular, the establishment of the cultural historical method and German diffusionism, this article takes up on this question and reflects on the (imagined/actual) role of Ratzel's scholarship in contemporary geography. By pointing out striking similarities to more recent discussions about mobility, materiality and relational space, it illustrates the contemporary, though widely unnoticed, (re)appearance of Ratzel's ideas, and uses this example to emphasize the need for more critical reflection concerning the history of our discipline as well as the complex ways in which political ideologies and intellectual reasoning relate to each other.
16
Seedat, Mohamed, and Shahnaaz Suffla. "Community psychology and its (dis)contents, archival legacies and decolonisation." South African Journal of Psychology 47, no. 4 (December 2017): 421–31. http://dx.doi.org/10.1177/0081246317741423.
Full textAbstract:
This article serves as the introduction to the Special Issue on Liberatory and Critical Voices in Decolonising Community Psychologies. The Special Issue was inspired by the Sixth International Conference on Community Psychology, held in South Africa in May 2016, and resonates with the call for the conscious decolonisation of knowledge creation. We argue that the decolonial turn in psychology has re-centred critical projects within the discipline, particularly in the Global South, and offered possibilities for their (re)articulation, expansion, and insertion into dominant and mimetic knowledge production. In the case of Africa, we suggest that the work of decolonising community psychologies will benefit from engagement with the continent’s multiple knowledge archives. Recognising community psychologies’ (dis)contents and the possibilities for its reconstruction, and appealing to a liberatory knowledge archive, the Issue includes a distinctive collection of articles that are diverse in conceptualisation, content, and style, yet evenly and singularly focused on the construction of insurgent knowledges and praxes. As representations of both production and resistance, the contributions in this issue provide the intellectual and political platforms for social, gender, and epistemic justice. We conclude that there are unexplored and exciting prospects for scholarly work on the psychologies embedded in the overlooked knowledge archives of the Global South. Such work would push the disciplinary boundaries of community psychologies; help produce historicised and situated conceptions of community, knowledge, and liberation; and offer distinctive contributions to the global bodies of knowledge concerned with the well-being of all of humanity.
17
Gibson, Pamela A. "Public Administration’s Dyslexia: Appreciating the Strengths of its Disabilities." Public Voices 8, no. 1 (December 9, 2016): 61. http://dx.doi.org/10.22140/pv.185.
Full textAbstract:
To have a dis/ability opens the possibilities for seeing (understanding) something different because of difference in the disabled’s lens or worldview. Public administration is awash in self-doubt, discomfort and confusion. As it struggles with setting, moving and removing academic boundaries of the discipline, public administration reveals its own dyslexia. The disabling of public administration offers a view from the balcony (or orchestra pit) granting a greater appreciation of ‘the other’ in the public administration student, public administration theory and public administration practices. The dyslexic individual and institution can suffer and celebrate contradiction, paradox, irony, and other delimiting arenas of learning without resistance. Successful learning and understanding can come not in spite of but because of apparent disabilities.
18
Taliaferro, Jeffrey W. "International Relations and the Challenge of Postmodernism: Defending the Discipline. By D. S. L. Jarvis, Columbia: University of South Carolina Press, 2000. 288p. $34.95." American Political Science Review 95, no. 1 (March 2001): 259–60. http://dx.doi.org/10.1017/s0003055401842015.
Full textAbstract:
Over the past twenty years, the so-called third debate, or the constructivist turn in international relations theory, has elic- ited a great deal of attention. Various critical theories and epistemologies-sociological approaches, postmodernism, constructivism, neo-Marxism, feminist approaches, and cul- tural theories-seem to dominate the leading international relations journals. Postmodernism (also called critical theo- ry), perhaps the most radical wave of the third debate, uses literary theory to challenge the notion of an "objective" reality in world politics, reject the notion of legitimate social science, and seek to overturn the so-called dominant dis- courses in the field in favor of a new politics that will give voice to previously marginalized groups.
19
Collective for Research and Policy, The Transdisciplinary Resistance, Adrian N. Neely, Asia S. Ivey, Catherine Duarte, Jocelyn Poe, and Sireen Irsheid. "Building the Transdisciplinary Resistance Collective for Research and Policy: Implications for Dismantling Structural Racism as a Determinant of Health Inequity." Ethnicity & Disease 30, no. 3 (July 8, 2020): 381–88. http://dx.doi.org/10.18865/ed.30.3.381.
Full textAbstract:
Structural racism is a multilevel system of ideologies, institutions, and processes that have created and reified racial/ethnic inequities. As a system, it works in concert across institutions to propagate racial injustice. Thus, efforts to address structural racism and its implications for health inequity require transdisciplinary collaboration. In this article, we begin by describing the process through which we have leveraged our discipline-specific training -- spanning education, epidemiology, social work, sociology, and urban planning -- to co-construct a transdisciplinary analysis of the determinants of racial health inequity. Specifically, we introduce the underlying theories that guide our framework development and demonstrate the application of our integrated framework through a case example. We conclude with potential research and policy implications. Ethn Dis.2020;30(3):381-388; doi:10.18865/ed.30.3.381
20
Fatimawali, Fatimawali, Hilal Malarangan, and Ermawati Ermawati. "The Harmony of Husband and Wife of Soldiers of Korem 132 / Tadulako from Perspective of the Islamic Law." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC LAW AND SOCIETY 1, no. 1 (November 5, 2019): 89–115. http://dx.doi.org/10.24239/ijcils.vol1.iss1.7.
Full textAbstract:
This study investigates the harmony of husband and wife of a soldier of Korem 132 / Tadulako from Perspective of Islamic Law. This research includes field research with the qualitative method. The data is collected by direct observation and interviews with such matters and thorough documentation of data in Korem 132 / Tadulako. Whereas the approach used in this study is the Religion approach, which is based on the questions of the Qur'an, and Al-Hadith, the approach of dis, which is based on the Discipline of Warrior Discipline in Law No. 26 of 1997. This analysis uses policing, but the analysis that departs from the facts and concrete events in the field then draws conclusions that are general in nature. This research is descriptive-analytical, namely the risk-seeking to harmonize the harmony of soldiers' husband and wife in Korem 132 / Tadulako. research. The results showed that the harmony of the wife's husband and wife in Korem 132 / Tadulako Perspective of the Islamic Law was in accordance with the Islamic law mentioned in QS Ar-Ruum (30): 21 which explained about pleasant-sounding family. From a legal perspective, TNI regulation contributes to improving the husband's relationship with the wife of the soldier because the rules that apply to soldiers and persist must be correlated with each other so that a happy family in the environment is realized.
21
Hrechanovska, Olena. "The role of innovative technologiesin the process of study in ghumanitarian disciplines and the formation of conflictological culture among students of technical universities." Scientific visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 58–63. http://dx.doi.org/10.33310/2518-7813-2019-65-2-58-63.
Full textAbstract:
In the article the essence of the concept of conflictual culture of personality and conflictual culture of future specialists of technical special tiesis dis closed. The problems of formation of conflictological culture in technicalhig her educational institutions are considered. The peculiarities and problems of introduction of innovative technologies in the educational process of technical universities during the study of humanitarian disciplines are emphasized. The author considers innovative teaching technologies as effective psychological and pedagogical methods, forms, means, which are based on the cultura land educational aspect, on the traditional achievements of education, which remain effective, but trans formed depending on the time, psychological features of the personand the specialty of the institution and are implemented in the educational the process of a hig her technical education institution for acquiring know ledge, developing skill sands kills for work after graduation and everyday life of a future engineer. The method of work with work books forin dependent work on the discipline «Pedagogy, Psychology and Teaching Methods in Higher School» for the masters of technical universities is describe das one of the examples of innovative technologies. The auth or proposes the definition of a workbook for independent work as a means of learning that contributes to the cognitive, creative and in dependent development of a specialist, help sin mastering know ledge of a certain discipline on the basis of solving non-standard tasks and forms the ability and ability to evaluate their own and others’ capabilities. Work books must function as a basis for understanding the lecture material, improving it sabsorption and forming components of the conflict culture of future special is in technicalspecialties. The main task of the working notebook developed by us is the development of in dependent acquisition of know ledge. Students are offered interesting tasks in the form of unusual questions, filling schemes and selfdevelopments chemes, crossword puzzles, scanwords, problem (pedagogical) situations, which students analyze. Tests and techniques for self-knowledge that have a psychological approach are offered, and students not only have to complete them, but also an alyze what will enable them to get acquainted with the methodology and to deepen their know ledge of psychology and to acquire the skills to apply them in pedagogical activity. Defined purpose, tasks, functions of the workbook. Examples of tasks performed by students during the study of humanitari and is ciplines are given.
22
Ekholm, David, and Magnus Dahlstedt. "A Model of Discipline: The Rule(s) of Midnight Football and the Production of Order in Subjects and Society." Journal of Sport and Social Issues 44, no. 5 (May 26, 2020): 450–75. http://dx.doi.org/10.1177/0193723520919818.
Full textAbstract:
This article explores the rationalities of social change of a sports-based intervention, midnight football, carried out on two sites in the suburban landscape of Sweden. Based on interviews with coaches and managers and on-site observations, we examine how rationalities and technologies of social change are promoted, how technologies of social change are assumed to operate within the intervention, and how the intervention objectives are formed in relation to the technologies promoted. The analysis is guided by a Foucauldian perspective on disciplinary and pastoral power. It displays how various conceptualizations of risk underpin the intervention, and, in particular, technologies of spatial and temporal diversion. Youth are (dis)located to perceived sites of order and rule, as midnight football is portrayed as a regulated arena in opposition to outside sites of disorder. To form and visualize the rules of law, coaches, ascribed the position of role-models and law-makers, have a particularly important role to play, embodying law, rule, and conduct. In addition, disciplinary power operates through normalizing sanctions, stressing the corrective influence of coaches and readjustment of youth conduct. The technologies promoted are underpinned by goals to form a certain order of subjects, where ideals of conduct can be transferred and proliferated to the world outside, forming order and security in society. Those deemed at-risk and in need of social change, are addressed by means of discipline and control. Conclusively, the technologies promoted appear more as a symptom of existing patterns of inequalities and segregation than as a solution to the challenges confronted.
23
Segundo, Honório Totoli, Ulises Prieto y. Schwatzman, and Myrian Hecht Castilho Garcia. "Avaliação de uma disciplina online da saúde: o olhar do aluno de graduação da Universidade de Brasília." Revista Eletronica Gestão & Saúde 2, no. 1 (October 10, 2011): 79. http://dx.doi.org/10.18673/gs.v2i1.23105.
Full textAbstract:
Este estudo teve como objetivo avaliar o processo de ensino aprendizagem de uma disciplina da área de saúde ofertada na modalidade de educação à distância utilizando a estratégia on line de ensino. A metodologia de avaliação utilizada foi de estudo qualitativo, tipo teórico e analise das percepções dos alunos quanto à vivência no processo. Os dados foram coletados através de um instrumento com questões fechadas que contemplam utilizados pela UnB. Os resultados do estudo destacam contribuições quanto ao planejamento, execução e avaliação do processo vivenciado, destacando como avanços a inovação metodológica para o processo de ensinar, da ampliação de ofertas aos diferentes cursos desta universidade e do pioneirismo na oferta de disciplinas com esta estratégia de aprendizagem. Palavras Chaves: Educação a Distância – Ensino on line – Avaliação de disciplina.This study had as objective evaluates the process of teaching learning of a discipline of the area of health presented in the education modality at the distance using the strategy on teaching line. The methodology of used evaluation was of qualitative study, theoretical type and analyze of the students' perceptions with relationship to the existence in the process. The data were collected through an instrument with closed subjects that meditate used by UnB. The results of the study detach contributions with relationship to the planning, execution and evaluation of the lived process, highlighting as progresses the methodological innovation for the process of teaching, of the amplification of offers to the different courses of this university and of the pioneirismo in the offer of disciplines with this learning strategy. Key words: Education the Distance - I Teach on line - discipline Evaluation. Este estudio tuvo como objetivo evaluar el proceso de enseñanza/aprendizaje de una disciplina del área de salud ofrecida en la modalidad de educación a distancia que usa la estrategia on line de instrucción. La metodología de evaluación usada fué de estudio cualitativo, tipo teórico y análisis de las percepciones de los estudiantes con relación a la vivencia en el proceso. Los datos fueron reunidos através de un instrumento con asuntos cerrados usados por la UnB. Los resultados del estudio destacan las contribuciones con relación a la planificación, ejecución y evaluación del proceso vivenciado, resaltando como progresos la innovación metodológica para el proceso de enseñar, de la ampliación de ofertas a los diferentes cursos de esta universidad y del pioneirismo en la oferta de disciplinas con esta estrategia de aprendizaje. Palabras clave: Educación a Distancia – Enseñanza on line - Evaluación de disciplina.
24
COSTA, HUGO HELENO CAMILO, and ALICE CASIMIRO LOPES. "A comunidade disciplinar em Goodson: impasses em um registro pós-estrutural." Revista Brasileira de Educação 21, no. 67 (December 2016): 1009–32. http://dx.doi.org/10.1590/s1413-24782016216751.
Full textAbstract:
RESUMO Tendo em vista nossa trajetória de pesquisa investigando políticas de currículo em uma perspectiva discursiva, abordamos o pensamento de Ivor Goodson com foco na interpretação das comunidades disciplinares como subjetivações produzidas na política. Defendemos que Goodson propõe a noção de comunidade disciplinar como comunidade profissional que dinamiza a política curricular e vale-se do nome da disciplina na luta por seus interesses. Conjecturamos, no âmbito da teoria curricular, sua perspectiva de sujeito político - a comunidade disciplinar - visando apresentar alguns impasses gerados pelo pensamento da história das disciplinas escolares sobre a comunidade disciplinar, tendo em vista sua apropriação em um enfoque discursivo. Este texto, em síntese, focaliza o que Goodson nos faz pensar sobre as comunidades disciplinares e como sua noção de subjetividade disciplinar na produção das políticas de currículo é modificada ao incorporarmos aportes pós-estruturais em nossas pesquisas.
25
Cipriano, Olga Batista, Ana Karina Almeida Rolim, Maria Angélica Sátyro Gomes Alves, Abrahão Alves de Oliveira Filho, Gymenna Maria Tenório Guênes, Camilla Helena Machado da Costa Figueiredo, and Elizandra Silva da Penha. "Odontologia para pacientes especiais: análise da composição curricular das instituições públicas do Brasil." Research, Society and Development 9, no. 2 (January 1, 2020): e189922135. http://dx.doi.org/10.33448/rsd-v9i2.2135.
Full textAbstract:
Analisar dentre as instituições públicas do Brasil, as disciplinas voltadas ao atendimento de pacientes portadores de necessidades especiais nos cursos de odontologia. Trata-se de um estudo observacional, documental, transversal e de abordagem quantitativa, onde a metodologia adotada foi descrita por Penhae Bonato. Um formulário foi preenchido com informações sobre presença da disciplina, nomenclatura, quantidade de horas, integração disciplinar, caráter optativo ou obrigatório e se a disciplina era teórica ou prática foram coletadas por meio de sites oficiais dos cursos. Nas regiões Norte e Centro-Oeste, 100% das instituições públicas, ofertam a disciplina de pacientes com necessidades especiais. No Nordeste, Sudeste e Sul apenas 55%, 71% e 50%, respectivamente, fornecem esse ensino. A maioria das disciplinas sobre pacientes especiais, quando presentes, são ofertadas nos últimos períodos do curso de graduação, sendo a maioria (32%) no 9º período. Com relação as demais características analisadas (nomenclatura, quantidade de horas, caráter optativo ou obrigatório, teórico ou prático) foi possível perceber uma variação por instituição. Constata-se que algumas instituições não possuem a disciplina na sua grade curricular, no entanto, a sua inclusão é muito importante para a formação de um profissional que atue sobre uma nova lógica, voltada para a humanização e a integralidade do cuidado.
26
Resende, Rui, Luísa Aires, Rui Araújo, Patrícia Gomes, Fátima Sarmento, and Mariana Cunha. "Confinamento Covid-19: Um olhar dos estudantes- estagiários de Educação Física [Covid-19 Confinement: A glimpse of Physical Education pre-service teachers]." Journal of Sport Pedagogy & Research 7, no. 2 (November 2020): 52–60. http://dx.doi.org/10.47863/vryu8806.
Full textAbstract:
The suspension of all in-person teaching activities due to the Covid-19 pandemic resulted in a reconfiguration of face-to-face teaching for distance learning. A qualitative, exploratory and descriptive study was carried out with the purpose of examining the perceptions of students interns about the formative and pedagogical processes experienced in the context of Covid-19 confinement. Data were obtained through the analysis of the Final Reports of Supervised Teaching Practice developed by twenty-seven trainee students of the second cycle of studies in Physical Education Teaching in Basic and Secondary Education of the University Institute of Maia (ISMAI), in the academic year 2019/2020. The qualitative analysis of the data used thematic analysis strategies and codification procedures of the grounded theory. The following themes emerged: (i) Context with profound changes in the organization and management of schools, both in teaching and learning; (ii) Planning and Implementation using innovative teaching and evaluation methodologies, supported by new technologies; (iii) Evaluation with different strategies and focus on the students motivation for the discipline and (iv) Reflection, which evidences a feeling of challenges successfully overcome and (dis)virtualization of the figure of the teacher in the educational process.
27
Khan, Myriam Quintero, and John R. Slate. "Disciplinary Consequence Differences in Grade 6 Students as a Function of Race, Ethnicity, and Economic Status." Journal of School Administration Research and Development 1, no. 1 (May 4, 2016): 36–43. http://dx.doi.org/10.32674/jsard.v1i1.1907.
Full textAbstract:
In this investigation, we used Texas statewide data to determine the extent to which ineq- uities were present in the assignment of school disci- plinary consequences. Specifically examined were the assignment of in-school suspension, out-of-school sus- pension, and disciplinary alternative education pro- gram placement to grade 6 Black, Hispanic, and White students by their economic status in Texas public schools. Inferential analyses yielded statistically sig- nificant differences for each disciplinary consequence within each ethnic/racial group. Students who were economically disadvantaged received statistically sig- nificantly more instances of each disciplinary conse- quence than their same ethnic/racial peers who were not economically disadvantaged. Of note was the very high numbers of grade 6 students who were as- signed these disciplinary consequences. A clear lack of equity was demonstrated in the assignment of dis- ciplinary consequences to grade 6 Black, Hispanic, and White students by their economic status. As such, school administrators and educational leaders are urged to evaluate their own discipline programs to ascertain the degree to which they have equity in the assignment of disciplinary consequences in the stu- dents they serve.
28
Oliveira, Ana. "Políticas curriculares: a luta pela significação no campo da disciplina História." Revista Portuguesa de Educação 25, no. 2 (September 30, 2013): 167. http://dx.doi.org/10.21814/rpe.3006.
Full textAbstract:
Este artigo tem como foco a atuação da comunidade disciplinar de História, na interface que essa comunidade estabelece com o ensino da disciplina e com as políticas curriculares no Brasil, nos anos de 1980. Tendo como matriz a concepção de currículo que confere centralidade aos conceitos de poder e cultura, articulo os aportes teórico-metodológicos da História das Disciplinas Escolares a outras noções, conceitos e categorias tomadas da Teoria do Discurso. Apresento como, no caso brasileiro, um número significativo de atores sociais esteve envolvido em múltiplos processos de articulação e expressou, em textos e discursos, diferentes tendências em relação ao ensino da disciplina. Concluo indicando possíveis questões suscitadas pela análise do Decreto-lei nº 43/2007, que em Portugal regula o Mestrado em Ensino de História e Ensino de Geografia, destacando a tensão entre as disciplinas História e Estudos Sociais.Palavras-chaveEstudos Sociais; Políticas curriculares; Teoria do Discurso
29
Maciel Soares, Cristiane. "ESTUDO E PROPOSTA DE INTERDISCIPLINARIDADE ENTRE A FÍSICA E AS DISCIPLINAS ESPECÍFICAS DO CURSO TÉCNICO DE AUTOMAÇÃO INDUSTRIAL INTEGRADO AO ENSINO MÉDIO DO IFPR – CAMPUS TELÊMACO BORBA." Arquivos do Mudi 24, no. 3 (December 1, 2020): 347–61. http://dx.doi.org/10.4025/arqmudi.v24i3.55555.
Full textAbstract:
O presente artigo apresenta uma reflexão sobre as propostas de integração disciplinar, dentro do currículo integrado, no contexto específico do Ensino Médio Integrado no Instituto Federal do Paraná - Campus Telêmaco Borba. Diante do cenário de integração curricular vivenciado desde 2015 no Campus, pelos Cursos Técnicos Integrados ao Ensino Médio de Automação Industrial e Mecânica, percebe-se que os estudantes ainda não conseguem perceber os conhecimentos em sua totalidade. Partindo dessa premissa, essa pesquisa teve como objetivo principal viabilizar práticas que promovam o aprofundamento das ações interdisciplinares, além da integração disciplinar entre a disciplina de Física e as demais disciplinas específicas de cada curso. As ações metodológicas da pesquisa seguem a abordagem qualitativa e estudo de caso, realizada nas seguintes etapas: Aplicação do questionário estruturado nas turmas de 2º e 3º anos dos cursos de Automação Industrial e Mecânica, no qual o objetivo era mensurar os impactos da integração curricular e buscar o entendimento de como os estudantes sentem tal integração; escolha do curso a ser investigado por esta pesquisa, levantamento e estudo das disciplinas específicas, que já estão integradas com a disciplina de Física; elaboração da proposta de ações interdisciplinares. Para tanto, tais propostas foram discutidas com os docentes atuantes nos cursos técnicos integrados ao Ensino Médio, trazendo suas experiências e expectativas, enriquecendo a proposta e tornando-a viável.
30
Dionísio, Maria Lourdes. "‘Literacia disciplinar’: percepções de professores do ensino básico." Raído 12, no. 30 (December 14, 2018): 73–90. http://dx.doi.org/10.30612/raido.v12i30.9383.
Full textAbstract:
Neste texto, apresentamos e discutimos dados preliminares de um projeto de investigação mais vasto sobre ‘literacia disciplinar’ em escolas portuguesas do ensino básico. Um dos objetivos centrais desse projeto é produzir conhecimento sobre o modo como cada disciplina do currículo gera práticas de leitura e escrita (literacia) especializadas, permitindo, assim, falar de literacia das disciplinas e, neste sentido, organizar práticas formativas para a formação inicial e contínua de todos os professores, neste âmbito. Neste momento do projeto as disciplinas em inquirição através de questionários e entrevistas a professores de seis escolas de Braga, norte de Portugal, são: Português, Línguas Estrangeiras, Matemática, Ciências/Física e Química e História dos 2º e 3º ciclos do Ensino Básico (10-12 e 13-15 anos, respetivamente). Para este artigo, consideraremos dados relativos à percepção, pelos professores, da presença de práticas de literacia nas aulas das suas disciplinas; às finalidades das tarefas disciplinares que envolvem a leitura; aos géneros textuais usados para aprender as “matérias” e seus suportes. Para além de um enquadramento sobre o conceito de literacia disciplinar e a sua relevância para a aprendizagem dos conteúdos escolares, são igualmente discutidas como conclusão, algumas especificidades das literacias disciplinares já identificadas tanto nos questionários como nas entrevistas, nomeadamente quanto a géneros e estruturas textuais ou mesmo tarefas como, por exemplo, explicar em ciências.
31
Derossi, Caio Corrêa, and Joana D'Arc Germano Hollerbach. "A disciplina Estudo de Problemas Brasileiros (EPB) na Universidade Federal de Viçosa (UFV): em foco o projeto educacional do regime civil-militar para as universidades brasileiras / The discipline Brazilian Problems Study (EPB) in the Federal University of Viçosa (UFV): in focus of the educational project of the civil-military regime for brazilian univesrsities." Revista de História e Historiografia da Educação 3, no. 9 (December 30, 2019): 152. http://dx.doi.org/10.5380/rhhe.v3i9.68719.
Full textAbstract:
No contexto de acirramento das forças do regime civil-militar e da intensificação das estratégias de controle da população, em 1969 é criada a disciplina Estudo de Problemas Brasileiros (EPB), como matéria obrigatória. Direcionada ao ensino superior, era um instrumento ideológico do projeto educacional dos militares para o enfrentamento do movimento estudantil e das supostas ameaças do comunismo. Neste sentido, o presente artigo almeja contribuir para as discussões acerca do projeto de socialização dos interesses do regime militar nas universidades brasileiras. Por meio de pesquisa documental, contextualiza a EPB na Universidade Federal de Viçosa, Minas Gerais, a partir de fontes oficiais, como os catálogos de disciplinas da instituição, as atas e os documentos das reuniões de conselhos colegiados superiores do período de vigência da disciplina (1969-1993). No que tange à pesquisa documental, pode-se inferir, com base na organização dos cursos de EPB e na sua vigência, a sua plena aderência na instituição. Outro aspecto que merece destaque foi a realização dos cursos de EPB mesclando alunos do Colégio Universitário (COLUNI) e dos cursos de graduação e pós-graduação, mesmo que essa prática não tivesse sido prescrita na lei, o que nos leva a concluir que houve empenho na transmissão da mensagem dos governos militares aos estudantes brasileiros, em detrimento de um esforço didático-pedagógico, a supor pelas diferenças entre os níveis de escolarização contemplados. ***In the context of the intensification of the forces of the civil-military regime and the intensification of population control strategies, in 1969 the discipline Study of Brazilian Problems (EPB) was created. Directed to higher education, it was an ideological instrument of the educational project of the military to confront the student movement and the supposed threats of communism. In this sense, the text aims to contribute to the discussions about the project to socialize the interests of the military regime in Brazilian universities, based on documentary research, contextualizing the EPB discipline at the Federal University of Viçosa (MG), through official sources, such as the catalogs of disciplines of the institution and of the minutes and documents of the meetings of higher collegiate councils of the period of validity of the discipline (1969/1993). With regard to the research in its locus, one can conclude, due to the organization of the BPS courses and their validity, the full adherence to the institution. Another point that deserves to be highlighted was the realization of the courses of EPB merging students of the University College and undergraduate and postgraduate courses, even such practice not being prescribed by law. What gives us the strength to think that there was not a didactic-pedagogical effort, to suppose by the differences between the levels of schooling, but rather the commitment in transmitting the message of the military governments to the Brazilian students.
32
Costa, Hugo Heleno Camilo, and Alice Ribeiro Casimiro Lopes. "A Geografia na política de currículo: quando a integração reafirma a disciplina." Pro-Posições 27, no. 1 (April 2016): 179–95. http://dx.doi.org/10.1590/0103-7307201607910.
Full textAbstract:
Resumo Este artigo focaliza a interdisciplinaridade como expressão de um dos sentidos de currículo integrado nas políticas para o Ensino Médio. Buscando desenvolver tal investigação, analisam-se documentos oficiais: Parâmetros, Orientações complementares aos Parâmetros e Orientações Curriculares Nacionais, com atenção à disciplina Geografia. A partir da abordagem ao ciclo de políticas de Ball, discutimos os textos oficiais como representações de um conjunto mais amplo das políticas de currículo. Com Goodson, analisa-se a relação entre as disciplinas acadêmica e escolar, tendo em vista discursos em defesa da interdisciplinaridade. Problematiza-se a influência da comunidade disciplinar na definição das políticas para Geografia, ao argumentar que, apesar de proposta como via de integração curricular, a interdisciplinaridade tende a ser ressignificada como característica da ciência geográfica nos textos específicos, possibilitando que, de forma híbrida, o discurso disciplinar seja apoiado pela ideia de integração curricular.
33
Wichmann, H. E. "Genetic Epidemiology in Germany." Methods of Information in Medicine 44, no. 04 (2005): 584–89. http://dx.doi.org/10.1055/s-0038-1634011.
Full textAbstract:
Summary Objectives: Genetic epidemiology investigates the role of genetic factors and their interaction with environmental factors (in a broad meaning) for the occurrence of diseases in human populations. Its aim is to undest-and the influence of genetics on the development of dis-eases, their course and the clinical implications, with the final goal to improve prevention, diagnostics and therapy. Methods: Originally genetic epidemiology was understood as a specialized discipline with the main focus on family-based studies. The extraordinary development of genetics in the last decades – with respect of the understanding of the meaning of genes for human health, as well as by the availability of cost-effective high throughput methods in the lab, has opened enormous opportunities to study genetic factors. Now, genetic epidemiology and genetic statistics have a much broader application. In addition, access to large samples of patients or from the population is needed. This can be realized via biobanks. Results: Large biobanks with 500,000 or more patients or participants from the general population are being established or planned in the UK, Japan or the US. However, in Germany only two smaller activities are ongoing, KORA-gen in the south and POPGEN in the north. Possibilities to reach larger numbers, based on existing cohorts or disease networks are discussed. Ethical boundary conditions have to be taken into account, which seem to improve due to the Opinion of the German National Ethics Council on Biobanks for Research. Furthermore, the activities of the German centers for Genetic Epidemiological Methods (GEMs) as research and support units for genetic statistics and epidemiological methodology are described. Conclusions: Genetic epidemiology is based strongly on interdisciplinary collaboration and includes basics of genetics, elements of molecular biology to identify genes, population genetics, clinical medicine, and methodological disciplines as epidemiology, biostatistics and bioinformatics. In Germany the situation for this type of patient-based research has recently improved due to the National Genome Research Network (NGFN).
34
Viatroski, Renon Carlos Costa, Alysson Rafael Ribeiro de Pontes, Érica Fernanda De Paula, Diego Petyk de Sousa, and Alfredo Cesar Antunes. "A língua brasileira de sinais nos cursos de licenciatura em educação física: análise das instituições de ensino superior públicas da região sul do Brasil." Caderno de Educação Física e Esporte 17, no. 1 (June 11, 2019): 209–15. http://dx.doi.org/10.36453/2318-5104.2019.v17.n1.p209.
Full textAbstract:
Introdução: Considerando o Decreto Federal nº 5.626, de 22 de dezembro de 2005, a Língua Brasileira de Sinais passa a ser inserida como disciplina curricular obrigatória nos cursos de formação de professores. Objetivo: Dessa forma, objetivamos caracterizar a oferta da disciplina de Língua Brasileira de Sinais nos cursos de Licenciatura em Educação Física, nas universidades públicas da região sul do Brasil. Método: Para tanto, procedemos com uma abordagem qualitativa do problema, a nível exploratório e com o delineamento da pesquisa documental. Para a coleta dos dados utilizamos o site do e-MEC, assim, para obter o número total das universidades públicas da região sul, que oferecem o curso de Licenciatura em Educação Física presencial. Resultados: Desse modo, observamos: a) há 16 instituições públicas da região sul do Brasil oferecem o curso de Licenciatura em Educação Física; b) a disciplina de Libras está presente em todas as ementas analisadas; c) O termo mais presente nas ementas é ‘Básico de Libras’; d) constatamos uma variação entre 68h, 40h e até 30h da disciplina; e) em 15 instituições a disciplina de Libras é oferecida na modalidade presencial e uma na modalidade a distância. Conclusão: As experiências da Universidade Estadual de Ponta Grossa e da Universidade Federal do Rio Grande precisam ser mais exploradas, pois, são casos onde o padrão de ensino de libras é singular em relação às demais.ABSTRACT. The brazilian signals language in the degree in physical education: analysis of the public higher education institutions of the southern region of Brazil. Introduction: After the promulgation of the Decree nº 5.626, of December 22, 2005, the Brazilian Signals Language (LIBRAS) was introduced as compulsory curricular discipline in the teacher formation courses. Purpose: Thus, the main purpose was to characterize the offer of the Brazilian Language of Signals in the Degree in Physical Education, at the public Universities of the southern region of Brazil. Method: Therefore, we proceed a qualitative approach to the problem, at the exploratory level and with the delineation of the documentary research. For the data collection we utilized the e-MEC website, likewise, to obtain the total number of the public Universities of the southern region, that offer the presential Degree in Physical Education. Results: We observe, as a result: a) there are sixteen public institutions in the southern region of Brazil offering the Degree in Physical Education; b) the discipline of Libras is present in all the analyzed summaries of the disciplines; c) the most present term in these summaries is “Basic of Libras”; d) we found a variation between 68h, 40h and until 30h of the discipline; e) in fifteen institutions, the discipline of Libras is offered in the presential modality and one in the distance modality. Conclusion: The experiences of State University of Ponta Grossa and Federal University of Rio Grande need to be more explored, because the both are cases in which the standard of teaching Libras is unique, when compared to other cases.
35
Thévenaz-Christen, Thérèse. "Au cœur de la forme scolaire, la discipline. L’exemple du français parlé." Swiss Journal of Educational Research 30, no. 2 (September 1, 2008): 299–324. http://dx.doi.org/10.24452/sjer.30.2.4792.
Full textAbstract:
L’article ci-après vise à montrer que l’enseignement à l’école obligatoire s’appuie sur une forme de socialisation systématique, la forme scolaire. Cette forme de socialisation s’organise sur la base de contenus d’enseignement eux-mêmes structurés en disciplines scolaires traversant toute la scolarité. La forme scolaire serait alors unique. Cette hypothèse est mise en discussion ici. Pour vérifier sa pertinence, nous cherchons à montrer que la forme scolaire se manifeste à l’école enfantine déjà.Dans cette perspective, nous nous appuyons sur une définition de la discipline et de la forme scolaire comme forme de socialisation pour discipliner les élèves en les disciplinarisant. À l’exemple du français, en particulier d’un de ces composants, le français parlé, nous analysons des séances d’enseignement dans trois classes de l’école enfantine genevoise pour mettre en évidence qu’une forme d’enseignement disciplinante et disciplinarisante y émerge
36
Conceição, Márcio Magera, Ricardo Shitsuka, Dorlivete Moreira Shitsuka, and Caleb David Willy Moreira Shitsuka. "PESQUISA-AÇÃO EM UMA DISCIPLINA A DISTÂNCIA DE INTRODUÇÃO À COMPUTAÇÃO EM UM CURSO PRESENCIAL." Revista Educa��o - UNG-Ser 15, no. 3 (November 8, 2020): 21. http://dx.doi.org/10.33947/1980-6469-v15n3-3700.
Full textAbstract:
Resumo
Os cursos superiores presenciais de Licenciatura no Brasil podem conter até 40% de disciplinas a distância. Estas pressupõem o emprego de um ambiente virtual e a separação física entre quem ensina e os que aprendem e há estudantes que apresentam dificuldades em relação à modalidade da Educação a Distância (EAD). Acredita-se que por meio da forma de trabalho do tutor, torna-se possível melhorar a satisfação do aluno nas disciplinas EAD. O objetivo deste artigo é apresentar um estudo no qual os alunos de uma disciplina inicial de um curso inicialmente apresentam dificuldades de participação e engajamento na disciplina de introdução à computação. Realiza-se um trabalho de pesquisa-ação por meio do qual se ouvem as dificuldades dos alunos e realizam-se propostas conjuntas para o trabalho tutoral. Passa-se a trabalhar nos fóruns da disciplina com o emprego de cores e letras diferentes para cada participante, padronizando desta forma a participação de cada aluno do curso. Observa-se por meio das notas e de uma coleta de informações no final do período que os alunos melhoram seu desempenho na disciplina, participação e engajamento no curso.
Palavras-chave: Pesquisa participativa; Trabalho colaborativo; Informática na educação; Tecnologias educacionais.
Resumen
Los cursos superiores presenciales de Licenciatura en Brasil pueden contener hasta un 40% de disciplinas a distancia. Estas presupone el empleo de un ambiente virtual y la separación física entre quien enseña y los que aprenden y hay estudiantes que presentan dificultades en relación a la modalidad de la Educación a Distancia (EAD). Se cree que por medio de la forma de trabajo del tutor, se hace posible mejorar la satisfacción del alumno en las asignaturas EAD. El objetivo de este artículo es presentar un estudio en el cual los alumnos de una disciplina inicial de un curso inicialmente presentan dificultades de participación y compromiso en la disciplina de introducción a la computación. Se realiza un trabajo de investigación-acción por medio del cual se oye las dificultades de los alumnos y se realizan propuestas conjuntas para el trabajo tutoral. Se pasa a trabajar en los foros de la disciplina con el empleo de colores y letras diferentes para cada participante, estandarizando de esta forma la participación de cada alumno del curso. Se observa por medio de las notas y de una recolección de informaciones al final del período que los alumnos mejoran su desempeño en la disciplina, participación y compromiso en el curso.
Palabras clave: Investigación participativa; Trabajo colaborativo; Informática en la educación; Tecnologías educativas.
Summary
Bachelor's degree courses in Brazil can contain up to 40% of distance learning courses. These presuppose the use of a virtual environment and the physical separation between those who teach and those who learn and there are students who present difficulties in relation to the mode of distance education. It is believed that through the form of work of the tutor, it becomes possible to improve student satisfaction in the EAD discipline. The aim of this article is to present a study in which the students of an initial discipline of a course initially present difficulties of participation and engagement in the subject of introduction to computing. A work of action research is carried out through which the students' difficulties are heard and joint proposals are made for the tutorial work. It is used in the disciplinary forums with the use of different colors and letters for each participant, thus standardizing the participation of each student of the course. It is observed through the notes and an information collection at the end of the period that the students improve their performance in the discipline, participation and engagement in the course.
Palavras-chave: Participatory research; Collaborative work; Informatics in education; Educational technologies.
37
Salles, André Mendes. "Currículo escolar, prática pedagógica e saberes disciplinares da História." História & Ensino 26, no. 2 (December 13, 2020): 73. http://dx.doi.org/10.5433/2238-3018.2020v26n2p73.
Full textAbstract:
O presente texto objetiva refletir sobre as relações teóricas entre currículo, disciplina escolar, prática pedagógica e saber disciplinar, com foco para a História – acadêmica e escolar. Parte-se de uma perspectiva teórica crítica do currículo, que o entende como uma construção social negociada, enredada em relações de poder. Nesse sentido, assinala-se a necessidade de investimentos cada vez maiores em pesquisas acerca da História das disciplinas escolares, para que se compreenda como elas foram sendo socialmente construídas em cada contexto histórico, social, político, cultural e curricular de cada país e em cada momento específico, assim como as relações estabelecidas com os saberes disciplinares correspondentes e com a prática pedagógica.
38
Vilela, Mariana Lima, Sandra Escovedo Selles, and Everardo Paiva Andrade. "Vivências profissionais e construção da disciplina escolar Biologia na formação inicial de professores." EDUCAÇÃO: Teoria e Prática 23, no. 44 (December 16, 2013): 46. http://dx.doi.org/10.18675/1981-8106.vol23.n44.p46-62.
Full textAbstract:
Com o objetivo de analisar conhecimentos produzidos por licenciandos e compreender sentidos das experiências vividas por eles, na interface entre a universidade e a escola, este artigo apresenta resultados de uma investigação da Prática de Ensino em Ciências Biológicas. Com base em perspectivas variadas do campo do currículo – história das disciplinas escolares e conhecimento escolar – e na problemática dos saberes docentes, a pesquisa analisa relatórios da Prática de Ensino e de depoimentos gerados por meio de entrevistas. A análise indica que os licenciandos, ainda na formação inicial, elaboram conhecimentos que passam a compor seus saberes experienciais, necessários à legitimação da profissão. Além disso, sugere também que os professores em formação participam da construção das disciplinas escolares, ao mesmo tempo em que estas influenciam e reforçam a especificidade disciplinar de sua formação. Por fim, a análise evidencia que a formação no âmbito de uma licenciatura não se situa apenas no plano geral de uma preparação acadêmica, mas também, mobilizando saberes oriundos de diversas fontes, constitui-se no interior mesmo de uma disciplina escolar.
39
Moreno, Danilo Bastos, César Augusto Barroso de Andrade, Maria Emanuela Cordeiro Alves, and Leonardo Coelho Rodrigues. "A percepção dos gestores das escolas de ensino médio em Fortaleza sobre a importância da educação física como componente curricular." Caderno de Educação Física e Esporte 19, no. 3 (September 1, 2021): 1–6. http://dx.doi.org/10.36453/cefe.2021.n3.27514.
Full textAbstract:
INTRODUÇÃO: A Educação Básica no Brasil passou por momentos bem conturbados durante a década de 2010. Dentre esses momentos pode-se destacar a evolução da MP n° 746/2016 para a Lei 13.415/2017 e a instituição do Novo Ensino Médio. A partir desta Lei, a Educação Física (EF) poderia ser excluída do rol de disciplinas curriculares obrigatórias da Educação Básica. Em meio a esse cenário, vários movimentos foram realizados para manter a EF como obrigatória na etapa do Ensino Médio na escola. OBJETIVO: Verificar a percepção dos gestores de escolas de ensino médio, pertencentes a rede pública do estado do Ceará, sobre a importância das aulas de EF. MÉTODOS: O estudo caracteriza-se como uma pesquisa de campo e exploratória, com caráter transversal quanti-qualitativo, com a aplicação de um questionário do tipo Likert, com itens de múltipla escolha acerca de cada pergunta, variando as opções entre “discordo total”, “discordo parcialmente”, “concordo parcialmente” e “concordo totalmente”. Participaram do estudo gestores de escolas regulares e profissionalizantes. A amostra do estudo foi composta por 40 gestores de escolas regulares e de tempo integral de um total de 119 escolas, perfazendo 33% das escolas elencadas como público para o atual estudo. A coleta de dados ocorreu dentre os anos de 2018 e 2019. RESULTADOS: Foi achado que os gestores consideram a EF como importante à formação integral do estudante (92,5%), que a carga horária semanal deveria ser aumentada (62,5%) e que a disciplina contribui para uma melhoria da prática de atividade física dos estudantes. CONCLUSÃO: A partir da percepção dos gestores das escolas estaduais da cidade de Fortaleza (CE), o componente curricular EF é importante para a formação dos estudantes. Bem como, eles consideram que a carga horária da disciplina poderia ser aumentada por conta da importante influência da disciplina sobre a prática de atividade física.ABSTRACT. Perception of high school managers in Fortaleza on the importance of physical education as curriculum component.BACKGROUND: The Basic Education in Brazil has been through hard moments during 2010 decade. Among these moments, can be put in the spotlight the advance from the MP n° 746/2016 into 13.415/2017 Law and the institutionalization of the New High School level in Brazil. Through this new law, the Physical Education could be excluded from the group of essencial disciplines in the Basic Education. Due to this, many struggling movements took place in order to maintain the Physical Education as an essencial discipline in Basic Education. OBJECTIVE: The research investigated the perception of managers of high schools, belonging to the public network of the state of Ceará, Brazil, on the importance of PE classes. METHODS: The study is characterized as a field and exploratory research, with a quantitative and qualitative cross-sectional character, with the application of a Likert-type questionnaire, with multiple choice items about each question, varying the options between “total disagree”, “Partially disagree”, “partially agree” and “totally agree”. Managers of regular and professional schools participated in the study. Thus, the sample of the present study was composed of 40 regular and full-time school managers from a total of 119 schools, making up 33% of the schools listed as public for the current study. Data collection took place between the years 2018 and 2019. RESULTS: The managers consider the PE important in contribution to the student´s integral formation (92,5%), the workload should be increased (62,5%) and that the discipline contributes to an increase in the amount of the student´s physical activity practice. CONCLUSION: Based on the perception of managers of state schools in the city of Fortaleza-CE, the Physical Education curricular component is important for the formation of students. As well, they consider that the workload of the discipline could be increased due to the important influence of the discipline on the practice of physical activity.
40
Boisvert, Mathieu. "Tempê en la demeure : Réflexions sur l'état des sciences des religions." Studies in Religion/Sciences Religieuses 27, no. 4 (December 1998): 373–85. http://dx.doi.org/10.1177/000842989802700402.
Full textAbstract:
This article first sketches the historical development of religious studies in order to question the actual situation of our discipline. The main objective is not to offer an exhaustive representation of the discipline, but rather to present some general observations and to introduce some questions that are crucial for determining our discipline's identity. I will then attempt to establish a connection between the ideas put forth in the articles in this issue of SR and my own professional experience in the field of religious studies.
41
Buj Buj, Antonio. "Los desastres naturales y la geografía contemporánea." Estudios Geográficos 58, no. 229 (August 9, 2018): 545. http://dx.doi.org/10.3989/egeogr.1997.i229.644.
Full textAbstract:
Los desastres naturales y la geografía contemporánea. La geografía contemporánea empezó a integrar los eventos calamitosos en sus reflexiones epistemológicas gracias a la geografía de las calamidades, cuyas primeras formulaciones aparecieron hacia 1920, de la mano de Raoul Montandon. La obra más importante de éste fue la revista Matériaux pour l'Etude des Calamités. La otra reflexión epistemológica importante sobre las calamidades naturales se desarrolló en Estados Unidos, gracias a la iniciativa de los alumnos de Gilbert F. White. En la década de los sesenta, L Burton, R.W. Kates y el mismo White, empezaron a plantear la llamada geografía de los riesgos. Esta empezó pronto a ser calificada de tecnocrática por la llamada geografía radical, como resultado de la aplicación del análisis marxista. La disciplina recuperaba así algunos de los presupuestos iniciales de la geografía de las calamidades; aquellos que ponían énfasis en el carácter social de las catástrofes naturales. Estos modelos de investigación, junto al trabajo en otras disciplinas, han ayudado a crear un marco de nuevas sensibilidades frente a las mismas.
[fr] Les désastres naturels et la géographie contemporaine. La géographie contemporaine a commencé à intégrer les faits calamiteux dans leurs réflexions épistémologiques à partir de la géographie des calamités dont les premières formulations son apparues vers 1920, de la main de Raoul Montandon. Une de ses oeuvres les plus importantes a été Matériaux pour l'Étude des Calamités. L'autre réflexion épistemologique importante sur les calamités naturelles s'est développée aux États-Unis à partir de l'iniciative des élèves de Gilbert F. White. Dans les années 60, L Burton, R.W. Kates et White commenceront à poser la géographie des risques. Celle-ci fut qualifiée rapidement de technocrate par la géographie radicale, résultat de l'application de l'analyse marxiste. La discipline récupérait ainsi quelques principes iniciaux de la géographie des calamités; par exemple ceux qui ponaient l'accent sur le caractère social des catastrophes naturelles. Ces modèles d'investigation et le travail efectué dans d'autres disciplines ont aidé à créer un marc de nouvelles sensibilités en relations aux mêmes.
42
Oliveira, Verônica Danielly de, and Ezequias Matos Esteves. "Práticas e perspectivas dos professores das disciplinas específicas e de Matemática e dos alunos do Curso Técnico Integrado em Eletrotécnica do IFPI - Campus Teresina Central, a partir da disciplina de Circuitos Elétricos." Revista Insignare Scientia - RIS 2, no. 2 (September 16, 2019): 37–55. http://dx.doi.org/10.36661/2595-4520.2019v2i2.10766.
Full textAbstract:
O objetivo da presente pesquisa foi investigar a prática e percepções dos professores de matemática e dos professores das disciplinas específicas e dos alunos do Curso Técnico Integrado em Eletrotécnica do IFPI – Campus Teresina Central tomando como referência a influência dos conhecimentos matemáticos na disciplina de Circuitos Elétricos, e elencar diretrizes que possam contribuir para a reformulação do Projeto Político Pedagógico do Curso. Trata-se de uma pesquisa descritiva, de natureza aplicada e abordagem qualitativa, com 28 alunos da segunda série do curso, com 11 professores das disciplinas específicas e com 4 professores de matemática. Os instrumentos de coleta de dados foram questionários e atividades prática e teórica. Chegou-se nos pré-requisitos matemáticos das disciplinas específicas, em especial da disciplina de Circuitos Elétricos, e a diretrizes que podem possibilitar o estudo desses pré-requisitos antes do estudo da disciplina específica e que promovam a integração entre os professores das diversas áreas.
43
Bertilsson, Margareta. "Sociologiens problemer i en social verden uden grænser." Dansk Sociologi 10, no. 4 (February 5, 2007): 53–69. http://dx.doi.org/10.22439/dansoc.v10i4.738.
Full textAbstract:
An unrestricted social world and the problem(s) of sociology
Sociology has been characterized as an embattled science all through its century-long history. Now, by the turn of the mil¬lennium it is still considered a controver¬sial science: contemporary discussions in the USA have made it clear that so¬ciology risks implosion from the inside either because it is evolving into a science of cultural differences mirroring the ma¬ny forms of contemporary moral redresses or else as an esoteric symbol system out of touch with social reality. The article starts out with surveying some such con¬temporary arguments, raised by socio¬logists and directed against the sociolo¬gical discipline in the 90´s.
Seen from within the system of the modern sciences, sociology is typically what has been called an “unrestricted” science. It harbours a wide variety of theo¬retical and methodological approaches without any real centre. Profound que¬stions have recently been raised if socio¬logy as a discipline is falling apart in various specialties with regard to sub¬stances, theories, and methods. Network arrangements among cognitive special¬ties threaten the classic disciplinary mo¬del of science today in general, and so¬ciology is especially threatened by such de-centring tendencies.
But the thrust of the argument in this article is to view the alleged dissolution of sociology in light of the wider theme of an eventual dissolution of the notion of the “social”. Could it be, by the end of the 20´s century, that our social world assumes different characteristics than those contained in the old framework of the nation-state. Many different notions of the term social are then listed aiming at the question if the term social itself is but a late historic construction, pertai¬ning in particular to the glue that was to hold the territorial state together. As a “resource” the social world is a precondi¬tion of human life, but as a “topic of dis¬course”, and a theme of sociology, em¬ployments of the term social need consi¬dering a future social world without de¬finite borders.
Due to the expansion not the least of mass technology, the social world has been transformed immensely. The expan¬sion process can be captured as a three¬fold process: individualization, contrac¬tualization, and mediatization. Whereas the old container theory stipulated a more or less unified model of the social, a new vision of the social requires us to accom¬modate to this overriding and threefold expansion process. However, these diffe¬rent processes may pull in different cog¬nitive directions - and the question will be raised in the end if the future of socio¬logy can find a “reflective equilibrium” and maintain its disciplinary bounda¬ries or if the discipline will dissolve as a consequence of the dissolution of its own subject-matter?
44
Abdallah, Khadijah E., Kathleen A. Calzone, Jean F. Jenkins, Melissa E. Moss, Sherrill L. Sellers, and Vence L. Bonham. "A Comparison of Physicians' and Nurse Practitioners' Use of Race in Clinical Decision-Making." Ethnicity & Disease 29, no. 1 (January 17, 2019): 1–8. http://dx.doi.org/10.18865/ed.29.1.1.
Full textAbstract:
Objective: The debate over use of race as a proxy for genetic risk of disease continues, but little is known about how primary care providers (nurse practitioners and general internal medicine physicians) currently use race in their clinical practice. Our study investigates primary care providers’ use of race in clinical practice.Methods: Survey data from three cross-sectional parent studies were used. A total of 178 nurse practitioners (NPs) and 759 general internal medicine physicians were included. The outcome of interest was the Racial Attributes in Clinical Evaluation (RACE) scale, which measures explicit use of race in clinical decision-making. Predictor variables included the Genetic Variation Knowledge Assessment Index (GKAI), which measures the providers’ knowledge of human genetic variation.Results: In the final multivariable model, NPs had an average RACE score that was 1.60 points higher than the physicians’ score (P=.03). The GKAI score was not significantly associated with the RACE outcome in the final model (P=.67).Conclusions: Physicians had more knowledge of genetic variation and used patients’ race less in the clinical decision-making process than NPs. We speculate that these differences may be related to differences in discipline-specific clinical training and approaches to clinical care. Further exploration of these differences is needed, including examination of physicians’ and NPs’ beliefs about race, how they use race in disease screening and treatment, and if the use of race is contributing to health care disparities.Ethn Dis.2019;29(1):1-8; doi:10.18865/ ed.29.1.1.
45
Oliveira, Ana Luiza de Mendonça, and Marineia Crosara de Resende. "Oficinas vivenciais: reflexões sobre direitos humanos de pessoas com deficiências." Psicologia Escolar e Educacional 21, no. 2 (August 2017): 295–301. http://dx.doi.org/10.1590/2175-3539201702121118.
Full textAbstract:
Resumo Considerando o aumento da atenção para a inclusão da pessoa com deficiência na sociedade, torna-se fundamental para os futuros professores, ou seja, os alunos dos cursos de licenciatura, compreenderem como as pessoas com deficiência percebem sua vida, se ajustam, vivem o dia a dia e participam da vida em comunidade. Este trabalho se propõe a relatar as Oficinas Vivenciais do projeto "Vivenciando a Deficiência: (des)educando para incluir", realizada junto a 638 alunos matriculados na disciplina Psicologia da Educação, na Universidade Federal de Uberlândia (MG). As Oficinas foram realizadas por meio da vivência de simulação das deficiências, com os participantes se colocando no lugar do outro, com equipamentos que simulam deficiências visuais e/ou auditivas. Na avaliação final, ficou explícito o compromisso em serem multiplicadores de acessibilidade e a necessidade de disciplinas que trabalhem os Direitos Humanos, especificamente, das pessoas com deficiência para a quebra de estereótipos.
46
Atkinson, Michael M. "Policy, Politics and Political Science." Canadian Journal of Political Science 46, no. 4 (December 2013): 751–72. http://dx.doi.org/10.1017/s000842391300084x.
Full textAbstract:
Abstract.Political scientists are increasingly studying public policy in interdisciplinary environments where they are challenged by the political and normative agenda of other disciplines. Political science has unique perspectives to offer, including a stress on the political feasibility of policy in an environment of power differentials. Our contributions should be informed by the insights of cognitive psychology and we should focus on improving governance, in particular the competence and integrity of decision makers. The discipline's stress on legitimacy and acceptability provides a normative anchor, but we should not over invest in the idea that incentives will achieve normative goals. Creating decision situations that overcome cognitive deficiencies is ultimately the most important strategy.Résumé.Les politologues étudient les politiques publiques dans des contextes de plus en plus interdisciplinaires, où ils sont remis en question par les préoccupations politique et normatives d'autres disciplines. La science politique a des perspectives uniques à offrir, y compris un accent sur la faisabilité politique des politiques publiques dans un contexte de relations de pouvoir asymétriques. Nos contributions doivent être informées par les idées associées à la psychologie cognitive et nous devrions nous concentrer sur l'amélioration de la gouvernance, et notamment la compétence et l'intégrité des décideurs. L'accent de notre discipline sur la légitimité et l'acceptabilité fournit un point d'ancrage normatif, mais il ne faut pas trop investir dans l'idée que des mesures incitatives permettront nécessairement d'atteindre des objectifs normatifs. Créer des situations de décision qui surmontent les lacunes cognitives des acteurs est finalement la stratégie la plus importante à adopter.
47
De Almeida, Durinezio José, Renata Léia Demário Vieira, and Guilherme Barroso Langoni de Freitas. "Das enzimas à análise sensorial: relato de aula prática interdisciplinar." Revista de Ensino de Bioquímica 12, no. 2 (October 27, 2014): 55. http://dx.doi.org/10.16923/reb.v12i2.322.
Full textAbstract:
Em programas acadêmicos de Nutrição, a Bioquímica é uma das disciplinas iniciais, contudo fundamental para o decorrer do aprofundamento no curso. Esta disciplina engloba aulas práticas com o objetivo de melhorar a compreensão e tornar mais eficaz o entendimento do conteúdo, pois são baseadas em observações diretas elucidando reações moleculares das quais tange o ensino da disciplina de Bioquímica.O texto pretende expor a experiência de uma aula prática multidisciplinar como contexto inicial as enzimas e, que abrange noções das disciplinas de Análise Sensorial, Estatística, Biologia Celular e Tecnologias em Nutrição. A experiência mostrou-se frutífera e efetiva demonstrando que a pedagogia da redescoberta é importante em disciplinas em que é exigido um grande nível de abstração dos alunos, como é o caso da Bioquímica.
48
Ferreira dos Santos, Maria Cristina. "Conhecimentos e disciplinas escolares: reflexões sobre a construção social do currículo na educação básica." Dialogia, no. 20 (September 30, 2014): 75–84. http://dx.doi.org/10.5585/dialogia.n20.5071.
Full textAbstract:
Com o desenvolvimento dos sistemas de ensino, as disciplinas tornaram-se elementos hegemnicos da organizao formal do currculo escolar. Estudos sobre a constituio das disciplinas escolares nos auxiliam a compreender a produo curricular na educao bsica como um construto scio-histrico, em que cabe investigar os objetivos, conhecimentos, metodologias e avaliaes em articulao com o contexto social e nas relaes que as disciplinas escolares estabelecem com as disciplinas de referncia e as finalidades sociais. Este trabalho pretende contribuir para o debate sobre o currculo escolar investigando as noes de disciplina, conhecimento e cultura escolar e buscando refletir sobre os elementos constitutivos do conhecimento e das disciplinas escolares, assim como sobre o papel dos professores e da comunidade disciplinar na construo social do currculo. Para isso apoiamo-nos nos referenciais terico-metodolgicos de Ivor Goodson (1983, 1995, 1997), Andr Chervel (1990), Dominique Julia (2001 e 2002) e Antonio Viao (2008) sobre as disciplinas e culturas escolares; Jean Claude Forquin (1992, 1993) e Andr Chervel (1990) sobre os traos morfolgicos e estilsticos dos conhecimentos e os elementos constitutivos das disciplinas; e Alice Casimiro Lopes (1999, 2007, 2008) com as noes de conhecimento escolar e disciplinas escolares. Assumindo a perspectiva de que os conhecimentos legitimados na escola so resultantes de disputas e tenses em campos distintos das cincias de referncia, consideramos que as disciplinas escolares so um construto prprio da escola. As disciplinas escolares apresentam caractersticas que as aproximam das cientficas e acadmicas, mas tambm se distanciam destas, pois atendem a finalidades sociais especficas, que reconfiguram sua organizao e conferem diferente hierarquizao de objetivos e valores relacionados s finalidades educativas, na dimenso da cultura escolar. Entendemos que o conhecimento escolar se ajusta rotinizao e ritualizao das prticas escolares e tem as marcas da organizao nas diferentes disciplinas em anos ou sries e da diviso do tempo entre as disciplinas no horrio da escola, apresentando traos caractersticos presentes em produtos escolares e relacionando-se intimamente s disciplinas escolares. Atentamos tambm para a importncia do papel dos professores e da comunidade disciplinar na constituio das disciplinas, considerando que estes atores sociais produzem e organizam o conhecimento escolar em determinado contexto scio-histrico.Bibliografia BsicaCHERVEL, Andre. Histria das disciplinas escolares: reflexes sobre um campo de pesquisa. Teoria e Educao, n. 2, Porto Alegre, 1990, p. 177-229. FORQUIN, J. C. Saberes escolares, imperativos didticos e dinmicas sociais. Teoria Educao, n. 5. Porto Alegre: Pannonica Editora, 1992.FORQUIN, J. C. Escola e cultura: as bases sociais e epistemolgicas do conhecimento escolar. Porto Alegre: Artes Mdicas, 1993.GOODSON, Ivor F. School Subjects and Curriculum Change. Croom Helm Curriculum Policy and Research Series. 1983.GOODSON, Ivor F. Currculo: Teoria e Histria. Petrpolis: Vozes, 1995. GOODSON, Ivor F. A Construo Social do Currculo. Coletnea de textos de Goodson organizada por Antnio Nvoa. Lisboa: Educa, 1997. JULIA, Dominique. A cultura escolar como objeto histrico. Revista Brasileira de Histria da Educao v.1, n. 1, Campinas, jan./jun. 2001, p. 9-43.JULIA, Dominique. Disciplinas escolares: objetivos, ensino e apropriao. In: LOPES, Alice Casimiro Ribeiro; MACEDO, Elizabeth. (Org.) Disciplinas e integrao curricular: histria e polticas. Rio de Janeiro: DP A, 2002.LOPES, Alice Casimiro Ribeiro. Conhecimento escolar: cincia e cotidiano. Rio de Janeiro: EdUERJ, 1999.LOPES, Alice Casimiro Ribeiro. Currculo e Epistemologia. Iju: Ed. Uniju, 2007. LOPES, Alice Casimiro Ribeiro. Polticas de integrao curricular. 1. ed. Rio de Janeiro: EdUERJ / FAPERJ, 2008. VIAO, Antonio. A histria das disciplinas escolares. Revista Brasileira de Histria da Educao, n.18, set/dez. 2008, p. 174-214.
49
Cruz, Paula Lorena C. Albano da, and Maria Inês S. Stamatto. "“Na Grande Pátria, Nossa Tão Amada, o Culto que lhe Devemos”: o Ensino de História no Grupo Escolar Barão de Mipibu – RN (1909-1920)." Cadernos de História da Educação 17, no. 2 (August 1, 2018): 515. http://dx.doi.org/10.14393/che-v17n2-2018-14.
Full textAbstract:
O presente trabalho tem por objeto de pesquisa o ensino de História no Grupo Escolar Barão de Mipibu - RN de 1909 a 1920. O seu objetivo é discutir como essa disciplina tornou-se elemento colaborador na formação do imaginário social republicano. As fontes analisadas na pesquisa foram Diários de Classe e o livro didático de História da instituição. O estudo se encontra inserido na História da Educação. Como aporte teórico foi utilizado as contribuições de Carvalho (1990) sobre a formação do imaginário social na República brasileira e Chervel (1990) acerca da História das disciplinas escolares. O trabalho possibilitou a compreensão da organização da disciplina História no Brasil ao longo dos tempos e de forma particular como via de contribuição da formação do cidadão brasileiro no início da República.Palavras-chave: Ensino de História. Grupo Escolar. Imaginário. AbstractThis study has as research object the history teaching at the school group of Barão de Mipibu - RN from 1909 to 1920. It aims to discuss about how that discipline has become a collaborator element in the formation of the republican social imaginary. The analyzed sources in the research were the classes diaries and the history textbook of the instituition. The study is inserted in the History of Education. As a theoretical framework was used Carvalho's (1990) contributions about the formation of social imaginary in the Brazilian Republic and Chervel (1990) about the history of school subjects. The work enabled the understanding of the organization of the discipline history in Brazil over time and especially as a way of contribution of the brazilian citizen formation in the beginning of the Republic.Keywords: History teaching. School group. Imaginary. Resumen El presente trabajo tiene por objetivo de pesquisa la enseñanza de Historia en el Grupo Escolar Barão de Mipibu - RN de 1909 a 1920. Su objetivo es discutir como esa disciplina se ha tornado elemento colaborador en la formación del imaginario social republicano. Las fuentes analizadas en la pesquisa fueron los Diarios de Clase y el libro didáctico de Historia de la institución, bien como la legislación educacional local. El estudio se encuentra inserido en la Historia de la Educación. Como aporte teórico se utilizó las contribuciones de Carvalho (1990) sobre la formación del imaginario social na República brasileña y Chervel (1990) acerca de la Historia de las disciplinas escolares. El trabajo ha viabilizado la comprensión de la organización de la disciplina Historia en Brasil a lo largo de los tiempos y de forma particular como camino a la contribución para la formación del ciudadano brasileño en el inicio da República.Palavras Clave: Enseñanza de Historia; Grupo Escolar; Imaginario
50
Alves, Mauricio Martins, and Luiz Carlos Andrade de Aquino. "O JULGAMENTO SIMULADO E A PRODUÇÃO DE ARTIGOS DE INICIAÇÃO CIENTÍFICA COMO ESTRATÉGIAS DE ENSINO INTERDISCIPLINAR E CONTEXTUALIZAÇÃO SOCIAL DO DIREITO." Revista Univap 24, no. 45 (October 31, 2018): 48. http://dx.doi.org/10.18066/revistaunivap.v24i45.2028.
Full textAbstract:
O presente artigo analisa as disciplinas Direito e Sociedade I e II, ministradas no primeiro e segundo semestres letivos do curso de Direito de uma Universidade Comunitária, em São José dos Campos/SP. A partir da análise das avaliações feitas pelos discentes em relação às disciplinas (desempenho das bancadas durante o júri simulado, autoavaliação e realização dos objetivos da disciplina), tanto por estatística descritiva quanto coeficiente de Pearson, busca mostrar a relevância dessas disciplinas, no formato de b-learning, como estratégia de ensino interdisciplinar pelo uso de metodologias ativas de ensino (julgamento simulado e construção de artigos científicos). Como resultado, indica uma forte correlação positiva entre a avaliação das bancadas e o voto proferido, e que os discentes reconhecem a relevância da disciplina para sua formação humanística e jurídica.