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Nomenclatura Unesco > (58) Pedagogía

Mostrando recursos 181 - 200 de 17,363

181. Por uma pedagogia dos afetos: o aprender como decifração de signos - Martins, Fabiana Fernandes Ribeiro
Neste artigo, apresentamos um breve estudo filosófico sobre o aprender, posicionando-nos contra a tendência de alguns discursos pedagógicos que desenham o aprender como uma figura de segundo plano no binômio ensinar-aprender. Nossa hipótese é de que isso ocorre devido à centralidade do método no processo educativo de ensino. Visamos, aqui, deslocar o aprender para primeiro plano, e, para tanto, consideramos importante fazer uma desarticulação do binômio ensinar-aprender pela descentralização do método no processo educacional. Encontramos Gilles Deleuze como um potencial interlocutor, dado que, para ele, a aprendizagem está relacionada à interpretação de signos. A aprendizagem como interpretação de signos traz...

182. Presentation de l’ouvrage collectif: La philosophie pour enfants. Le modele de matthew lipman en discussion (sous la direction de claudine leleux), bruxelles, de boeck, 2005, coll. « pedagogies en developpement » - Lantier, Jan
La première partie du livre, Apprendre à penser par soi-même, donne la parole à Matthew Lipman lui-même. Sa contribution date de 1993 mais elle n’a pas pris une ride et surtout elle n’est plus accessible au public francophone aujourd’hui. Matthew Lipman y indique les aptitudes que son programme complet de « Philosophie pour enfants », du primaire au secondaire, permet de forger.

183. Formação do pedagogo no Brasil e o processo de construção de proposta curricular do curso de pedagogia na UFPR (1996-2011) - Gabardo, Cleusa Valério; Hagemeyer, Regina Cely de Campos
This article focuses on the reformulation of the current proposal of Education of the Federal University of Paraná (Brazil), established in 2009, and examines the concepts, advances and prospects of change generated in this process. Resumes-first the ambiguity that marked the professional teacher identity in the history of the course of pedagogy in higher education. Is the previous proposal of 1996, that to overcome the training qualifications, in force in the period, opted for the formation of a unitary, organizer of the school pedagogical work, Manager and researcher. The current proposal was born in discussion of setting National curriculum guidelines...

184. Constituição Federal de 1988 : cidadania e gestão democrática à luz de Paulo Freire - Altenhofen, Áurea
O presente Trabalho de Conclusão de Curso é fruto das experiências e indagações da autora ao longo de sua formação. Por meio de metodologia de inspiração qualitativa crítica freireana, realiza pesquisa documental dos anais da Assembleia Nacional Constituinte de 1987, Constituição Federal de 1988, legislação educacional e pesquisa bibliográfica das obras de Paulo Freire com objetivo de problematizar a pergunta “Quais as possíveis contribuições de Paulo Freire à elaboração do texto da Constituição Federal de 1988 sobre os temas: Educação, Cidadania e Gestão Democrática e às práticas democráticas na educação?”. Analisa os avanços que foram possíveis na Constituição Federal de...

185. Memoriais escolares e processos de iniciação à docência - Bergamaschi, Maria Aparecida; Almeida, Dóris Bittencourt
Neste texto, nos debruçamos sobre as narrativas de memória de 14 estudantes do curso de Pedagogia, bolsistas do Programa Institucional de Bolsas de Iniciação à Docência – PIBID. Os memoriais, que compõem o livro Iniciação à docência em Pedagogia: memórias que contam histórias, são analisados na perspectiva de compreendê-los como parte importante no processo formativo dos bolsistas que integram o programa, que desde o presente miram o passado e constroem memórias que revelam, principalmente, seus percursos escolares. Relendo cada memorial, retomamos também o processo de elaboração dos mesmos e o significado que adquiriram na formação de cada bolsista, destacando o...

186. Interactive whole class teaching and interactive white boards - Howard Tanner; Sonia Jones; Steve Kennewell; Gary Beauchamp
In England and Wales, National Strategies promote pedagogies that emphasise interactive whole class teaching, although this is not defined precisely. In recent years major investment has been made in Interactive White Boards (IWB) and, whilst they do not determine pedagogy, as cultural tools they tend to support and encourage whole class teaching. This paper discusses the nature of interactive teaching and suggests that deep rather than surface features of interaction must be addressed if learning is to be improved. The zeitgeist in Britain and much of the Western world towards the turn of the twentieth century focused on standards of...

187. Time shifts: Teaching with temporally inclusive pedagogies - Debra Bateman; Catherine Harris
Everywhere, people experience and interpret their lives in relationship to time. Time is the quintessential basis for and

188. Retour sur une démarche de prospective territoriale : la charte du Parc Naturel Régional de Camargue. Perspectives pour une pédagogie du projet de territoire. - Villepontoux, Stéphane
Appliquée aux territoires, la mise en œuvre des principes du développement durable a vu émerger de nombreux outils et méthodes pour le diagnostic, l’analyse ou encore la concertation pour favoriser l’adhésion au projet. Parmi cet arsenal, la prospective apparaît comme une démarche ouverte et performante capable de dégager une vision partagée du territoire et d’accompagner aussi son développement futur. Selon nous, la prospective peut permettre de poser les bases d’une nouvelle culture du territoire-projet. A travers l’exemple du renouvellement de la charte du PNR Camargue, cette contribution vise à décrire les grandes étapes de mise en œuvre d’une démarche de...

189. Para una feminista, su principal interlocutora es siempre otra mujer - Cremona, María Florencia
Rita Segato aborda los desafíos del feminismo en el escenario actual de modernidad avanzada. Ante el diagnóstico de una tendencia hacia una «profesionalización del género», y la consolidación de su estatuto «borderline» respecto de los asuntos de interés público, afirma la necesidad de articular nuevas retóricas insurgentes y excéntricas que sirvan para erosionar el orden patriarcal, pero también etnocéntrico y colonial. Rechaza la categoría despolitizante «crímenes de odio», y señala que, a pesar de la aprobación de normativas interesantes, entre la llamada pedagogía de la crueldad, impartida por la cultura televisiva argentina, y la pedagogía ciudadana, hay un distanciamiento progresivo.

190. A docência no ensino superior : inovando e reconstruindo práticas pedagógicas na educação a distância - Ziede, Mariangela Kraemer Lenz; Aragón, Rosane
Este artigo tem como foco a análise da (re)construção da docência de um grupo de professores que atuou no Curso de Pedagogia Licenciatura na modalidade a Distância (PEAD/UFRGS). O estudo foi desenvolvido a partir do constructo teórico piagetiano da tomada de consciência, considerando-se cinco categorias constitutivas da docência do contexto do PEAD: (i) proposta pedagógica desenvolvida para a interdisciplina; (ii) utilização da tecnologia para o desenvolvimento da proposta; (iii) interação da equipe de professores; (iv) interação com os tutores; e (v) interação com as professoras-alunas. A coleta de dados foi realizada a partir dos registros dos professores nos ambientes do...

191. Pedagogia diferenciada. Porquê e para quê? - Oliveira, Diana
Relatório de Estágio em Educação Pré-escolar e Ensino do 1º ciclo do ensino básico para a obtenção de grau de mestre em Educação Pré-Escolar e em Ensino do 1º Ciclo do Ensino Básico

192. Pédagogie participative en école d'ingénieur - Génevaux, Jean-Michel; Pelat, Adrien
École d'ingénieur

193. De-colonizing pedagogical processes in mainstream physical education: Fore-grounding culture in teaching and learning - George Salter
This paper connects students ’ cultural preferences for teaching and learning, with pedagogical processes that emphasize culture. It suggests how contemporary physical education curricular strategies and traditional Mäori pedagogies might be combined, for the teaching of Te Reo Kori1 in mainstream physical education programs. The longitudinal collaborative study explored ways of implementing Te Reo Kori with a view to meeting the needs of Mäori students. Narrative inquiry and life history research methods were used to understand culturally situated teaching and learning processes. These methods were located within a Kaupapa Mäori (Mäori agenda) research framework that embodied protocols intended to address...

194. From face-to-face classrooms to innovative computer-mediated pedagogies: Observations from the field - Mohammad Issack Santally
In this paper, we present a case study concerning a Masters level course in Computer-mediated communications and pedagogy delivered at the University of Mauritius through e-Learning mode. We provide a brief overview of the program, its rationale and the pedagogical approaches that have been used to design the modules that are delivered in the first semester. There are currently 15 students enrolled on this course, and we relate our experiences and observations on the field in this article. We also expose our findings from a questionnaire survey that was done with the students towards the end of the semester to...

195. Open Courseware 1 Running Head: OPEN COURSEWARE Open courseware and shared knowledge in online education: The Utah open-source, Java-based learning management system - Thomas E. Malloy; Gary C. Jensen
In sharp contrast to commercial influences in online education, vigorous shared knowledge communities, intended to facilitate teachers creating online learning contexts by sharing materials, have emerged. As part that movement, the Utah Learning Management System (U-LMS) is an open code online learning management system which uses the same architectural philosophy as the Open Knowledge Initiative. The U-LMS software infrastructure can be used to create learning contexts to support classroom courses or to create fully-online courses. Current U-LMS components are written in Java 1.1.5, dynamically driven by Oracle 8.1, and deployed on an Apache 1.3 server running on a Sun Solaris...

196. Making pedagogical decisions: Reasons female faculty in educational leadership select instructional methods - Jean F. Herron; Jon Beedle; Stephanie B. King
A qualitative study of the pedagogical practices of the female faculty in a higher education program preparing college administrators revealed some of the reasons why female faculty choose their pedagogies. Surveys and interviews were used to determine what strategies faculty might have knowledge of and use in the classroom, as well as faculty members ’ experiences in professional preparation programs, and their selection of instructional pedagogies. Among the influences on choice of pedagogies were perceptions of faculty and student roles in the learning experience, promotion of student learning, role of assessment, and prior educational experiences. Findings indicated that faculty did...

197. 1 Educational Change and Challenges: Constructivist, Collaborative Ideals in Teacher Preparation - Miguel Licona; Timothy G. Cashman
The following study details the collaboration of a university’s secondary education faculty on the United States and Mexico border. Calls for improved test scores, better preparation and retention of teachers, and improved graduation rates of teacher candidates were imminent concerns. The faculty responded to these demands by developing an integrated teacher preparation program based on shared activities, readings, technology, electronic journals, and shared epistemological values. The context for the reform efforts included a consideration for learning theory. Furthermore, secondary education faculty facilitated constructivist, collaborative pedagogies as integral to teacher preparation. A new focus was placed on learner-centered praxis rather than...

198. Adoption and Use of Technology-Supported Learner-Centered Pedagogies: Barriers to Teachers ’ Implementation - Peggy A. Ertmer; James D. Lehman; Jeffry Cramer; Karen Grove
a number of difficulties for teachers that are not readily addressed through traditional professional development efforts. In this session, we outline the activities and strategies we have used over the last three years to support teachers ’ implementation of problem-based learning in their classrooms. Based on teacher interviews and PBL implementation data, we describe strategies that have worked, as well as those that haven’t, and outline steps taken to confront the various barriers teachers encounter as they attempt to incorporate learner-centered pedagogies within traditional classroom practice.

199. THE ROLE OF LEARNING IN ENTREPRENEURIAL OPPORTUNITY RECOGNITION - Rebecca J. White
The field of entrepreneurship is characterized by constantly changing environments and situations. Entrepreneurship educators are faced with preparing prospective entrepreneurs to cope with these dynamic situations. Success in these environments requires the ability to capture and process information – two key components of learning. While most educators agree that lifelong and experiential learning are fundamental to a successful college experience, there is little agreement among entrepreneurship educators on how to prepare prospective entrepreneurs to be successful “learners ” in future entrepreneurial experiences. This paper discusses the role of learning in the entrepreneurial process and examines well known learning theories in...

200. Caminhos para uma pedagogia diferenciada numa docência generalista - Ferreira, Carla
Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para obtenção do grau de Mestre em Educação Pré-Escolar e 1º Ciclo do Ensino Básico

 

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