Brazilian Education Research Articles

The teaching electromagnetism using digital technologies

The Physics of Electromagnetism began in ancient Greece and after centuries the studies of Electricity and Magnetism became unified. Although Electromagnetism is present in the curricular components of Brazilian education and in the daily lives of students, the difficulties that students have in assimilating the basic concepts related to this topic are notable. In this context, a didactic and practical mini-course was proposed where Digital Information and Communication Technologies (DICT) were used, conveniently to teach students some concepts of Electromagnetism. During the activity, two questionnaires were administered, one before the mini-course and the other after it. The first composed of seven questions (objective and discursive) aimed to obtain students' prior knowledge in relation to Electromagnetism. The second questionnaire consisted of four questions, three of which were paired with questions from the first questionnaire. It was applied with the aim of evaluating whether the mini-course carried out favored student learning, thus revealing possible signs of significant learning. The post-questionnaire also presented a discursive question that asked students' opinions about the mini-course developed based on DICT. This research can be characterized as qualitative and quantitative and from the data analysis, it was noticed that the activities developed with high school students favored their learning as observed in the best results revealed in the post-questionnaire. It is concluded that the use of DICT should be encouraged in schools, as they constitute tools that alleviate difficulties and help students learn.

Construction and analysis of a mini Tesla coil as an educational support elemento

This article presents an assembly manual for a Tesla coil prototype using low-cost materials, developed to meet the needs of public education in Brazil. Public education in Brazil faces significant challenges, including a lack of structural and teaching resources. This makes it difficult to teach complex subjects such as Physics, which require experimental resources to understand the concepts. The Tesla coil prototype is built from low-cost materials such as acrylic, PVC, copper and electronic components. The coil has a base with 26 concentric circles, which allows vertical mobility. For qualitative analysis, the coil is used to ionize a fluorescent lamp, which turns on only when approached. For quantitative analysis, the coil is coupled to a Gaussometer, which measures the magnetic field values at different distances from the coil. In other words, we model the relationship between the distance from the sensor to the coil and the value of the measured magnetic field. Tests carried out in two public schools demonstrated that the coil is capable of arousing students' curiosity and interest in experimental Physics. The students were impressed by the effect of the electrical sparks produced by the coil, and showed interest in learning more about the concepts involved. The prototype presented is a valuable tool for teaching Physics in public high schools. The coil is affordable, easy to build and can be used to carry out experiments in Physics classes, electives and in-depth courses.

TEACHING DISCOMFORT AND TEACHERS OF ENGLISH: TRAINING AND PEDAGOGICAL PRACTICES

Teaching discomfort is one of the problems among the themes that permeate studies on Education in Brazil at the moment. This is because the teacher is intrinsically linked to the devaluation, helplessness and neglect of the profession. We focus on English language teachers and their particularities, such as initial education, continuing education and day-to-day practices. This study, which comes from a master's degree dissertation, aims to analyze the working conditions, complaints and deficits of basic training that are present in the pedagogical practices of subjects-teachers of English from the public and private network of the State of São Paulo and, interpret, from semi-structured oral interviews, some teaching malaise and its consequences in the physical, mental health of these subjects and in their daily pedagogical practices. Our analyzes are made in the light of the Discourse Analysis of the French Pecheuxtian Matrix, based on the contributions of founding researchers like Michel Pêcheux and Eni Orlandi, of Freudo-Lacanian psychoanalysis, having as main scholar present in this work Sigmund Freud, of the sciences of Education, with authors who research about the teaching malaise and the identity of the subject-teacher, like Rinaldo Voltolini and Selma Garrido Pimenta, the subject's socio-historicity and its conditions of production.

José Bonifácio de Andrada e Silva and Alexandre Antonio Vandelli: icons in the History of Science and Education in Brazil

The works of Alexandre Antonio Vandelli and José Bonifácio de Andrada e Silva contributed greatly to scientific development in Portugal and Brazil in the 19th century, especially with regard to Metallurgy. The objective of this work is to highlight relevant aspects of this work with regard to the History of Sciences and Education. Primary and secondary sources were consulted about these authors and their work. The theoretical perspective used was that of (so-called) Cultural History, which considers evidence present not only in official sources, but also in other memory/history supports. At the end of the work, we concluded that the extudied authors contributed not only to the development of Metallurgy, but also so that in Brazil and Portugal the History of Sciences and Education found ample support for their advancement in the 19th Century.

An overview of chronobiology and sleep medicine education in Brazil

An overview of chronobiology and sleep medicine education in Brazil

The normative consequences of the effectiveness of the right to inclusive education in Brazil

This article aims to analyze the historical-normative path of the construction of the right to basic education for people with disabilities in Brazil. Based on the normative parameters presented and provided for in Brazilian legislation, it was possible to measure the international determinations adopted in the country and the adversities encountered in implementing the through public policies that reduce social vulnerabilities. A bibliographical and documentary research was presented on the main normative documents that redefined the right to education.

Epistemological (re)considerations on physical education in Brazil from the kinesiology of the United States: A horizon beyond the epithets

This study discusses theoretical reverberations that stand out in the field of Physical Education (PE) in Brazil in the face of epistemological discussions demarcated within the scope of PE in the USA from the 1960s onwards, and due to the contributions of the Disciplinary Movement and the context by which Kinesiology then established its position as a scope in the field of American PE. An exploratory literature review was carried out with the following guiding question: what is the impact of the epistemological developments of North American PE on the configuration of the general theory of PE in Brazil? From this perspective, we verified the authors in the Brazilian field who took a position on the resonances and limits arising from the conjectures of the scientific field of PE in the USA. Through this investigation, some processes of inhibition were highlighted by which the proposal of Kinesiology could not increase reflections in Brazil, with few exceptions.

Professional Development of Professors of Prospective Teachers in Brazil

Professional Development of Professors of Prospective Teachers in Brazil

Evaluation of the antecedents of dropout and permanence in a Federal Institute of Education in Brazil

Este estudo trata da avaliação dos antecedentes da evasão escolar por meio do Modelo Longitudinal da Evasão, onde se analisaram seis hipóteses que podem conduzir um aluno à não persistência no curso ou na instituição escolhida. Trata-se de um estudo quantitativo e descritivo e os dados foram obtidos pelo instrumento survey em uma amostra composta por 790 respondentes válidos e tratamento via modelagem de equações estruturais. Como resultado, das seis hipóteses testadas, duas foram rejeitadas. Validaram-se hipóteses que apresentaram que o aluno opta por prosseguir no curso quando se possui condições adequadas, ele está engajado, possui metas claras e é estimulado em torno de um maior comprometimento com a instituição.

Educação inclusiva e a (in) constitucionalidade do Decreto 10.502/2020

Special Education is an integral modality of inclusive education, whose primary purpose is to off er quality education to all, without diff erence. Based on this statement, the objective of this research was to analyze the Decree of Law 10.502/2020 and refl ect on its impact on the process of inclusion of people with disabilities in the educational fi eld. The following specifi c objectives were defi ned: to understand the historical and legais frameworks of the process of inclusion of people with disabilities in Brazilian education, to discuss the unconstitutionality of the decree analyzed in the light of the LBI and to analyze the meaning of the approval of the decree in terms of retrogression to the process of inclusion. The methodology used was bibliographic research and document analysis, while books, scientifi c articles and published research on the subject were used, as well as the study of the legislation that, in the same year of its publication, was suspended. In conclusion, as it violates the principles of equality and equity, the Decree is unconstitutional and presents in its text retrogressive actions that represent a return to previous times in which people with disabilities were simply excluded from society for not being seen as useful. to its operation.

AUDIOBOOKS

The area of education has so many themes that a study can branch out from different perspectives and still seem to lack an argument for so many sayings. For this reason, this article discusses a little of a pedagogical resource that is becoming a reality today, especially in a time of pandemic, in which the world was affected in the year 2020: reading in the lives of children in the remote school process. Audiobooks are new reading resources that are gaining space in schools. A different way from the usual is not about nonsense with reading, but about a new view on it; different but updated. As reading is a process in the student's life, and this does not happen immediately, the incentive of the teacher is an important part in the training of a student reader. Every child should be encouraged to know the literature so that he / she knows the importance of reading and interpreting, therefore, associating literacy and reading should be a pedagogical strategy for the teacher who seeks an adequate and continuous training process for his students. Due to the new format of Brazilian education in a pandemic era, audiobooks are used as a virtual technology tool.

UM NOVO OLHAR SOBRE A EDUCAÇÃO BÁSICA EM TEMPOS DE PANDEMIA

A new scenario has emerged in this year of 2020 in education worldwide. Therefore, it is necessary to outline this historic moment. Thus, this article meets the need to address Brazilian education in times of pandemic. The pandemic of the new coronavirus, Covid-19, made the reality of regular and vocational schools across Brazil a new teaching format, since face-to-face teaching was interrupted. In order to prevent the spread of the virus on an even greater scale than Brazil was, measures such as the suspension of face-to-face classes were taken in March 2020, seeking to reduce the spread of the new virus. Such a measure of suspension of face-to-face classes in public and private basic education networks in Brazil, established a new framework never experienced before: it was necessary to establish remote education and thus continue the school year in question. According to the World Bank report, more than 1.5 billion students were left without face-to-face studies in 160 countries. With this context, states and municipalities had to seek emergency exits to continue school activities. The solution found for the continuity of teaching, was with the help of remote teaching supports and the introduction of new methodologies, supported by digital technologies, because, from one hour to the next, the face-to-face classes were replaced for the distance learning modality (EAD), forcing teachers and students to quickly learn new communication and information technologies (ICTs).

RAZÕES DO ESTADO IMPERIAL PARA A CRIAÇÃO DO CURSO JURÍDICO EM PERNAMBUCO

This work has as a proposal to discuss the reasons that led the Brazilian ImperialState to create the legal course in Pernambuco, as well as on the aspects thatmade the Law Faculty of Recife, one of the most important centers ofknowledge, modern history and Contemporary art from Brazil. For this, we seekin the structures, policies of the Brazilian Imperial State, the elements for thecreation of the legal course in Pernambuco. Historiographical rescue innewspapers and books, of the evolution of the legal thought of the time, thatwas fomented, in Pernambuco lands, realizing a survey of the proposals ofcreation of the legal courses in Brazil, as well as of the law of 11/08/1827 , Whichcreates legal courses in Brazil. The period of study of this research refers to theyears from 1822 to 1870, although we have to use diachronism to establish atemporal logic for the structure of understanding the facts that marked this newstage of national knowledge. Education in Brazil until the arrival of the royalfamily in 1808 summed up the Jesuit experiences of the Society of Jesus. Withthe advent of Brazil's independence in 1822, ideas about a system of educationof its own began to circulate in Brazil. This system of education, which was onceonly destined for the subjects of the crown, won defenders for its generalization,as a right of every citizen of the new nation. Pernambuco constituted possiblythe main focus of liberalism in the country, which contradicted the absolutismof Dom Pedro I, the ideologies that come every time from Europe and theUnited States, aroused the harsh and rebellious character of one of the mostThe Brazilian state. The choice of the city of São Paulo seems obvious, thealready outstanding port of Santos, the proximity of the crown facilities and thealready incipient infrastructure, the province represented the organization ofpolitics and economic activity, the interests of development of the countryfavored the City. But the choice of Olinda dates back to the year 1800, whenAzeredo Coutinho, bishop of Olinda and acting governor of Pernambuco,founded a modeling seminary. This institute inaugurated in 22/02/1800 wouldhouse in 1827 the then legal faculty. Pernambuco was the main representativeof liberal ideas, had already revolted and persuaded other provinces do thesame. The choice of Pernambuco as the seat of one of the faculties seems upto the moment of this research, as a strategic choice of vigilance ready forpunishment. Dom Pedro I, who had already punished the province ofPernambuco, with detachment from the extensive territory of the District of SanFrancisco, would have the faculty as the eyes of the crown the watch over therebellious province. After the transfer of the faculty of Olinda to Recife, it waspossible to verify a literary production, that would not change the educationalpanorama of the State, would lead to deep discussions about the same. Thissystem of education, which was once only destined for the subjects of thecrown, won not only defenders for its popularization, as it was incorporated,the order of the new studies, among them that of criminal law so stagnant.

Biopolitics of childhood and medicalization of education in times of pandemic (covid-19) in Alagoas

Childhood has been the target of educational and social projects that are not exempt from political neutrality, constituting in them visions of the world, society, human being, especially of childhood. According to Foucault (2014), medicine was a biopolitical strategy that intervened in the lives of populations, making bodies and minds docile to ensure a useful, healthy and submissive workforce. We start from the assumption that, historically, childhood has been the yearning of political dreams, according to Kohan (2009) in which early childhood education was the target of investments for the formation of the docile subject. childhood in the context of the Covid-19 pandemic and its relationships with medical discourses and biopolitical practices in the school context of Alagoas. This work is the result of the thesis entitled Biopolitics, medicalization and the Covid-19 pandemic: knowledge, discourses and powers about childhood in Brazilian Education in the 20th and 21st centuries, in which we adopted bibliographical, documentary and case study research as a methodology. We found that bio-necropolitics translated into control of the body and life of the population in a pandemic context and generated policies to exclude students from the public network, constituting the continuation of the hygienist policy in the context of the 21st century.

ARE HUMAN RIGHTS THE RIGHTS WE HAVE?

In the last years, due to a serious humanitarian crisis, over seven million Venezuelans have left their country, and many are moving to Brazil as their migration destination. For Venezuelan families, education represents an opportunity for integration and inclusion in the host society. However, Venezuelan students in highschool face several obstacles in preparing to take the ENEM, a national exam of access to higher education in Brazil. Based on literature about the ENEM and migrants in Brazil, as well as on ethnographic research conducted in two public schools in the state of Paraíba, this article describes the difficulties and challenges that the ENEM, specifically its essay section, imposes on Venezuelan students. The results indicate that they face significant challenges related to Portuguese language and institutional barriers. In addition, ENEM’s essay is perceived as the biggest challenge, which results from their lack of socio-cultural repertoire on Brazil. It makes the production of a dissertative-argumentative text even more difficult, as it demands reflection on Brazilian socio-cultural themes and a proposal of social intervention that respects human rights.

Pedagogia da democracia: a educação da classe trabalhadora nos primeiros escritos de Paulo Freire

Abstract This article aims to explore the foundational elements of Paulo Freire’s pedagogy by examining the work titled “Educação e atualidade brasileira” (Education and Current Issues in Brazil), written in 1959. This piece is considered a crucial documentary record of the history of workers’ education in Brazil, and reflects Freire’s experiences during his time at Serviço Social da Indústria (SESI – Industry Social Service working with groups of blue-collar workers. The chosen methodology involves bibliographical research, including primary sources from Paulo Freire’s works and secondary sources from commentators. We concluded that the analyzed period, referred to as the phase of “pedagogy of democracy,” stands as a fundamental reference for the critical education of adult workers.

What are the perceptions of physics teachers in Brazil about ChatGPT in school activities?

In this work, we propose to discuss the perceptions of physics teachers in Brazil about AI generative like ChatGPT. Data were collected by an online Focus Group (FG) held during three meetings of one and a half hours each, with six Brazilian physics teachers with varied experience and backgrounds. Participants’ discourse was analysed according to three different questions: (a) the players involved in using ChatGPT in physics classes, (b) the attitudes towards the introduction of ChatGPT in physics classes, and (c) the main functionalities of ChatGPT in physics classes. Our results indicate that physics teachers’ perceptions of GPT, in general, involves more the role of students than the role of the teacher, correspond to more positive than negative perception, and allows identifying four main functionalities defined as a co-pilot of lessons, as an educational bureaucracy manager, as a simple problem-solving tool, and as a literal information providing tool.

CONTRIBUIÇÕES DOS INSTITUTOS FEDERAIS PARA O DESENVOLVIMENTO DE FORMAÇÃO INICIAL DE PROFESSORES DE QUÍMICA NO BRASIL

CONTRIBUTIONS OF FEDERAL INSTITUTES TO THE DEVELOPMENT OF INITIAL GRADUATION OF CHEMISTRY TEACHERS IN BRAZIL. Federal institutes work in the formation of chemistry teachers, since the implementation of Law 11.892 of 2008, which created the Federal Institutes of Education, Science and Technology. In this study, we sought to know, through data found on the e-MEC and INEP platforms, the vacancies, flow of formation in chemistry and the formation of chemistry teachers in federal institutes and compare their role with public universities from Brazil. In view of the data, it was possible to perceive that the federal institutes offer 30% of the training of chemistry professionals, and 34% of the vacancies in chemistry teacher’s degree. It can still be seen that this advance in vacancies has taken place in the last 14 years. Another point observed was the training flow, in which the number of enrollees was analyzed in relation to the number of graduates over a period of up to 5 years. The data show that federal institutes have an average of 25% of graduates, which is higher than the average of public universities. Thus, we can say that federal institutes play a satisfactory role in the offer of vacancies and in the formation flow, when compared to public universities.

OS SABERES DOCENTES NA ÁREA DE ENSINO DE CIÊNCIAS: UMA REVISÃO SISTEMÁTICA

ABSTRACT: In this work, we carried out a systematic review of literature aiming to understand how teaching knowledge has been investigated in the area of Science Teaching in Brazil and to discuss the main contributions and limitations of these investigations. We’ve done our research on the Bank of Thesis and Dissertations of CAPES and on the Portal for Periodicals of CAPES, using a thematic, but not temporal, approach. Based on the defined criteria of inclusion and exclusion we’ve obtained a total of 64 works (theses, dissertations, and articles). Through these works we’ve identified and characterized five axes of investigation: knowledge mobilized by teachers of Science; teaching knowledge and the professional identity; processes of construction and development of the teaching knowledge; contributions of courses and formation programs on the constitution of teaching knowledge; other focuses. We’ve observed that the researches that seek only to identify the teaching knowledge under an individual analysis perspective are the ones which prevail, especially methods of categorization and content analysis. Limitations such as that point out the need for an effort to amplify the scope of the investigations on the thematic of form and to include and consider, under an ethnographical perspective, the analysis of theses teaching knowledge as a social phenomenon, which is constructed on the interaction between teacher and student, with his peers and the other members of the educational community.

Sou Professora, Estou Gestora: Mulheres Líderes em Instituições de Ensino Superior

Abstract Despite the higher proportion of women in higher education in Brazil, they are still disadvantaged in the workplace. This study aimed to understand the experiences of female leaders in Brazilian higher education institutions. For this, a phenomenological design using Comprehensive Narratives was used. The results were organized into three structuring axes: (a) I am a professor, I am a manager; (b) The relationship between work and personal life; and (c) Overcoming social and organizational paradigms. Teaching is considered a professional identity, with management and leadership being secondary. Despite their high qualification and cultural level, women still suffer from gender biases and barriers. Motherhood is one of the main dilemmas between professional and private life, however, support from the husband is a stress reliever. The question is whether women are less interested in taking on leadership roles or whether the combination of organizational, cultural, and social conditions limits their opportunities.