Discursive Textual Analysis Research Articles

Jornalismo ambiental e Cidadania: apontamentos sobre as queimadas na Amazônia

Abstract This article aims to reflect on the speeches present on the covers of the newspapers Estado de Minas and Extra about the fires that occurred in the Amazon region in August 2019. In this sense, based on the principles of environmental journalism and the events, the information gained repercussions, with a provocative and questioning potential of how public agents and citizens relate to the environment. From the textual discursive analysis, we show that the analyzed journals bring elements that problematize the relationship between human beings and environmental issues and encourage them to change behaviors in a conscious and engaged manner.

Mulheres-mães-catadoras: maternidade e catação de resíduos sólidos urbanos na cidade de Caxias do Sul/RS

Abstract This article aims to understand how motherhood is expressed in women collectors of solid waste from recycling associations in Caxias do Sul, RS, through seven interviews with collectors and the respective field diaries produced by the researchers. Discursive textual analysis was used as a methodological path. Motherhood was identified as precarious due to the women’s social conditions, in which they experience the absence of labour rights during pregnancy and are forced to raise their children in recycling warehouses, due to the difficulty of accessing public policies.

A controvérsia da geração espontânea nos livros didáticos de Biologia sob a ótica de Fleck

This work aimed to observe the history of spontaneous generation in textbooks from Fleck's lens. The analysis was based on excerpts from the 2017 PNLEM textbooks. Through a discursive textual analysis, it was possible to identify a fragmented scientific bias and without the presence of historical, social and cultural aspects. The gap left by the absence of these elements leads to a manualized, linear and neutral science. It is believed that a more dialogic and rich approach to the various historiographical aspects can make teaching more meaningful and reflective, bringing the possibility that critical thinking is part of the student's education.

Burnout, ethical climate and work organization in covid-19 intensive care units: mixed method study.

to analyze the association between burnout and the perception of the ethical climate in nursing professionals in the covid-19 Intensive Care Unit and the relationship with the organization of work from the perspective of managers of these units. mixed method study conducted in three university hospitals in southern Brazil from December 2021 to March 2022. A cross-sectional study was developed with 110 nursing professionals, followed by an exploratory-descriptive study through semi-structured interviews with six managers. Descriptive and analytical statistics and discursive textual analysis were used. the prevalence of burnout was 10% and the perception of negative ethical climate was 24.5%. The association between burnout and ethical climate revealed overload and fatigue during working hours, related to tension, fear, and stress that emerged from the consequences of the organization and relations of work in the covid-19 Intensive Care Unit. there was an association between burnout and ethical climate and elements of the work organization.

Processo formativo a distância em Segurança Alimentar e Nutricional na Comunidade dos Países de Língua Portuguesa: construindo práticas educativas

Abstract Formative processes to strengthen Food Security and Nutrition (FSN) are demanded by the Community of Portuguese Speaking Countries (CPLP). Our objective was to describe and analyze the educational practices developed by teachers, aiming to reflect and propose adjustments to improve the distance formative process in FSN in the CPLP context (Brazil, Cape Verde, Mozambique and São Tomé and Príncipe). This is applied research, with a qualitative approach and a descriptive and explanatory nature, using video classes as study material, mainly based on Discursive Textual Analysis. The proposal indicates that courses of the same nature require: teacher education; recognition of students’ knowledge; insertion of dialogue in the video lessons; offering local activities capable of generating an understanding of the reality; creation of a sequence for the elaboration of the undergraduate thesis (UT); and writing UTs aimed at transforming reality.

Perceptions about exposure to pesticides among rural school students: identified controversies.

to identify, according to students' perception, controversies related to the term "pesticide" and its influence on health. field research, with qualitative analysis via discursive textual analysis. Collective interviews were carried out with students of ninth grade of elementary school from four rural schools in the western region of Paraná. when analyzing students' statements, it was identified that pesticides are part of their reality and that of the local community Controversies related to pesticides and health arose, with emphasis on the form of production and the understanding of the real harm generated by exposure and use of pesticides. approaching pesticides in the context of education and health is essential so that there is a strengthening of discussions, in a critical and contextualized way, in school spaces, expanding the look at the topic as a way of enriching understandings and discourses on the subject.

Os reflexos da questão da alimentação e da produção de alimentos na Base Nacional Comum Curricular e no Referencial Curricular Gaúcho e os ecos na escola do campo

Este trabalho analisa como são tratadas as temáticas sobre alimentação, agricultura e produção de alimentos, no sentido de refletir sobre segurança alimentar e Agroecologia, na Base Nacional Comum Curricular (BNCC), no Referencial Curricular Gaúcho (RCG) e no Referencial Curricular Gaúcho do Ensino Médio (RCGEM), documentos orientadores do currículo das escolas gaúchas. Também busca refletir sobre experiências relatadas por professores da área de Ciências da Natureza do Ensino Médio, a partir de um contexto de escola do campo, em consonância com as diretrizes do Projeto Político Administrativo Pedagógico (PPAP) da escola, com vistas a apontar convergências, possibilidades e dificuldades para a inserção da temática em estudo. Metodologicamente, realizou-se a análise documental da BNCC, RCG, RCGEM e PPAP da escola, bem como entrevistas com professores, sendo os dados obtidos e analisados através da Análise Textual Discursiva, das quais emergiram as seguintes categorias: identidade com a vida e a escola do campo, experiências pedagógicas desenvolvidas, conhecimentos sistematizados envolvidos e inquietações e inseguranças. Dentre os resultados, destaca-se a convergência entre as habilidades propostas nos documentos oficiais, as concepções da escola e as experiências já desenvolvidas pelos professores, sinalizando a pertinência do trabalho pedagógico a partir da temática proposta. Palavras-chave: agroecologia, educação básica, segurança alimentar, ensino de ciências. Reflexes of food and food production themes in the National Curricular Common Base and in the Gaucho Curriculum Reference and its echoes in a rural school ABSTRACT. This paper aims to analyze how food, agriculture and food production themes are treated, in the sense of producing a reflection about food security and agroecology in the following official documents that conduct the curriculum of basic teaching in schools in the state of Rio Grande do Sul/Brazil: National Common Curricular Base (BNCC) and Gaucho Curriculum Reference (RCG) and Gaucho Curricular Reference High School (RCGEM). This analysis also seeks to reflect on experiences reported by teachers in Natural Sciences disciplines on a High School from a rural school context, in line with the guidelines of School's Political Administrative Pedagogical Project (PPAP), with a view to point out convergences, possibilities and difficulties for the insertion of the topics under study. Methodologically, a documental analysis of the school’s BNCC, RCG and RCGEM and PPAP was carried out. It also includes data obtained by interviews with teachers, data that was analyzed by Discursive Textual Analysis, from which emerged the following categories: identity with rural life and school, pedagogical experiences developed, systematized knowledge involved and concerns and insecurities. Among the results, the convergence between the skills proposed in the official documents, the school's conceptions and the experiences already developed by the teachers point out the pertinence of pedagogical work based on the proposed theme. Keywords: agroecology, basic education, food security, science teaching. Los reflejos de la cuestión de la alimentación y de la producción de alimentos en la Base Nacional Común Curricular y en el Referencial Curricular Gaucho y los ecos en la escuela del campo RESUMEN. Este trabajo analiza cómo se tratan los temas de alimentación, agricultura y producción de alimentos, con la finalidad de reflexionar sobre la seguridad alimentaria y la Agroecología, en la Base Común Curricular Nacional (BNCC), en el Currículo de Referencia Gaucho (RCG) y en Referencial curricular Gaucho de la Enseñanza Media (RCGEM), documentos que orientan el currículo de las escuelas gauchas. También busca reflexionar sobre experiencias relatadas por docentes del área de Ciencias Naturales en la Enseñanza Media, de un contexto escolar rural, en línea con los lineamientos del Proyecto Pedagógico Administrativo Político (PPAP) de la Escuela, con miras a señalar convergencias, posibilidades y dificultades para la inserción del tema en estudio. Metodológicamente se realizó un análisis documental de los BNCC, RCG, RCGEM y PPAP de la escuela, así como entrevistas con docentes, y los datos obtenidos en estas fueron analizados a través del Análisis Textual Discursiva (ATD), das cuales surgieron las siguientes categorías: identidad con la vida y la escuela rural, experiencias pedagógicas desarrolladas, conocimientos sistematizados envolvidos en inquietudes e inseguridades. Entre los resultados, se destaca la convergencia entre las habilidades propuestas en los documentos oficiales, las concepciones de la escuela y las experiencias ya desarrolladas por los profesores, señalando la pertinencia del trabajo pedagógico a partir de la temática propuesta. Palabras clave: agroecología, educación básica, seguridad alimentaria, enseñanza de ciencias.

Gerencialismo na formação continuada de professores no Brasil: uma análise de documentos propostos pelo Conselho Nacional de Secretários de Educação

ABSTRACT The influence of the National Council of Education Secretaries (CONSED) is recognized in the processes of implementing public policies for continuing teacher education in Brazil, as well as its role in the articulation of operational logistics and its approximation with third-sector institutions, which tends to influence the guidelines for training processes. Given the above, this work asks the following research question: what are the characteristics proposed for the continuing education of teachers in the context of implementing the National Common Core Curriculum Base (BNCC) and the New High School (NEM)? For this purpose, we analyse documents made available on the site of CONSED, organized by the Working Group (GT) Continuing Education. To that end, we used the Discursive Textual Analysis (DTA) proposed by Moraes (2003). As a result, categories associated with guidelines for continuing teacher education processes emerged: alignment with US educational policies; governance; and assessments, control, and monitoring. These categories highlight aspects such as: the need to rethink a discourse of “efficacy” of continuing teacher education conducted in the US; the governance as a principle that involves institutions of the so-called third sector aligned with the managerial proposal of public administration; assessment as an instrument for monitoring and controlling what is taught in schools. We concluded that managerial principles are strongly present in the analyzed documents and, therefore, as a characteristic of the continuing teacher education processes for implementing the BNCC and the NEM.

APOSTAS FORMATIVAS DE PORTFÓLIOS COLETIVOS EM DIÁLOGO COM A PESQUISA CIENTÍFICA

ABSTRACT: An overview of research on the use of portfolios in teacher education is presented, in order to identify propositions arising from the research and relate them to education proposals assumed in all of the public notices approved by Coordination for Improvement of Higher Education Personnel (CAPES) in Institutional Teacher Training Scholarship (PIBID) of a Higher Education Institution (IES) for the use of portfolios. PIBID is briefly presented, and the mapping of scientific articles is described in its three stages: identification, classification and analysis. The classification of articles according to geographic regions has enabled us to realize that the theme is spread across all Brazilian regions and that the same is observed in relation to international productions. The analysis stage consisted of a categorization in the light of Discursive Textual Analysis. The resulting categories addressed research on: the portfolio itself; the portfolio for teacher evaluation; the portfolio as a student's reflection; the portfolio as a record of the training network; the portfolio as an institutional artifact for certification; the discourse of the participants about the portfolios; and the bibliographic discourse on portfolios. It has been concluded that there is resonance between the education proposals assumed for the use of portfolios in PIBID of an IES and the categories of analysis, with the exception of the proposal on the epistemic potency of writing. Some categories resulting from the mapping did not appear as education proposals: the portfolio for teacher evaluation, the portfolio as an institutional artifact for certification, and the portfolio by itself.

Educação interprofissional nas práticas de integração ensino-serviço-comunidade: perspectivas de docentes da área de saúde

Abstract Objective to know the challenges inherent to interprofessional education in teaching-service-community integration practices from the perspective of professors in the health area. Method a descriptive and exploratory study with a qualitative approach. Data collection took place between September and December 2021, in a Higher Education Institution from the central region of Rio Grande do Sul. The research participants were eleven professors who coordinate internships in the Collective Health scope. The data were submitted to Discursive Textual Analysis. Results as main challenges, the data pointed out the scarce integration moments, the restricted physical space in the services, some professionals' resistance to work in teams and the schedules of the academic practices. On the other hand, the programs that induce training for the Unified Health System and the existence of a Collective Health collegiate group proved to be strategies to promote interprofessional education. Conclusion it is concluded that interprofessional education still faces obstacles to its strengthening; however, there are already initiatives that demonstrate potential for teaching-service-community integration. Implications for the practice the study can contribute to identifying the challenges inherent to interprofessional education and, thus, enabling strategies in the context of training and work in health, from an interprofessional perspective.

Advocacia do paciente na valorização do ser social e da família em tempos de COVID-19

Abstract Objective to understand the strategies used by intensive care nurses in the face of situations that required patient advocacy, involving the appreciation of social and family being during the COVID-19 pandemic. Method this is a qualitative, descriptive and exploratory study, carried out in the five regions of Brazil. A total of 25 intensive care nurses participated in the study. Data were collected through a semi-structured interview and subsequently subjected to discursive textual analysis. Results nurses advocated before the health team and for the family’s presence within the Intensive Care Unit. With the COVID-19 pandemic, new strategies were established to advocate, promoting virtual rapprochement between nurses, patients and family members as well as the permanence of family members in intensive care environments when necessary so that nurses could know patients better and integrate the family into care. Conclusion and implications for practice the strategies used to act on behalf of patients were carried out for rapprochement between nurses and family members; for instructing family members to advocate for patients; and for the defense of family presence within the Intensive Care Unit.

Zoology teaching in Brazil from early childhood education to high school: a categorical conceptual analysis of the Base Nacional Comum Curricular

The current Common National Curriculum Base (CNCB) was approved to comprise a guiding document for the curricular construction of Brazilian elementary schools. Through a discursive textual analysis, this article analyzes the Zoology content of the CNCB from early childhood education to high school. The results indicate discourses from archaic 19th century zoology, of a morphophysiological and classificatory nature, the absence of this bioscience aimed at early childhood education and the lack of updated proposals for its teaching-learning process. We conclude that Zoology teaching as presented by the CNCB proposes strictly conceptual and linear content approaches, and does not promote quality scientific education.

Science Teaching in the Base Nacional Comum Curricular and in the Currículo Referência de Minas Gerais: analysis from the perceptions of in-service and pre-service teachers

This work aims to understand how the implementation process of the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais (CRMG) of Natural Sciences (NC) of Elementary School II (ES II) occurred in the schools of the Regional Education Superintendence (RES) of Diamantina (MG) — RES/Diamantina. Science teachers from ES and students of the Degree in Biological Sciences at the Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM) participated in the research. Discursive Textual Analysis was the methodology used to analyze four pre-established categories: 1) Scope of the curriculum; 2) Implementation of BNCC and CRMG; 3) Influence of BNCC and CRMG on Science Teaching, and 4) Characterization of the curriculum by the science teachers’ teaching practice courses. The results indicate that the guidelines established by the BNCC and CRMG for the NC of ES II are a traditional curriculum and distant from an educational project aiming at a critical and emancipatory scientific education.

The Nature of Biology in Life Sciences Undergraduate Courses

The research deals with the relationship between the initial training of biology teachers and the Nature of Biology, aiming to analyze the Pedagogical Projects of two Undergraduate Courses in Biological Sciences of a university in northeastern Brazil in search of the Nature of Biology. The methodology adopted was qualitative with exploratory purpose based on documentary research, in which the menus of the disciplines of the chosen courses were analyzed, the data collected were processed through discursive textual analysis. The results obtained pointed to the presence of the Nature of Biology in the courses of degree in Biological Sciences in the specific disciplines of Biology and pedagogical.

Meaningful Learning Theory and Science Teaching Through Research: Interfaces From a Narrative Literature Review

We discuss relationships of consistency and coherence in teaching and learning processes at the interface of Meaningful Learning Theory and Science Teaching through Research. For this, we analyze works that, explicitly or implicitly, have carried out such amalgamation in the 2013, 2015 and 2017 editions of ENPEC/ABRAPEC, an environment that promotes and disseminates academic knowledge of relevance and impact; procedurally, we used Discursive Textual Analysis in a descriptive approach to a narrative review, in which the search for sources is not systematic and is usually less comprehensive, although useful as a primary exploration of the research field. Five argumentative categories were identified: (i) authors of reference regarding the TAS; (ii) methodological approachs; (iii) scientific literacy and its potential contributions to science teaching; (iv) the student as an active/participating subject in their learning; and the (v) use of digital technologies as a qualification strategy for science teaching. The results indicated that the most frequent authors were Ausubel, Novak and/or Gowin; the methodological approaches of the works were not mainly defined, although actions/instruments were mentioned; as for scientific literacy, there was an emphasis on students, noting that the mere appropriation of media resources does not underlie the foundations of the specialized knowledge that teaching of a scientific nature requires; in relation to the student as an active/participative subject, this could be seen induced by the use of methodologies in the configuration of space-times that favor reflection/problematization of knowledge and actions; as for digital technologies, they were recurrently recommended in didactic approaches, mediated directively by the teacher with an emphasis on participation, cooperation and research.

THEMATIC INVESTIGATION AS CURRICULAR DYNAMICS: DEVELOPING THE PROPOSAL IN THE CLASSROOM

This is a qualitative study, based on the theoretical perspective by Paulo Freire and the assumptions of the Science-Technology-Society (STS) approach and the Latin American Thought in Science, Technology and Society (LAT-STS), considering the perspective of the social context of students as a starting point for their learning. From this perspective, we investigate how a curricular configuration based on Freirean assumptions and CTS/PLACTS productions may contribute to the knowledge building by students in the school environment from an effective work in the classroom. The objective of this investigation is to get a better contextualize the knowledge, involving students in order to promote their critical positioning and the creation of a more democratic society, in which students can express themselves in view of the advances in Science-Technology (ST), regarding issues that imply changes in their world. Thus, we addressed the theme of the implementation and operation of a Hydroelectric Power Plant. Therefore, we investigated an effective classroom practice, which involved teachers of Science and Geography and 9th-grade students from a municipal public school in the same location as the power plant. The corpus for analysis consists of journals kept by the students and the researcher used during practice. Methodologically, we adopt the Discursive Textual Analysis. The results are presented in three categories: Resignifying knowledge through 'demystification'; The critical social-environmental development of students in relation to the theme: from limit situations to untested feasibility; Learning assessment: the understanding and lines of thought from the perspective of students. Hence, connecting the critical-reflective classroom practice to curricular development.

Supporting mathematics public school teachers’ professional development and the teaching of statistics in elementary and middle school: An imperative for teacher education in Brazil

This research sought to understand the perspectives of 28 elementary school mathematics teachers, on equity, social justice, cultural, socioeconomic, and racial issues and their relationship with the teaching and learning of mathematics (statistical concepts) in an online collaborative mathematics course focused on teaching statistics in an equity view. Federal policy requires teaching statistics since elementary school in Brazil. The course was conducted in the context of a university-school partnership through an online professional learning community–PLC, involving teachers from eight public schools and researchers from eight public universities in three different states in the Northeast and one in the Southeast of Brazil. Teachers’ perspectives on equity, social justice, cultural, socioeconomic, and racial issues were analyzed under the lens of the National Council of Teachers of Mathematics (NCTM) equity principles and Gorski’s (2019b) heritage literacy. Data was generated through responses to an on-line questionnaire. Data analysis involved the qualitative method of textual discursive analysis. Results focused on teachers’ understandings and interpretations regarding: how they define equity, equality, and social justice; opportunities in mathematics teaching to support student learning; school support in relation to racial, cultural, and socioeconomic issues of families. The findings point to the need to support the implementation of a professional development model that attends, at the same time, the learning of teachers and students, with a focus on equity in Brazilian public schools.

Tensões dinâmicas no sistema orçamentário de empresa familiar e a dualidade da estrutura

ABSTRACT This article aimed to understand the dynamic tensions in the budgetary system of a family business based on the duality of structure perspective. The research on dynamic tensions in the budgetary system of family businesses is inconclusive. Dynamic tensions are explored in light of traditional theories, and few studies use Simons’ (1995) four levers of control. Moreover, the management control systems (MCSs) of family businesses have particularities that need to be explored. These particularities of family businesses provide different explanations for the dynamic tensions in the budgetary system. Duality of structure enables an understanding of the interaction between the structure and agents’ actions in the production and reproduction of the social order of a family business, within a context of dynamic tensions in the budgetary system. The research revealed the dynamic tensions in the budgetary system of a family business in one budgetary cycle. The findings are relevant since, based on a duality of structure perspective, they present indications that these dynamic tensions are associated with positive forces (belief and interactive control systems) in interaction with negative forces (boundary and diagnostic control systems). This is a single case study in a medium-sized family business engaged in the production and sale of foods. The data were collected through semi-structured interviews, observations, and documents, and analyzed based on discursive textual analysis. The evidence suggests that the social order of the family business is produced and reproduced with the dynamic tensions that occur in the planning and control stages of the budgetary system. The study contributes to the literature on dynamic tensions in the budgetary system of a family business by addressing what they are and how these tensions occur based on the duality of structure perspective. It contributes to practice, as it enables an understanding and better management of these tensions and the achievement of budgetary goals and objectives.

Bibliographic review of ENPEC meeting Minutes on the teaching of science in the first years of elementary school: continuing education for teacher

This article represents the expansion of an initial paper sent to the XIII ENPEC/2021 that aims to investigate how the continuing education for teachers (CET) working with young children on Natural Sciences (NS) has been historically carried out and presented in the editions of the National Meeting of Research in Science Education (ENPEC - 1997 to 2021). This is an exploratory research, of the bibliographic study type and was constituted from data from 14 complete papers, which were selected and analyzed in the light of Discursive Textual Analysis (DTA). In the categorization process, eight categories of analysis emerged: 1) training needs; 2) teaching concepts; 3) conceptions about training; 4) characteristics of the subjects; 5) training methodologies; 6) formative process and how the subjects felt; 7) direct results of training; and 8) post-formation (legacy), organized into three periods: pre-formative, formative and post-formative, interspersed with transitional units. After analyzing the works year by year, less than 1% of the papers published in this event and only 10% of the selected ones met the objectives of this research. The units of meaning representing the pre-formative period showed the deficiency in the initial training of educators in training, the importance of knowing the skills to work NS, planning, conducting and evaluating the teaching process, in addition to the importance of continuing the reflection process and teacher training. The two most pronounced characteristics among the educators in training were the need to deepen their conceptual knowledge in NS and the attempt to change their teaching methods after the group reflections. In the formative period, the teachers went through moments of reflection and reformulation of their practices, formation of concepts and changes in their vocabularies about NS. The direct results of the training showed that the educators in training were able to reflect on the action, face their problems, and change their attitude towards the teaching of NS, in addition to being motivated to create new strategies to achieve their goals in the classroom. In general, the researchers/trainers observed some methodological changes, safety to teach NS and the overcoming of some difficulties in the initial training of teachers, as well as a greater involvement of students during classes and the creation of collective spaces for discussion in Schools, which, until then, did not exist in these places. It is hoped that this work will contribute to researchers in the teaching area of NS in order to qualify their continuing education actions aimed at teachers in the early years, as well as to elucidate some gaps to be explored in research on the subject.

TikTok’s ‘Republicansona’ trend as cross-party cross-dressing: Legible normativity, (in)dividual representation and performing subversive ambiguity

In the early months of 2021, a curious trend began to emerge on TikTok: left-leaning TikTokkers engaging in lampoonish performances of cross-party cross-dressing to re-present themselves as their alter-ego ‘Republicansonas’. Fascinatingly, the most profuse and popular engagements with this trend have been to cannily recode BIPOC and queer self-presentations through a sardonic pantomime of a legibly centrist normativity generated by strategically ambiguous performances of ‘whitewashing’ and ‘straightifying’. Deploying affect theory, Deleuzian critiques of neoliberalism, affordance theories of algorithmic culture, critical race theory, queer epistemologies of discursive space and textual analysis of Republicansona content, this article interrogates the operations of not just TikTok but of an increasingly right-leaning America. The central questions in this article are to examine the utility and ideology of this memetic mimesis trend while examining what this trend reveals about TikTok’s infrastructure and the potential for revolution from within the apparatus. This analysis of the mindful sardonicism of the Republicansona trend reveals its disruptive potential to call attention to the impacts of neoliberalism on expression. The act of simulating legible normativity generates a subversively ambiguous depth where testimonies of survival in the face of image-violence are shared as a second layer to the trend’s inside joke modality.