Methodological Resources Research Articles

Combinatory thinking: an approach from the password game

The purpose of this article is to present the paths outlined for the development of combinatorial reasoning and the fundamental principle of counting through problem situations arising from the game. The conception of this work arose from the contact with games at the Mathematics Teaching Laboratory (LEM) and from discussions about new teaching methodologies in the Supervised Internship IV discipline of the Full Mathematics Degree course at the State University of Maringá. In this way, in partnership with LEM, this activity proposal was developed, whose target audience was students from the 8th and 9th years of Elementary School. The Password Game was used as a methodological resource, in order to work the multiplicative principle in a playful way and different from the traditional one. The realization of this activity with the students made us realize that it is possible, through the use of games, to trigger very rich mathematical discussions, as well as to promote learning situations in the classroom.

Конец истории: факторы и методологические параметры концептуализации идеи

The article explores the problem of constructing concepts of the end of history. The author draws attention to the anthropogenic, social and historical factors of the emergence and increasing of interest to the topic of finiteness of the historical process. He notes its manifestation in eschatological intentions of theological comprehension and philosophical reflection of the meanings of completing the path of humanity from the past to the present. The author reveals the variable dynamics in the methodology of the philosophy of history, the peculiarity of which at the turn of the second and third millennia is seen in the fact that civilizational projects become dominant. F. Fukuyama and S. Huntington create competing concepts of the end of history in their parameters. The article provides a comparative analysis of methodological tools for designing the proposed models. As a result, the author comes to the conclusion about the limitations of the methodological resource of the civilizational approach, the conceptual implementation of which catalyzes the risk-generating character of the functioning of the international community. Developing the ideas of previous publications, he suggests applying a multi-level methodological synthesis based on the principles of differentiation and complementarity. In his opinion, the synthesis of elements of civilizational and formational methodology with moral and axiological semantic orientations of Christian exegetics can present an interesting perspective in this regard.

Direitos humanos e segurança internacional: uma análise sobre o conflito do Saara Ocidental

O regime internacional de proteção e promoção de Direitos Humanos foi ampliado e se consolidou no âmbito das Nações Unidas (ONU) desde a metade do século XX até os dias atuais. Após a Guerra Fria, as questões de Direitos Humanos passaram a integrar a agenda da Segurança Internacional, como competência do Conselho de Segurança (CS) – o qual é responsável pela resolução de conflitos, como é o caso do Saara Ocidental. Durante o processo de ampliação da agenda da Segurança Internacional, foram cunhados dois princípios, distintos, porém que conversam bem entre si: segurança humana e responsabilidade de proteger. Ambos ajudaram a trazer os Direitos Humanos para o topo da agenda internacional. Este trabalho analisa a situação de direitos humanos no caso do Saara Ocidental, focando nestes princípios, em dois momentos específicos: antes e depois da ampliação da agenda da Segurança Internacional, equivalentes ao período durante o conflito armado (de 1975 a 1991) e ao período após o cessar-fogo (de 1991 até o momento). Utilizaremos como recursos metodológicos a pesquisa documental e revisão bibliográfica, tendo como base artigos acadêmicos, livros, documentos oficiais da ONU e relatórios de ONGs.

A disciplina de Geografia e o uso de jogos pedagógicos enquanto recurso metodológico de ensino: uma experiência com 9° ano e PG IV

RESUMO: O presente trabalho aborda a utilização de jogos pedagógicos enquanto recurso metodológico no ensino de Geografia. O objetivo é apresentar os recursos metodológicos utilizados em sala de aula na disciplina de Geografia. As atividades foram desenvolvidas nas turmas de 9º ano do Ensino Fundamental II e na turma de PG IV durante o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) numa escola estadual na cidade de Maceió/AL. Os jogos utilizados enquanto recurso metodológico em sala de aula foram o bingo geográfico e o caça palavras. Assim, proporcionando aos estudantes um aprendizado lúdico e motivador com fulcro no desenvolvimento de habilidades cognitivas como observação, interação e participação nas atividades propostas.
 PALAVRAS-CHAVE: Atividade lúdica. Ensino de Geografia. Aprendizagem significativa.

A UTILIZAÇÃO DE ELEMENTOS DA FLORESTA NA PRODUÇÃO DE RECURSOS METODOLÓGICOS PARA A O ENSINO DE CIÊNCIAS E MATEMÁTICA NO CONTEXTO AMAZÔNICO

Este artigo tem por finalidade apresentar uma possibilidade de aprendizagem consistente e socialmente significativa partindo da utilização dos recursos didáticos naturais. A pesquisa realizada mostra que o ensino pode ser dinâmico e participativo, possibilitando um conhecimento significativo dos conteúdos a ser ensinados. Mostramos a partir de um caso excepcional e criativo de um docente da rede estadual do município de Manaus que é possível transformar os elementos naturais em recursos metodológicos para ensinar Física e Matemática, desenvolvendo habilidades cognitivas no campo numérico e geométrico. Nessa pesquisa de cunho qualitativo, utilizamos entrevistas, observações e registros escritos e fotográficos. Concluímos que é possível a criação de recursos didático-metodológicos que favoreçam a região amazônica e os processos educativos. Este trabalho mostra que a floresta amazônica é rica em possibilidades e que seus recursos devem ser valorizados e utilizados na construção do conhecimento tendo em vista uma didática amazônica.

Enactivism and Ecological Psychology: The Role of Bodily Experience in Agency.

This paper considers some foundational concepts in ecological psychology and in enactivism, and traces their developments from their historical roots to current preoccupations. Important differences stem, we claim, from dissimilarities in how embodied experience has been understood by the ancestors, founders and followers of ecological psychology and enactivism, respectively. Rather than pointing to differences in domains of interest for the respective approaches, and restating possible divisions of labor between them in research in the cognitive and psychological sciences, we call for a deeper analysis of the role of embodiment in agency that we also undertake. Awareness of the differences that exist in the respective frameworks and their consequences, we argue, may lead to overcoming some current divisions of responsibility, and contribute to a more comprehensive and complementary way of dealing with a broader range of theoretical and practical concerns. While providing some examples of domains, such as social cognition and art reception, in which we can observe the relative usefulness and potential integration of the theoretical and methodological resources from the two approaches, we demonstrate that such deeper synergy is not only possible but also beginning to emerge. Such complementarity, as we envisage, conceives of ecological psychology that allows felt experience as a crucial dynamical element in the explanations and models that it produces, and of an enactive approach that takes into consideration the ubiquitous presence of rich directly perceived relations among variables arising from enactments in the social and physical world.

Психолого-педагогическая характеристика потребности студентов в самообразовании при обучении в вузе

In the conditions of rapid growth of new scientific and application information, the volume of knowledge that a graduate of a higher school has to master is constantly increasing. Educational standards, curricula, educational and methodological resources, textbooks and teaching aids despite being constantly reconsidered aren’t able to catch up with all the current changes. In this context a large gap between scientific achievements and the content of university courses arises which reduces the quality of training students. The solution to this contradiction is the development of students’ need for self-studying along with the improvement of the methodology and methods of teaching certain courses at the university. Based on the analysis of psychological and pedagogical research and personal experience, the characteristics of three levels of students’ readiness for self-studying are revealed. Potentialities of teachers’ activity for the organization of students’ controlled cognitive activity are determined. It is proved that the need for independent acquisition of certain subject matter and modules of the course under study inevitably leads to a shift in priorities from memorizing and reproducing the acquired knowledge to their independent acquisition and mastering. Particular attention is drawn to the need for organizing independent laboratory research and virtual laboratory experiments in physics which provide supportive environment for the formation of students’ need for self-study.

Toolkit of methodological resources to conduct systematic reviews.

Background: Systematic reviews (SR) can be classified by type depending on the research question they are based on. This work identifies and describes the most relevant methodological resources to conduct high-quality reviews that answer health care questions regarding prevalence, prognosis, diagnostic accuracy and effects of interventions. Methods: Methodological resources have been identified from literature searches and consulting guidelines from institutions that develop SRs. The selected resources are organized by type of SR, and stage of development of the review (formulation of the research question, development of the protocol, literature search, risk of bias assessment, synthesis of findings, assessment of the quality of evidence, and report of SR results and conclusions). Results: Although the different types of SRs are developed following the same steps, each SR type requires specific methods, differing in characteristics and complexity. The extent of methodological development varies by type of SR, with more solid guidelines available for diagnostic accuracy and effects of interventions SRs. This methodological toolkit describes the most up-to-date risk of bias instruments: Quality in Prognostic Studies (QUIPS) tool andPrediction model study Risk Of Bias Assessment Tool (PROBAST) for prognostic SRs, Quality assessment of diagnostic accuracy studies tool (QUADAS-2) for diagnostic accuracy SRs, Cochrane risk of bias tool (ROB-2) and Risk of bias in non-randomised studies of interventions studies tool (ROBINS-I) for effects of interventions SRs, as well as the latest developments on the Grading of Recommendations Assessment, Development and Evaluation (GRADE) system. Conclusions: This structured compilation of the best methodological resources for each type of SR may prove to be a very useful tool for those researchers that wish to develop SRs or conduct methodological research works on SRs.

Endogeneity: A Review and Agenda for the Methodology-Practice Divide Affecting Micro and Macro Research

An expanding number of methodological resources, reviews, and commentaries both highlight endogeneity as a threat to causal claims in management research and note that practices for addressing endogeneity in empirical work frequently diverge from the recommendations of the methodological literature. We aim to bridge this divergence, helping both macro and micro researchers understand fundamental endogeneity concepts by: (1) defining a typology of four distinct causes of endogeneity, (2) summarizing endogeneity causes and methods used in management research, (3) organizing the expansive methodological literature by matching the various methods to address endogeneity to the appropriate resources, and (4) setting an agenda for future scholarship by recommending practices for researchers and gatekeepers about identifying, discussing, and reporting evidence related to endogeneity. The resulting review builds literacy about endogeneity and ways to address it so that scholars and reviewers can better produce and evaluate research. It also facilitates communication about the topic so that both micro- and macro-oriented researchers can understand, evaluate, and implement methods across disciplines.

Getting to "Yes": Overcoming Client Reluctance to Engage in Chair Work.

GoalsSecuring clients’ active and enthusiastic collaboration to participate in activities therapists would like to implement in therapy (e.g., free association, in vivo exposure, or the engagement in chair work) is a core mission in therapy. However, from the clients’ perspective, these tasks frequently represent novel challenges that can trigger anxiety and reluctance. Thus, a key element in therapy is the negotiation between therapist and client to move beyond such reluctance to potentially effective therapy activities and, at the same time, maintain positive relational affiliation between therapist and client. In this research we examined (1) a collection of therapist proposal/client response sequences that were geared toward recruiting participation in chair work and (2) sequences containing hesitation or instances where decisions to engage in chair work were deferred and related relational disaffiliation. Our goal was to identify the conversational resources (both verbal and non-verbal) that worked to reject a proposed activity (or convey impending rejection) and examine the interactional practices directed at resolving client reluctance.MethodWe used the conceptual and methodological resources of Conversation Analysis to examine a corpus of proposal/response sequences that targeted chair work entry in Emotion-focused Therapy.ResultsThe resulting data set included some smooth and successful engagements and others more challenging, involving clients delaying or resisting engagement with chair work. Clients were found to defer or refuse engagement through a range of resources such as withholding a response (silence), questioning the authenticity of the task, or directly refusing. We identified specific therapist practices that facilitated engagement in “refusal-implicative” contexts such as proffering “or” alternatives, offering extended rationales for the activity (accounting), and elaborating on the proposals. We observed that the therapists’ deontic stance (mitigated and reduced claims to authority) and moderated epistemic positioning (deference to the client’s primacy of knowledge and information) played an important role in facilitating engagement.ConclusionOur research highlights the kinds of interactional sequences in which clients and therapists are able to achieve alignment in mutually working toward chair work entry. Based on these observations, we offer some practical advice to therapists in formulating proposals to engage clients during in-therapy work.

Digitální stopa: Konec empirické sociologie?

In the 20th century empirical sociology possessed innovative methodological resources that granted it fairly exclusive access to understanding human social life. However, with the advent of digital technologies and increasing migration into the online world, this privilege started to shift into the hands of commercial entities. People of the 21st century now generate data with every step they take (both physical and virtual), and most of the current internet business models are built on the collection, analysis, and commercial utilisation of such data. The 'Digital Trace Data' left behind by billions of online users present an unprecedented opportunity for the study of their behaviour, characteristics, and social interactions. This article seeks to introduce readers to the world of Digital Trace Data and the three main areas in which such data are used: research, commerce, and surveillance. Examples of all three are given to illustrate the potential strengths, weaknesses, and associated risks. The article also seeks to provide warning of a future in which the largest repository of sociological data in history ends up locked behind the doors of commercial enterprises and government institutions.

Formación y Narrativa. Núcleos de sentido a partir del recorrido autobiográfico

El artículo recupera, a partir de una vivencia como tutora en el Doctorado en Educación. Programa Específico en Formación en Investigación Narrativa y (auto) biográfica en Educación, de la Facultad de Artes y Humanidades de la Universidad Nacional de Rosario, Argentina, una serie de reflexiones en torno a la relación entre formación y narrativa. A partir de allí reconstruye un escrito autobiográfico cronológico estructurado como memoria de formación, reconfigurando el mismo a través de núcleos de sentido que van develando ideas que fueron cobrando centralidad: trayectos de formación como trayectos biográficos, escritura polifónica y hacia una pedagogía porosa. Comparte además algunos interrogantes respecto a las formas de escritura dialogales entre lo narrativo y lo académico en los procesos de investigación educativa, con el fin de recuperar aportes de la narrativa no solo como recurso metodológico sino como perspectiva en investigación y sus desafíos.

Exploring reading in social semiotics: theory and methods

ABSTRACT The aim of this paper is to critically review how social semiotics has contributed to the study of reading and to develop an agenda for further research. We consider the theoretical and methodological resources that social semiotics has developed to account for multimodal text in the contemporary semiotic landscape, and explore how they can be used to teach critical reading skills to young people to support their participation in different social domains. We reflect on the possibilities and limitations of different analytical frameworks, highlighting barriers and possibilities for advancing social semiotic scholarship on reading and beyond. We end with a sketch of a new research agenda for social semiotics, in the light of technological change and its implications for reading.

Whatsapp como ferramenta de ensino: inovando no aprendizado em enfermagem

Este artigo objetiva relatar e refletir sobre a experiência docente da disciplina de Enfermagem em Saúde Mental acerca do uso de recursos metodológicos, como o uso do aplicativo Whatsapp em atividades de sala de aula, no propósito de possibilitar ao estudante o uso das redes sociais e da comunicação virtual no processo de aprendizagem, bem como uma formação mais reflexiva para a atuação no sistema de saúde. Trata-se de um relato de experiência, sobre o uso do aplicativo Whatsapp como ferramenta para estratégia metodológica durante a disciplina de Enfermagem em Saúde Mental do Curso de graduação em Enfermagem. Primeiramente, utilizou-se o aplicativo no formato de grupo para explorar informações disponíveis na internet sobre Acolhimento. Em um segundo momento, os estudantes construíram um conceito de acolhimento a partir das informações postadas no grupo de discussão. A possibilidade de tornar o estudante como protagonista do processo de ensino- aprendizagem, estimula e favorece o aprendizado significativo, proporcionando uma formação de profissionais mais proativos, críticos e reflexivos sobre sua realidade. A experiência possibilitou o estudante ser protagonista de sua construção do conhecimento teórico, favoreceu ao aprendizado, tornando o estudante parte do processo, e protagonista nesta construção. E ao professor, possibilitou aproximar-se dos estudantes, e empreender em uma formação crítica reflexiva.

Fragmentos de memória: degradação do mobiliário do Auditório Araújo Vianna

O Auditório Araújo Vianna, teve sua reinauguração em 1964 no Parque Farroupilha em Porto Alegre. Entretanto, o mesmo traz consigo 33 anos de história referente à sua primeira fase, quando inaugurado no ano de 1927 na Praça da Matriz, no centro da Capital Gaúcha. O objetivo deste estudo é conhecer alguns dos aspectos culturais da primeira fase do Auditório, compreendido entre os anos de 1927 e 1960, e fazer um mapeamento de seus bancos que hoje se encontram espalhados pela cidade e representam uma fração de sua memória. Para tanto, foram utilizadas reportagens antigas e informações extraídas de sites oficiais como recurso metodológico bibliográfico. A busca pelos bancos ocorreu em lugares pré-estabelecidos de acordo com o site oficial da Prefeitura de Porto Alegre, onde os bancos poderiam estar localizados. Verificou-se que não existe uma memória por parte dos usuários, destes bancos como pertencentes ao patrimônio, sendo tratados como bancos de praça comuns.

A POLÍTICA DE COTAS COMO FORMA DE ACESSO DEMOCRÁTICO AO ENSINO SUPERIOR PÚBLICO

Este estudo tem como principal objetivo trazer considerações acerca da política de cotas como mecanismo de acesso democrático ao ensino superior público e ainda, inquirir sobre a igualdade de oportunidades no acesso à educação superior. Para alcançar o objetivo, utilizou-se como recurso metodológico a pesquisa bibliográfica, realizada a partir da leitura de livros e artigos científicos divulgados em meio eletrônico e, também, a leitura pormenorizada dos documentos que regulamentam as cotas: Lei nº 12.711 de 29 de agosto de 2012, Decreto nº 7.824, de 11 de outubro de 2012 e Portaria Normativa nº 18, de 11 de outubro de 2012. Ao término desse estudo, conclui-se que a política de cotas e as ações afirmativas surgiram como meio de contribuir para a igualdade de oportunidades e vêm cumprindo o proposto, na medida em que proporcionam o acesso de uma parcela de estudantes antes excluídos desse espaço de conhecimento, que é a universidade.

Participate, observe, investigate: the method as a process

The term method is widespread, both in academic contexts and in different musical areas, institutional or otherwise. However, most of the time, this term expresses different, even opposite meanings. In this article I try to reflect on these different meanings, establishing some criteria and parameters that I consider relevant, especially for research that has music as an object of analysis. Beyond proposing a specific method for music research, my goal is to clarify what it means to act based on method. Hence, I examine the existing relationships between knowledge, action and performance, in the construction of a pathway that involves practice, movement, and process, as powerful methodological resources. In the case of the ethnographic method, perhaps the most appropriate way to reflect on this subject –especially when we understand it as practice– is to let it reveal itself through a description, a report. Thus, throughout the article, I report some of my experiences as a musician-researcher, in search of this participatory-observer pathway.

Situation of Neuromarketing Consulting in Spain.

The latest research in Spain indicates that the most advanced neuromarketing consulting companies in the sector are those that have been able to innovate in the development of their own technologies and methodologies. Despite their reduced volume of business compared to total investment in marketing and market research in our country, there are signs that suggest these companies have great potential to improve this sector, which is still to be explored. For this reason, this research straddling the ethnographic method and the theoretical–descriptive method aims to help us better understand the characteristic features of this sector by actively listening to the professional voices that lead it. Its epistemological value lies in its contribution to understanding the business culture related to the professional development of neuromarketing in our country today. The study shows that the main human resources strategy of neuromarketing consulting companies is based on the creation of multidisciplinary work teams. In addition, most of them develop data analysis software, which they can safeguard under various types of copyright, and on other occasions they manage to patent them, to later apply them to the objectives and purposes of their company. This would also explain the widespread use of certain procedures and resources by the vast majority of the consulting companies investigated. Thus, the trend in the market is the implementation of different synchronization software to the available technological and methodological resources. Others have even gone so far as to create a new technological support to incorporate methodologies already in use. Therefore, this gives them exclusivity in their services and the necessary competitive advantage over their competitors. Among other factors, these inferences about how this sector really works are very likely to be very useful in the academic field, which will constitute a further step in generating critical thinking and in expanding the frontiers of knowledge around this discipline.

The turn towards policy mobilities and the theoretical-methodological implications for policy sociology

ABSTRACT This paper reflects critically upon how the ‘mobilities turn’ in the social sciences, and its subsequent contribution towards ‘policy mobilities’, offers theoretical and methodological resources that can be usefully harnessed in education policy sociology. Just as there are new ways in which policy is being made and moved, there are equally new ways to be a researcher of education policy who seeks to understand these processes. My purpose here is to help crystallise and make explicit these new mobilities-informed approaches, not only for the purpose of considering how mobility can help reconsider how to think and practise policy sociology, but also to better reflect and accommodate the empirical changes inherent in contemporary policymaking and enactment. I first survey the literature around the mobilities turn and emphasise its implications for social science research, before turning to how policy mobilities theories and methodologies can be employed within policy sociology. Finally, I close the paper by reflecting on the implications of conducting policy sociology with a policy mobility lens and outline the issues that come from foregrounding movement in the research of education policy.

Estudo de categorias para sistematização de conceitos em Gestão do Conhecimento

Introdução: Com base nos princípios de categorização, o estudo relata uma pesquisa em andamento sobre o categorias para sistematização de conceitos em gestão do conhecimento. Objetivo: Objetiva criar uma taxonomia-de-base-em-conceito para o domínio da Gestão do Conhecimento (GC), cujo resultado poderá minimizar a confusão conceitual entre especialistas, promovendo uma melhor comunicação e também o crescimento da especialidade. Metodologia: Como recurso metodológico da abordagem de análise de domínio, uma revisão sistemática de literatura se fez necessária com o objetivo de identificar e definir as categorias que irão compor o referido esquema de classificação. Conclusão: Como resultado, duas grandes categorias foram criadas, além de sete subcategorias correspondentes. Como etapas seguintes, pretende-se definir os conceitos, que passarão por um processo de sistematização em cadeias hierárquicas, cumprindo assim o objetivo geral da pesquisa que é a criação de uma taxonomia para o domínio da GC.