Municipal Primary Schools Research Articles

Developing theory by engaging in collaborative transformations of educational practice

This article presents a methodological approach to educational psychology research in which researchers engage in collaborative transformations of educational practice while developing theory concerning the societal and scientific relevance of these transformative processes. The theoretical inspiration for this approach stems from German-Scandinavian Critical Psychology, Transformative Activist Stance, and the Change Laboratory Framework — three research traditions with common roots in cultural-historical psychology and activity theory. Empirically, the article is based on a transformative research collaboration between the author and a 2nd grade teacher at a Danish municipal primary school. The aim was to develop an intervention framework to support the development of cultures of care within communities of children, while simultaneously producing theoretical knowledge about the conditions that enable the development of such cultures within the contradictory and dilemma-filled historical and socio-political context of Danish municipally governed schools. Empirical excerpts show how a novel intervention principle emerged as a synthesis of the researcher and the schoolteacher’s respective, seemingly contradictory knowledge contributions. Against a backdrop of historical-institutional analyses, it is argued that this intervention principle represents a novel scope of possibilities for educational professionals struggling to manoeuvre within the various contradictions and common problems inherent to Danish municipally governed schools. In the discussion, it is argued that the transformative approach presented here seems particularly promising for the democratisation of knowledge production. This assertion is supported by a demonstration of how the approach is particularly flexible to continuously integrate critique, contributions, and contestations from co-researchers within educational practice, adults as well as children.

Miejskie szkoły powszechne dla ludności żydowskiej w wielokulturowej Częstochowie okresu międzywojennego

In the years 1918–1939, Częstochowa was a multicultural city just like the entire Second Republic was a multicultural country. Groups of people different in the aspects of their ethnic origin, speaking different languages, belonging to different religions, and also representing different cultures co-existed in it; nevertheless, it was Jews that constituted the dominant minority as far as religion was concerned. Economic development, territorial growth, and also increase in the population, observed throughout the period referred to hereinabove, and, first and foremost, a constantly increasing headcount of Jewish minority, rendered it necessary to organise social-cultural and educational institutions, the lion’s share of which were charitable and philanthropic organisations. The demographic structure in the years 1918–1939 determined the educational needs of the city as well. So as to ensure that Jewish population could undergo a compulsory education and complete it, the authorities of the city handed over three municipal primary schools (bearing the following numbers: 12, 13 and 15) to be used only and solely by the members of this very minority. The schools in question constituted an integral element of primary education in the city, and, therefore, suffered from the same difficulties with finding suitable buildings, personnel and organisation. It is, however, worth indicating that, thanks to the grassroots initiatives of the faculty in the aspect of the organisation of upbringing activities, these schools instilled the spirit of respect for the people of all confessions and nationalities, as well as for the state and local community.

Inclusão de recursos tecnológicos digitais nas práticas docentes: uma intervenção pedagógica visando à formação de professores

Este estudo teve como objetivo principal dar dinamicidade ao uso de recursos tecnolgicos digitais para qualificar as prticas docentes, por meio de uma interveno pedaggica desenvolvida em uma escola municipal de ensino bsico situada no municpio de Jaguaro/RS. A interveno se deu a partir de encontros de formao, propostos s professoras dos anos iniciais, realizados na escola, durante o ano de 2014. Nesses encontros, as professoras tiveram contato com os recursos tecnolgicos digitais durante um determinado perodo do ano letivo. O procedimento metodolgico foi o da proposta da interveno ancorada em dados qualitativos apontados pelos sujeitos envolvidos diretamente no processo e baseada na metodologia de projetos de interveno. A coleta de dados foi feita por meio de entrevista. A realizao deste trabalho de pesquisa-interveno favoreceu o contato das professoras com os recursos tecnolgicos disponveis na escola para que pudessem, a partir desse conhecimento, agreg-los s suas prticas docentes.

Technologies and Teacher’s Motivational Style: A Research Study in Brazilian Public Schools

Information and Communications Technology (ICT) is increasingly a part of discussions on educational innovation and teaching practices. Research from the last decade points out the difficulty of integrating technologies in education and highlights the variety of elements favouring/preventing change in teaching and learning methods. In this article, we defend that the methodology adopted by teachers, their approach with regard to students in the classroom and what literature calls educational professionals’ «motivational style» (Decy & Ryan, 1985 and 2000; Reeve, Bolt, & Cai, 1999; Guimaraes & Boruchovitch, 2004; Pischetola, 2016) are the elements that most lead to a significant role for ICT in teaching practices. The discussion relies on self-determination theory and the assumption of the existence of more autonomy-supportive or more controlling teacher’s motivating styles. Based on this premise, we present here a qualitative study undertaken between 2014 and 2016 at eight municipal primary schools in the city of Rio de Janeiro, Brazil. As a whole, we undertook 64 semi-structured interviews with teachers from the selected schools. The obtained results have allowed us to demonstrate a relationship between teachers’ motivational style with the use of technology and the creation (or otherwise) of a dialogue-based and democratic space in the classroom.

Influences of Gender, Religion, Dietary Patterns, and Mixed-sex Education on Aggressiveness in Children: A Sociodemographic Study in Municipal Primary Schools of South Delhi.

Increasing antisocial and violent behaviors in adolescents and young adults present serious challenges for public health. Children with persistent high levels of aggressiveness are often associated with developing conduct disorders later in life. Early detection of highly aggressive children and sociodemographic risk-modifying factors are important for developing effective preventive strategies. The present study was undertaken to assess levels of aggressiveness for detecting highly aggressive children in sample populations of primary school children in an urban setting and determine significant biosociocultural risk-modifying factors in this scenario. The study was conducted during August-September, 2015 in 5 primary schools of South Delhi Municipal Corporation. Sociodemographic data on 2080 students were collected. Overall aggressiveness scores (OA-Scores) were estimated using a self-report questionnaire in Hindi. Categorizing students according to their OA-Scores, the data revealed that highly aggressive children constituted 4.3% of the study population. Analysis showed significant influence of (a) gender: boys displayed higher levels of aggressiveness compared to girls; (b) dietary pattern: omnivores showed higher aggressiveness than vegetarians; and (c) school environment: boys in mixed-sex (coeducational) schools displayed lower aggressiveness than from single-sex schools. Statistically significant influences of religion (Hindu/Muslim) and family type (joint/nuclear) on aggressiveness profiles were not noticeable. Vegetarian diets and mixed-sex education act as protective factors in the development of aggressiveness in children, especially among boys. Extending investigations to populations differing in geography and cultural backgrounds are warranted to verify present results.

Acceptance of fish hamburgers in school meals in the Southwest Region of Paraná, Brazil

The regular consumption of fish provides health gains for people, and its introduction in school meals is an important strategy to insert the habit of consuming this food by a population. Thus the objective of this study was to verify the acceptance of fish, presented in the form of hamburger, by children in municipal primary schools in the town of Pato Branco, Brazil, in which the school cooks had been trained to produce fish hamburgers. Acceptance was evaluated using a hedonic scale with 5 facial classifications (1 = disliked extremely to 5 = liked extremely). Students of both genders from 5 to 10 years of age (n = 142) were served the hamburgers for their midday meal, representing the protein portion of the meal. The results were analyzed by logistic regression. No effect of age or gender was observed between the children in the acceptance of the hamburgers, but the interaction between age and gender was significant. The cluster analysis was applied to distinguish this interaction using two-way joining to present the results, which showed the effect between specific age and gender situations. The acceptance index was 87% showing the potential for the consumption of this food by children.

Possibilidades e limites da formação continuada na escola sob a orientação de política educativa performática

O artigo analisa as estratégias didáticas da formação continuada utilizada por uma coordenadora pedagógica de escola municipal de primeiro segmento do Rio de Janeiro em parceria com outros educadores. A partir do diálogo com os referenciais teóricos (Ball, Libâneo, Tardif e Freire), pretende-se refletir sobre limites e possibilidades de uma formação continuada na escola que mantenha preocupação com a função social da Educação e da formação do cidadão em tempos de políticas educacionais performáticas. Os dados foram coletados em observações de reuniões, análise de documentos e entrevistas. Conclui-se que a coordenadora pedagógica buscou desenvolver uma formação continuada com ajustes secundários à política educacional performática, por já existir um trabalho coletivo, entre docentes e famílias, em torno do projeto da escola. Isso possibilitou que ela buscasse um consenso em relação aos conteúdos e como mobilizar os alunos para aprendê-los. Apresentam-se como limitações do processo de formação: o tempo previsto pela Secretaria Municipal de Educação para formação continuada, as diferentes perspectivas sobre o papel da escola e a dificuldade para estabelecer parcerias com outras instituições e/ou profissionais. Sem parcerias, a formação continuada fica restrita à realidade e aos saberes locais, perdendo os benefícios de novos e outros saberes de outros profissionais. Uma das possibilidades de superação dos limites apontados seria a busca de parceria com grupos de pesquisa de universidades.

On the Domination of Transmission Approach and the Lack of Transaction – Parents in Municipal Primary Schools

On the Domination of Transmission Approach and the Lack of Transaction – Parents in Municipal Primary Schools

Cyber-victimization among Children: Prevalence, Characteristics, Gender Differences and Links to Social Difficulties

Objective:The current study presents an updated initial picture of the nature of Cyberbullying (CB) among children in Israel. The study examined CB as it is manifested among primaryits prevalence, characteristics and gender differences, against the backdrop of traditional bullying. Methods: The study involved 242 pupils (54.1% girls). Data was gathered through questionnaires which were distributed to the participants, 4th and 5th grade pupils, from ten classes in two municipal primary schools located in the central region of Israel. Results:The research findings show that CB exists in Israel among young children: 15.8% of the children reported being cyber-victims and 31.7% reported knowing cyber-victims. The percentage of girl cyber-victims was higher than that of boys.It was found that children who had been bullied face-to-face were likely to be cyberbullied as well. The findings indicate a significant correlation between the frequency of internet usage and cybervictimization, and between CB and traditional bullying. Children who were cyber-victims reported having lower social support and a greater sense of loneliness than non-victims. Conclusion:The findings indicate the need to design and implement intervention programs focusing on the social aspect, in these early stages, along with treatment programs for young cyber-victims in order The tender age of children involved in cyberbullying suggests the need to involve parents and teachers in the programs' design.

Portugues

Este trabalho analisou o conhecimento dos professores de Educação Física sobre procedimentos de primeiros socorros aplicados aos alunos de escolas municipais do ensino fundamental de Ponta Grossa. Contou com a participação de 21 professores de 19 escolas, sendo 52,4% do gênero feminino e 47,6% do gênero masculino. A metodologia proposta foi a aplicação de questionário contendo 11 questões sobre procedimentos a serem aplicados nos alunos em caso de acidentes, bem como questões relacionadas aos kits de primeiros socorros nas escolas. A análise de dados e a formulação de gráficos foram realizadas através do Excel 2007. Atribuindo-se valores variando-se de 0 (zero) para as respostas consideradas dentro dos padrões corretos de cuidados prestados, e valores positivos (0,25 – 0,5 – 0,75 e 1) para aquelas consideradas fora do padrão no atendimento de emergência. Através deste trabalho verificou-se a importância da disciplina de primeiros socorros na grade do curso de Educação Física, além da necessidade de capacitação permanente para os professores atuarem de maneira correta e efetiva em caso de acidentes durante as aulas.

English

Even though female teachers in Kenya municipal primary schools are majority and highly qualified, they fill fewer administrative positions than men. This study assesses the extent of women's participation in leadership positions, society's perception of female leaders, selection criteria of educational administrators, and barriers that affect or hinder them from participation in leadership positions. Findings of this study reveal that gender socialization, beliefs in meritocracy, and the influence of patriarchy create a cycle of discrimination that disadvantage women in career advancement. Further, the existence of gender barriers disproportionately harms women’s advancement to senior positions of school administration. Finally, the study proposes remedial solutions to improve their involvement and participation in educational leadership. Key words: Teachers, positions, primary schools.

Jogo como um recurso de ensino-aprendizagem da matemática

This article aims to analyze the process of teaching and learning math using games. Investigates whether they facilitate the understanding of the contents, it favors the de-velopment of mathematical knowledge and teaching become pleasurable for the child discipline. The research was qualitative in nature and occurred in the afternoon shift at a Municipal Primary School - Vitória/ES. Participated in this study the governing teach-er and students of the 2nd year of elementary school. Data were collected through ob-servation, informal conversation, field records and intervention in the classroom. During these educational interventions three different games were used in order to create di-verse possibilities for the process of teaching and learning mathematics. Finally, this research finds that the games are used to teach math productive resources, because they make learning enjoyable and awakens the interest of students, fostering under-

Physical injury: A profile among the municipal primary school children of Siliguri, Darjeeling District

A cross sectional study was conducted from February - May 2009 with the objectives to find out profile of injuries among municipal primary school children in Siliguri, West Bengal and to identify the related factor associated with injury. 20% of total primary schools under municipal corporation of the town were selected and a pre-designed, pre-tested schedule was used to assess the profile of injury and associated factors. The Chi square test was usedto determine statistical significance at the 0.05 significance level. Out of 956 participants, a significantly higher injury was observed among males (68%). Open wound injuries were commonest (59.6%) occurring mainly at the extremities. Falls were mainly responsible for overall injuries. Injury at home (41.8%) was also found to be more. Mother education, number of siblings and presence of caregiver were significant related factors to injury.

Discurso argumentativo e produção de sentidos em indivíduos com Sindrome de Down

O presente estudo teve como objetivo identificar as características comunicativo-argumentativas em duas crianças com síndrome de Down, propondo-se analisar a produção de sentidos favorecida pelo discurso argumentativo em parceria com a pesquisadora. Para tal, a coleta de dados foi realizada em uma escola municipal do ensino fundamental I da cidade do Recife, com a participação de duas alunas com síndrome de Down. As alunas com síndrome de Down, individualmente, realizaram uma atividade discursiva com a intervenção da pesquisadora. As atividades individuais foram desenvolvidas com o auxílio de uma prancha, com o intuito de estabelecer a comunicação. Essas atividades tinham como tema assuntos do cotidiano das alunas que podiam ser passíveis de polemização. Os resultados demonstraram que as alunas com síndrome de Down parecem possuir especificidades discursivas na forma de argumentar. Em geral, os movimentos argumentativos realizados pelas alunas com síndrome de Down apareciam discursivamente na forma de gestos representativos e/ou verbalizações curtas - construções verticais.

Contaminação do solo por ovos de geo-helmintos com potencial zoonótico na municipalidade de Fernandópolis, Estado de São Paulo, entre 2007 e 2008

The concentration of dogs and cats in urban areas, associated with an ever-increasing wandering population of these animals, has an important epidemiological role in the soil contamination of public spaces and the spread of infections of several types of parasites. This study aimed to determine the frequency of soil-transmitted helminths with zoonotic potential in public squares and municipal primary schools in Fernandópolis, State of São Paulo, Brazil, conducted between 2007 and 2008. All the squares (32) and schools (13) in the town were evaluated. Soil samples were tested using the Rugai method modified by Willis, Caldwell and Caldwell. A total of 225 soil samples were evaluated and 30.2% (68) were positive for helminths. In samples from public squares, 40% (64) contamination was observed; however, contamination in schools was only 6.1% (6). The parasites eggs identified were Toxocara spp. 79.3% (47), Trichuris spp. 13.8% (8) and Ancylostomatidae 6.9% (4). Variables related to the site, such as the number of dogs (OR 21.18, 10.81 - 41.51), fecal samples (OR 6.87, 3.51 - 13.47) and the use of fences (OR 0.1, 0.05 - 0.20), had an impact on soil contamination. In the contaminated samples, parasites with zoonotic potential were identified, including the etiologic agents of diseases like cutaneous and visceral larva migrans, a fact that poses a risk to health of the population that frequent such environments.

Private Management and Public Responsibility of Education of the Poor

This paper presents an alternate explanation for the declining enrolments and dropouts from municipal primary schools. In the urban context, dropout has more usually been interpreted as a ‘preference for private/English-medium schools’. On the contrary, this paper points out; this ‘dropout’ could have been forced upon the poor by structural features introduced within the system of educational administration during the British period. Using evidence from studies of nine metropolitan cities, it is pointed out that the phenomenon of negative growth of enrolment at the primary stage is seen only in those cities where the next level of education is provided only/mainly through private-aided schools. Further, studies show that in Mumbai, the anxiety to ensure admission to aided secondary schools causes children to seek admission in aided secondary schools at the fee-charging primary stage itself. It is this manifested anxiety, this paper argues, that could be causing the observed phenomenon of low enrolment, dropout, etc. Thus, instead of representing a desire to leave schooling, the dropout could be likened to the backflow of smoke from a blocked chimney, seeking a way to progress upward. There is therefore a need to examine more closely the flows within the system of education, as also the role of subsidised private schools in providing continuity of education for children from municipal primary schools.

Inglês para crianças do Ensino Fundamental: visões implícitas da avaliação proposta por um livro didático e as crenças dos professores

Este trabalho, de natureza qualitativa e de cunho etnográfico, tem como cenário um Projeto de Línguas Estrangeiras, implementado nos Ciclos 1 e 2 do Ensino Fundamental Público de uma cidade do interior paulista. O objetivo principal do estudo é investigar as visões implícitas da avaliação proposta pelo livro didático em uso no mencionado contexto de ensino, confrontando-as com a abordagem explícita do material acerca do processo avaliatório e com as crenças dos professores sobre a avaliação em foco. Para tanto, tomamos como referencial os princípios sociointeracionistas (Vygotsky, 1978) e comunicacionais (Almeida Filho, 1993, 2005) de linguagem e aprendizagem, assim como construtos referentes às crenças sobre ensino e aprendizagem de línguas (Barcelos, 1995, 2004a, b; Silva, 2005) e também referentes à avaliação (Scaramucci, 1997, 2004) no ensino de línguas para crianças (Cameron, 2001).

A History of the School Reports of Primary Schools : Focusing on Osaka Municipal Primary Schools

A History of the School Reports of Primary Schools : Focusing on Osaka Municipal Primary Schools