Pedagogical Project Research Articles

LEARNING CONTENT TYPOLOGIES AS A SUPPORT FOR TEACHING BIOCLIMATISM IN UNDERGRADUATE COURSES IN ARCHITECTURE AND URBAN PLANNING

This article addresses the impact of the learning content typologies proposed by Zabala (2007) on teaching planning. The study aims to analyze the impact of this theory on the learning of second-semester students of the Architecture and Urbanism course at the University of Brasília. The theoretical foundation is based on the didactic-pedagogical principles of education, especially teaching in Zabala (2007), Dantas (2007), Libâneo (2017), Pimenta, Anastasiou and Cavallet (2002), Masetto (2012) and, in learning, in Pozo (2009), among others. The methodology is qualitative, characterized as a case study. The experiment took place during the course of the discipline "Environmental Studies: Bioclimatism", organized considering the contents of a conceptual, procedural and attitudinal nature in the proposition of objectives, in the systematization of activities and in the evaluation of students. The research instrument consisted of document analysis (Discipline Plans and Pedagogical Project of the Course) and a questionnaire applied to the students. In the final stage of the discipline, the students answered the questionnaire, in order to evaluate the perception of the adequacy of each activity according to the intended objective. The results and conclusions indicated that the activities were evaluated as “very effective” or “effective”, indicating that the teaching planning based on the typologies of learning content had a positive impact on the teaching-learning process, and this planning approach can be used, without prejudice, in other disciplines in the context of Architecture and Urbanism, considering that all teachers must know and appropriate the didactic-pedagogical foundations to develop the teaching work successfully.

THE CHALLENGE IN TEACHING MEDICAL PRESCRIPTION SKILLS, PROPOSAL OF ACTIVE LEARNING MODELS

Introduction: The adoption of active methodologies in undergraduate courses requires that teachers adopt a creative approach and seek out diverse tools that enhance meaningful learning. Teaching medical prescription is a challenge and undergraduates consider it a deficient practical area, requiring better applied learning. A medication display was developed as an active methodology tool to aid learning and overcome the theoretical-practical dissociation. Objective: To report the experience of students in using the medication display as a facilitator in the development of medical prescription skills in stages V and VI of the course. Experience report: In the pediatric skills clinic, students perform a complete anamnesis and physical examination, proposing a diagnostic hypothesis and conduct that will be discussed with the preceptor. Given the students' difficulty in choosing the medication, performing calculations and structuring the prescription, the medications were fixed on a 60/60 cm MDF board, so that students could view the bottles during their prescription practice. The display is assembled with empty medication bottles provided by the Popular Pharmacy Program or with other formulations obtained through free samples, related to the pathologies studied in the stage according to the pedagogical project of the course. There is no conflict of interest on the part of the institution, professor or student. Through problematization, the students practiced therapeutic choices, learned about the various presentations of the same active ingredient, performed calculations and structured prescriptions for internal and external use. Discussion: The students reported security, a feeling of scientific empowerment, increased professional responsibility and social maturity in the application of comprehensive patient care. The proximity of theory to the practice of prescription reinforced the perception that an effective prescription depends on assertive clinical reasoning. This evidences the stimulus to scientific study and responsibility in reducing prescription errors. Conclusion: It is considered that the early initiation of medical prescription guidelines in medical school, through the application of the medication display as a teaching-learning tool, was positive in the process of fixing concepts.

Teaching the “10 Rs” of circular economy in technological-level undergraduate courses offered in Brazil: an exploratory analysis via fuzzy TOPSIS class

Purpose This study aims to provide an analysis of teaching the “10 Rs” – Refuse, Rethink, Reduce, Reuse, Repair, Remodel, Remanufacture, Reuse, Recycle and Recover energy, in technological-level undergraduate courses offered in Brazil. Technological undergraduate courses are more dynamic and pragmatic than bachelor’s degrees and aim to meet market demand. Design/methodology/approach The study collected data from 39 educators who know the reality of technological-level undergraduate courses in Brazil. The data were analyzed using the fuzzy technique for order preference by similarity to ideal solution class technique. Findings The main findings of the research show potential for improvement in teaching all the “Rs” analyzed when considering technological-level undergraduate courses. Refuse, Restore and Recover energy are the most critical when considering how they should be taught in undergraduate technology courses in Brazil. Originality/value The paper’s originality lies in a unique empirical analysis of the circular economy – which is increasingly emerging as an intriguing approach to seeking sustainability in production chains – and the new generation of professionals in technological undergraduate courses who need to be educated and aligned with these concepts. The results can improve the curriculum, syllabus, course objectives and learning outcomes, upgrading the courses’ pedagogical projects.

Sustainable Pathways in Education: a Journey Towards the Integration of Environmental Education Into Pedagogical Projects of the Instituto Federal de Sergipe (IFS)

Objective: To analyze how Environmental Education for sustainability is approached and integrated into the pedagogical projects of courses at the Federal Institute of Sergipe (IFS), identifying effective practices, challenges and opportunities to strengthen this integration. Theoretical Framework: It presents the main concepts that underpin the theme of sustainability and Environmental Education, as well as the legislation and official documents that support them. Discusses how Pedagogical Political Projects and Interdisciplinarity in Federal Institutes contribute to the insertion of values ​​into human experience, aiming for changes in relation to the environment by academic communities. Method: This is an applied, descriptive study with a qualitative approach. It covers bibliographic and documentary research, with the purpose of analyzing how Environmental Education for sustainability is approached and integrated into IFS Course Pedagogical Project (PPC). Results and Discussion: The results obtained revealed that the analysis of the PPC, on themes related to environmental sustainability issues, found that there were metrics focusing on environmental practices. Research Implications: Future research has the potential to significantly enrich society by exploring teaching, extension and research for actions and effectiveness in the educational dimension for the process of environmental sustainability. Originality/Value: This study contributes to the literature by presenting to the scientific community and society in general the importance of Pedagogical Projects being in unison in the interdisciplinary process for educational practices focused on environmental sustainability.

THE EVOLUTION OF COMMUNICATION AND INFORMATION TECHNOLOGIES IN EDUCATION

This paper aims to describe, based on an analysis of what is contained in the literature, the introduction and evolution of information and communication technologies (ICT) in education, thus constructing a historical record of these technologies. The project is justified by the relevance of the topic and the importance that ICT represented during the pandemic period, practically saving education from two years of social isolation, leaving millions of students out of school, enabling, even with some difficulties encountered by teachers and students, the continuity of pedagogical activities, minimizing the educational losses of a period never seen before in the history of education. It is clear that these ICT should be incorporated into the pedagogical projects of the courses, since Ifes has an academic environment Moodle (Modular Dynamic Object-Oriented Learning Environment) available that enables pedagogical activities for teachers and students. Given the many new digital technologies that have emerged in recent times, it is possible to see that digital communication and information technologies have become a fertile field for technology companies, developers, and researchers in the area of ​​technology and education, since they have seen technologies as a tool capable of providing a transformation of teaching-learning methods and practices that are important for achieving pedagogical objectives, thus not diminishing the role of educators, nor even replacing them, but allowing some tasks and functions to be expanded and diversified. It is also worth noting that TDCI encompasses other sectors, becoming multidimensional with roots spread throughout society. The legislation that governs the introduction and use of technological equipment in the classroom has advanced and encouraged its use in everyday school activities.

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.

A reflective approach to educational “design”

The purpose of this article is to offer a comprehensive outline of the intents, processes and results of a research, training and experimentation project which involved educators, teachers, pedagogists and external trainers. This project resulted in a long process of redefinition of a “design approach to education within a network of municipality-run infant-toddlers centres and preschools located within the Province of Reggio Emilia (IT). If we conceive “progettazione” (design) as a research-oriented approach, as an educational and training process in which the aspects of “progettazione”, action and evaluation constantly intertwine, “progettazione” turns into a strategy that sustains the collaborative construction of the knowledge of both adults and children together. Our experience was about acting out a projectural structure with the potential to generate change and characterised by systematic and recursive processes of observation, documentation, evaluation (interpretation) and feedback about the learning experience and the processes implemented therein. In particular, the processes of evaluation and self-evaluation utilised by the team, and deeply connected to the phases of reflection and meaning-building, provided room for the articulation of the strategies employed and for the levels of knowledge progressively acquired by the children. The intent of defining our design approach highlighted the necessity of recognizing the fundamental importance of some underlying structures of the pedagogical project, which constituted the starting point of our reflections: the educational context, the relation between families and educational institutions, the team group (made up of educators, teachers, auxiliary personnel, “atelierista” and pedagogical coordinator). In order to build new competences and new viewpoints, teachers slowly veered towards a different posture: that of a curious researcher who managed to elaborate the itineraries to knowledge and acquire a new awareness generated by common learning spaces thanks to continuous interchange between action and reflection in cooperation with one’s colleagues.

Review of the literature of riverside education in the Amazon

The study is the result of Master's research, carried out with the Postgraduate Program in Curriculum and Management of Basic Schools (PPEB), of the Center for Transdisciplinary Studies in Basic Education (NEB) of the Federal University of Pará (UFPA) and aims to The objective is to carry out a literature review analysis on the theoretical production of riverside education. For the development of academic research, a qualitative approach was chosen, through bibliographic research to analyze scientific documents. The results indicate that education developed in the riverside territory is centered on the “urbanocentric” model, centered on the interests of capital. To counter this conception of teaching, entities and social groups have defended an education that respects the diversity of the field, encouraging the formulation of pedagogical projects that focus on recognizing the voices, stories and struggles of Amazonian populations.

“Out of the Shadows”: Reflections on Human Trafficking Education Through a Public Pedagogy Project

Human trafficking is globally widespread, however establishing its scope and context remains difficult. With limitations on understanding human trafficking coupled with sensational media portrayals, misperceptions of the problem persist. To that end, a campus wide educational initiative to share survivor stories and offer students a more authentic understanding of human trafficking was developed. An approach driven by the principles of public pedagogy, m-learning, and the use of earned media to support messaging informed project development. Entitled “Out of the Shadows,” the project sought to engage students using unconventional public displays related to human trafficking. In this case, novel presentation of blue figures across the campus space invited curiosity, drove media interest, and encouraged viewers to explore these presentations through integrated m-learning. Project outcomes, limitations, and the viability for this approach for criminal justice education are considered.

Innovative practice in teacher training from the perspective of complexity epistemology: an experience report

This article aims to analyze the relevance of presenting and reflecting on innovative practice in teacher training from the perspective of complex thinking. We chose the studies of Edgar Morin, who formulates the complexity epistemology. The research problem was: how can Edgar Morin's epistemology of complexity, which embraces the reform of thought and the reconnection of knowledge, support innovative practice in teacher training? The research methodology was qualitative, of the action-research type, which is justified because the author carried out an intervention with teachers, through a three-year experience at a higher education institution in Curitiba, Paraná. The research findings highlighted the importance of including the founding elements of the complexity epistemology in the Institutional Pedagogical Project and in the Pedagogical Projects of the Courses, to bring about a real paradigm shift in teacher training.

Leitura e escrita acadêmica na formação inicial de professores: Que letramentos?

From a historical perspective on the initial training of teachers in Brazil, a survey of research developed was carried out, locating in articles published in the last two decades the modes of functioning of the school institution, in the continuous movement of learning-teaching-learning reading and academic writing. Historically, Brazil has presented many difficulties in universalizing the learning of reading and writing in a socially significant way. In the direction of the formation of the critical citizen, we discuss the difficulties to make academic reading and writing effective as processes of forming and transforming the condition of citizenship of the Brazilian population. Proceeding with a qualitative approach, the articulation between the lines of investigation of the selected studies, which focused on teacher training, teaching work and the construction of a teacher's professional identity, were analyzed in the defense that being a teacher is to develop a work based on a solid specific training and that initial training courses should also be concerned with teacher professionalization (Nóvoa, 2017). In the case of initial training, it should allow students to go through teaching and learning experiences that are based on the use and reflection of the characteristics of academic writing, so that future teachers know how to deal with the prescriptions inherent to their work context and document their experiences, as the written record becomes part of a routine developed since initial training when the triad reading is adopted, analysis and production of academic texts as a formative and evaluative principle. In this sense, the analyses carried out reveal that academic literacy should permeate the entire initial training of teachers, with objective prescriptions, considering the autonomy of the trainer to plan and replan his classes coherently with his didactic-methodological choices (Mizukami, 2005-2006; 2000), in a political and pedagogical project committed to an education linked to more assertive teaching practices (Gatti, 2014; André et. al., 2010), with academic writing as one of the constitutive elements of a socially referenced quality education.

Organization of project activities at the university in the system of scientific reflection

Introduction. The relevance of the study of project activities in higher education is related to the role that this form of educational activity plays at the present stage of education development. Interdisciplinary studies emerging at the intersection of sociology, political science, anthropology, philosophy and economics are promising. This article raises the problem of the contribution of the experience, reflections and mediation of a teacher of a pedagogical university to the project method, on the one hand, and the requirements that apply to the competence of student researchers– on the other. The concept of autonomy of student research activity is proposed as a key idea for the transformation of the directions of the modern Russian educational space.Materials and methods. The materials are based on a study conducted by teachers and students of the Stavropol Pedagogical Institute, a branch in the city of Yessentuki in the period from 2015 to 2022 as part of a research project designed at the same institute. Seven research projects were completed: four with certified teachers, three with students who received a history teacher's diploma, and twenty introductory pedagogical projects. In the process of working on projects, coordination activities were regularly carried out aimed at analyzing the work already done and planning the next stages. The frequency of variables in the method was tested with the participation of teachers, young researchers and students enrolled in historical and social studies programs of the Stavropol State Pedagogical Institute, a branch in the city of Yessentuki.Results. The conducted research made it possible to identify the key positions of the researcher in decision-making, to identify the main starting points of the scientific hypothesis in the process of forming goals and objectives, to describe a set of methodological developments and ideas in the implementation of project activities within the framework of a pedagogical university, the problems of human inclusion in the collective social consciousness in the space of a modern city.Discussion and conclusions. It was concluded that experience contributes to reflection, and reflection contributes to building knowledge and changing paradigms.

Cripping sex education: reflections on a public pedagogy project

ABSTRACT In response to recent calls for ‘cripping sex education’, we describe and reflect on an 11-week public pedagogy project in Canada that paired five community sexuality educators with 78 undergraduate students to make digital sexuality education tools for disabled, Deaf, and queer children and youth. From a perspective that argues for a genealogy of crip desire in childhood, we reflect on the possibilities and limitations of an intellectual partnership project, called Cripping Sex Education: Creating Digital Tools for Disabled, Deaf, and Queer Kids. This public pedagogy project centred crip theory, coalition building, and critical digital pedagogy in its aim to discover how cripping sex education might be feasible within the parameters of our institutions, vocations and lives. The work required all partners to consider new pedagogical formations of sexuality education, including through ethical engagements, relational rights, and expansive approaches to access. Interviews with three student participants reveal that cripping sex education involves thinking broadly about accessibility, challenging normalcy and, as disability justice principles attest, centring those who are most impacted. We close with recommendations for future cripping sex education pedagogical work that honours already existent crip desires, childhoods, and futures.

Integration of mathematics in the pedagogy licensure: analysis of the course at IFTO Porto Nacional

The methodology employed in this study followed a qualitative approach, as per Gil's (2017) guidelines, using descriptive and interpretative analysis. The Pedagogical Project of the Pedagogy Degree Program (PPC) of the Porto Nacional Campus, the National Common Curricular Base (BNCC), and Resolution CNE/CP No. 1 of May 15, 2006, were examined. The research aimed to understand and contextualize the curricular guidelines of the course in light of the educational policies established by the BNCC and Resolution CNE/CP No. 1/2006. Detailed readings and comparative analyses of the documents were conducted to identify points of convergence and divergence. The analysis of the results highlighted that the Pedagogy Degree Program at the Porto Nacional Campus - IFTO provides comprehensive training aligned with national curricular guidelines. Graduates are prepared theoretically and practically to work in various professional contexts, including teaching Mathematics, demonstrating ethical commitment and an understanding of students' needs. The course's Fundamentals and Methodologies of Mathematics Teaching discipline addresses the necessary content and methods for effective Mathematics teaching in the early years of Elementary Education, following BNCC guidelines. The course promotes students' engagement and commitment to their professional development, reflecting in the effectiveness of graduates' training.

“Insensitivity Training”

This essay begins with a brief history of sensitivity training, a therapeutic and organizational protocol for the instrumentalization of empathy that gained traction in the second half of the twentieth century. The reflection on sensitivity training serves as a wind-up to a meditation on the version of insensitivity training that television manufactured in the 1970s and 1980s. Taken together, both gestures provide the basis to make a pedagogical call for an alternative, critical version of insensitivity training for contemporary students. The essay then explores how the meanings of in/sensitivity help to set up that pedagogical project and suggest its lineaments, as well as what that project should look and sound like, within the horizon in which the pandemic still very much establishes the terms and conditions for much pedagogical and scholarly work. More generally, the essay considers how the versions of such work altered by the rise and spread of COVID-19 may have made some subjects laboring in higher education become pandemic television—and what sanguine, ingenious responses to that becoming one may embrace. Finally, the essay moves to a concrete television case study that has instructional value for the would-be instigator of insensitivity training: Jann, a series saturated with elaborations and unfoldings of—which is to say, blueprints for—the uses of awkwardness, discomfort, and insensitivity.

How Can Language Education Contribute to Securing a Livable Planet?

AbstractThe aim of this study was to test the notion of ecological citizenship empirically in the English language classroom in an underrepresented region, Latin America. A pedagogic project aimed at the development of students as ecological citizens was designed and implemented in 2019 in four English language classrooms in a public secondary school in Argentina. Participants were 111 teenagers aged 15–17 taking their fourth or fifth years. The project addressed the theme ‘the world we want’ using the UN sustainable development goals as a foundation, in particular, those concerned with environmental issues. The study is theoretically grounded on the notion of ecological citizenship and the research question is: How can language education contribute to securing a livable planet? Data types include Instagram publications (video, text, and a variety of semiotic resources); Instagram comments; student artifacts created in class (graphs, charts, tables, icons); infographics sewed together to make a quilt; a project video; the Autobiography of Intercultural Encounters; and a final student survey. Qualitative analysis was done in three phases and findings indicate that the creative arts and community engagement in combination fostered students' development as ecological citizens in this context. Implications for language education are considered.

Esotericism against Capitalism?

This article seeks a better understanding of how Rudolf Steiner envisioned his reform pedagogy as a site of spiritual learning (for example through art, seasonal festivals, ritual drama, etc.), but also as a specific site intended to resist the encroaching influence of capitalism, materialism, and corporatism spreading in Germany following the First World War. Steiner’s ideas about education did not emerge in a vacuum. He was inspired by and connected with other forms of communist, socialist, and Lebensreform movements in his time. Yet Steiner more actively embraced and incorporated esotericism into his pedagogical project. How did his approach differ from the other anti-capitalist and anti-materialist-inspired schools that were spreading, and what role did esotericism play in terms of developing Waldorf students? This article explores these questions and contributes to a recontextualization of both Steiner and esotericism taking place in the academy.

Climate lessons from the cold edge: rethinking the university as an ethical ecology

PurposeThis largely conceptual study aims to draw from the author’s experience of conversations with Svalbard’s educators, lessons for international higher education institutions’ engagement with climate change education and thinking for non-specialists.Design/methodology/approachIn situ discussions with Svalbard’s educators informed the theoretical work of the author towards the development of conceptual conclusions. The theoretical frame used – “Red Biocentrism” – draws on both radical left and green thought to posit an emplaced, materialist understanding of author’s, participants’ and place’s intra-related contributions.FindingsThat, insofar as universities represent nodes in an ethical ecology, they have a capacity to realise that which is obvious in Svalbard – their role as embassies for their learning places, generative of spokespeople or ambassadors.Originality/valueThere is sparse published research into the work of Svalbard’s climate educators, as a pedagogical project undertaken under such extreme and rapidly changing environmental conditions. This study represents the first to reflect on what can be learnt from the educators of Svalbard by Universities elsewhere.

Inseparable connections: Engaging children in a dialogue on beauty and justice

This article delves into the concept of beauty within the context of early childhood education and social justice. It proposes a pedagogical project to challenge prevailing beauty norms and encourage critical engagement. The project fosters dialogue among children and explores beauty through a garden visit. Through these discussions, the children’s evolving perspectives on beauty emerge, transcending surface-level appearances and appreciating the interconnectedness of all living entities. Drawing on philosophical concepts of beauty and dialogue, the author underscores the significance of active listening, encountering other perspectives, thoughtful contemplation and lingering for a more inclusive and equitable early childhood pedagogy.

Implementing a stakeholder capitalism approach through values-based leadership: case studies in the private, nonprofit and educational sectors

Purpose Stakeholder capitalism has gained attention among business practitioners and academia, often discussed within the context of corporate social responsibility, ethical practices and values-based leadership. Many societal institutions, including businesses and higher education institutions, have a role to play in the transition toward stakeholder capitalism. This study aims to discuss insights gained from a multiyear research and pedagogical project coordinated among a group of academics and an Israel-based holding company to study the implementation of a values-based leadership process focused on establishing a stakeholder-oriented model in a variety of organizations. Design/methodology/approach Conducted over a decadal period, this project relied on a qualitative case study methodology. The project was conceived as an exploratory and inductive study examining organizations that implemented a values-based leadership model and a university that used this model for curriculum and pedagogy. Semi-structured interviews, observations of leadership practices and operations, and substantive reviews of organizational documents informed the study’s iterative methodology. Findings The case studies presented explore the benefits of a stakeholder capitalism and values-based leadership transformation in organizations and highlight the importance of senior leadership engagement at the outset to set the tone and direction of implementation while also role modeling values-based behaviors for the organization. The utility of aligning the new values-based approach with existing elements of the organizational culture and priorities was also identified in addition to the benefit of individuals linking the new values initiative to their personal values and life. These practices, and a broader stakeholder dialogue on values, helped establish a transition that was inclusive within the organizational hierarchy and in its connections to the larger society. The cases also explored how stakeholder principles and values-based leadership models can be integrated into management education based on the outcomes of the organizational investigations. Originality/value These case studies offer insight into the implementation of a values-based leadership framework, which draws on stakeholder theory, in diverse organizations across a for-profit to non-profit spectrum. These studies also provide a unique opportunity to evaluate the implementation of a common values framework in different sectors. The cases further highlight the potential role of business-education sectoral partnerships in educating a workforce that is dedicated to business for good.