School Scene Research Articles

DOMESTIC VIOLENCE AND ITS REFLECTIONS IN THE SCHOOL ENVIRONMENT

This study focused on the correlated expressions of school violence against the new social configurations and their implications in the educational scenario. The objective of this study was to analyze the literature already produced about this topic, about school violence in the current scenario. The method adopted in this study was the integrative review of literature, with the searches occurring from January to March, 2019, in the databases Lilacs, Medline, Scielo. The results pointed out that violence in the school scene is one of the realities that most frighten the school community and society in general, resulting in moral, psychological, social and physical damages. It was verified that there are several configurations of violence within the school, among them it stands out; the psychological, verbal, symbolic and physical, reaching not only students and teachers but all those involved in the educational process. It was verified that the family influences the development of school violence, since children witness situations of violence in their homes, seek to reproduce these acts both in school and outside, causing harm and serious consequences for all involved. It was verified that security technology is of paramount importance in the combat, control and identification of school violence, in order to have the effective and appropriate mechanisms to intervene in this reality. It is concluded that there is a need to carry out more research on this subject, since school violence is an emerging phenomenon and has made several victims in the last decades, therefore, there is a need for effective interventions, and of public security professionals.

Jacques Rancière and a possible school scene

Jacques Rancière and a possible school scene

An Analysis of Students’ Difficulties in Reading Comprehension through Online Learning

A primary objective of the study was to explore students' difficulties in reading comprehension through online learning using Google Classroom and Zoom meetings faced by eighth-grade students at SMP Persatuan Pedamaran OKI regency. This study used a descriptive qualitative method; the participants were all eighth-grade students at SMP Persatuan Pedamaran. The data was gathered using a reading comprehension test and questionnaires. The test indicated that 77.5 percent of students struggled with the text's main idea. Then, 72.78 percent of students had a problem with the text's generic structure, and 75.83 percent had difficulty with references. Next, 73.75 percent of students had problems with the moral value of the text. Following that, 72.25 percent of students had difficulties understanding the text's details. Finally, 73.25 percent of students needed help finding the meaning of vocabulary in the text. Further, based on the questionnaires, it was found that the problems in learning reading comprehension online focused on several factors: students' background, social situation, school scene, and teacher's teaching strategy. In conclusion, many students in SMP Persatuan Pedamaran found it hard to read the texts comprehensively, especially in online learning.

Promoting student flow and interest in a science learning game: a design-based research study of School Scene Investigators

Promoting student flow and interest in a science learning game: a design-based research study of School Scene Investigators

Mudrci či králi? Vplyv konfesionálnej príslušnosti na inscenácie barokových školských hier

School plays, the heritage of the Renaissance, were an important means of education the Baroque era in Catholic and Protestant settings. In addition to a number of common elements of Renaissance culture, it naturally worked with confessional potential. It could be argued that the school plays served to express it. In the field of education, a kind of intellectual battle arena was being created in the setting of school theatre during the Counter­-Reformation, where prestige in a noble style was decided upon. The performances of both the Protestant and the Catholic camps, to express their own religious and cultural wealth, are worthy of admiration. I deal in the present study with the specific theme of the representation of the centuries­-old tradition of making a vow by three sages/kings on the school scene in the second half of the seventeenth century in Upper Hungary, with the question as to whether or not the given confessions left their mark in the presentation itself, and if so, in what shape. The essentials texts were: Periocha of the school play from the Catholic setting Magnes Amoris Divini = The Attraction of God’s Love from the SpiĹĄskĂĄ Kapitula (1650) with regard to the Moravian declamation play Declamatio Genethliaca de Jesu Christo Recens Nato = Birthday Declamation about the New­-Born Christ (seventeenth century) and complete records of three school declamation plays from the Protestant setting: Ein zweifacher poetischer Act… = Double Poetic Act… from PreĹĄov (1651), Lusus Scholasticus = Rhetorical Play from Ilava (1653) and Jesus Desiderium et Delicium Piorum = Jesus Desire and Enjoyment of the Pious from the PreĹĄov provenience (1667?‒1673).

“Pòlemos Is Father to All Things”: Elaborating and Enacting Conflict Through Theatre-Education

Since its debut theatre has brought conflict to the stage: with oneself, the other and the context. Theatre configures itself as a place that keeps away the background noises. It represents an instrument of authenticity, made up of acts and relationships, which are conveyed by a corporeality that involves in the daily school scene, typical scene of conflict mediation. Referring to experiences conducted in the last ten years, we highlight some pedagogical strategies to improve of relationships and to the personal development. Theatre face discomfort also through paralinguistic strategies and speeches providing tools to learn about and manage emotional states.

Los principios pedagógicos de los clérigos de San Viator y su implantación en el panorama escolar asturiano (1912-1941)

The presence in Spain of the French congregations devoted to education comes determined by the political events that took place during the III Republic in the neighbouring country starting at the end of 19th century. Like many others, , clergymen from San Viator, a congregation founded by the French priest Luis Querbes and devoted to education since 1851, arrived in Spain in 1903 with the aim of finding refuge and continuing their educational work. After settling at a first stage in the city of Vitoria (Basque Country, Spain), they soon developed a program of foundations in the nearby surroundings which culminated with their establishment of a centre in Asturias (north-central Spain). With the approval of the diocese and the parish, they opened their first school in 1912, in the Asturian village of Cangas de Onís, which was soon followed by other twin foundations in Ribadesella and Infiesto. Our article undertakes to review their presence in the area - largely ignored today in the school scene of our region - by analysing those pedagogic principles which inspired their dedication to the school, their educational offer and their capacity for innovating and adapting to the interests of an industrial society aspiring to secure a top-class education for their pupils. For this commitment they used, among other things the regional press as an advertising resource that was able to guarantee them the prestige attained in the region along their educational journey.

OS CONCEITOS DE INTELIGÊNCIA E DE DEFICIÊNCIA INTELECTUAL: AS MESMAS ORIGENS?

Neste artigo discutem-se as origens dos conceitos de inteligência e de deficiência intelectual a partir do contexto europeu e suas influências no cenário escolar brasileiro. Trata-se uma pesquisa bibliográfica com base nos estudos de Alfred Binet sobre a medida de inteligência e “anormalidade” em diálogo com a literatura científica contemporânea. A partir das análises realizadas, evidenciamos a influência do debate europeu na Educação Especial brasileira. Como considerações finais, mostramos que esses conceitos têm as mesmas origens e foram forjados no contexto de uma ciência médico-psicológica, justificada por um ideário republicano como “solução” dos problemas educacionais brasileiros da época.

O trágico na cena escolar e a medicalização como desenlace

O artigo propõe discutir um fenômeno que na última década tem ganhado vulto na cena escolar: a medicalização do sintoma de aprendizagem como forma de desenlace para o sofrimento que este engendra – tanto para estudante quanto para professores e famílias. Como estratégia metodológica, este escrito parte de uma retomada da tragédia clássica para, dela, destacar elementos que possibilitam compor diferentes cenários que indicam desdobramentos possíveis para o encontro com a dimensão insolúvel da (ex)sistência. O escrito tem como objetivo refletir sobre as consequências deste encontro para a relação estabelecida entre os atores escolares envolvidos com a práxis educativa. Retomando a figura trágica do deus ex machina, o trabalho indica que a medicalização, o mais das vezes, ingressa na cena escolar como elemento externo que suspende as condições necessárias a uma consideração do impossível próprio ao educar e daquilo que disso deriva: a abertura para uma invenção que mobilize os elementos internos à cena na construção de uma saída do mal-estar. Quando o desenlace de um impasse é pensado a partir da perspectiva do insolúvel que a linguagem inscreve na vida comum, as saídas para os conflitos escolares acabam por ser inventadas no jogo de relações entre os sujeitos da educação.

ANFITRIÕES: DELINEANDO O CONCEITO DE PÓS-HUMANO NA SÉRIE TELEVISIVA WESTWORLD

RESUMO O presente artigo parte da discussão sobre o pós-humano que vem crescendo ao longo dos últimos trinta anos, destacando especialmente a década de noventa quando pesquisadores do cenário internacional e nacional ampliaram o debate, a partir das hibridações entre o corpo e as inovações tecnológicas. Esta temática também vem sendo apresentada de distintas formas na literatura, como no clássico Frankenstein de Mary Shelley (1818); e na linguagem audiovisual com animações, histórias em quadrinhos, filmes e narrativas seriadas televisivas. É nesse contexto que se insere este artigo que, partindo da questão o que é ser pós-humano na sociedade contemporânea, dialoga com as produções fílmicas e séries televisivas, especialmente analisando a série Westworld, transmitida pelo canal HBO, desde o ano de 2016. O nosso objetivo é, tomando como referência a trama dessa série, discutir e refletir sobre a linha tênue que nos separa dos androides em uma sociedade em que, de certa forma, todos nós estamos nos tornando pós-humanos. Os resultados da análise estabelecendo relações entre a narrativa da série indicada e o contexto da sociedade contemporânea, especialmente os relacionados com espaços de aprendizagem escolar e acadêmico, apontam preocupações relacionadas com temas emergentes como vigilância, acesso indevido e antiético aos dados gerados e armazenados a partir de algoritmos, a interface homem/máquina, ações invasivas mediadas pelas tecnologias que são acopladas para potencializar funções cognitivas e, por fim, a questão da violência que tem retornado neste atual contexto mediado pelo medo. Embora os resultados não pareçam alvissareiros, destacamos que a emergência de novas formas de hibridação que favorecem a (re)construção do pós-humano nos permite explorar universos inusitados, potencializando novas formas de viver, aprender e amar na sociedade contemporânea, indo além de extensões e próteses para fundamentar práticas criativas e inovadoras, especialmente no cenário escolar e acadêmico.

Using Epistemic Network Analysis to Examine Discourse and Scientific Practice During a Collaborative Game

According to the National Research Council, the ability to collaboratively solve problems is of the utmost importance in scientific careers, yet students are not exposed to learning experiences that promote such expertise. Recent studies have found that interdependent roles used within collaborative mobile games are an effective way to scaffold collaborative problem solving. School Scene Investigators: The Case of the Mystery Powder, a collaborative mobile game, incorporated interdependent roles in order to foster collaborative problem solving and promote scientific practice. Using epistemic network analysis (ENA), this study examined the conversational discourse of game teams to determine what connections exist between communication responses, language style, and scientific practice. Data included audio transcripts of three teams that played through the game. Transcripts were qualitatively coded for five types of scientific practice aligned to the National Research Council framework for K-12 science education, three types of communication responses (accept/discuss/reject), and an emergent language style (communal). ENA revealed that students developed scientific practices during gameplay. ENA also identified engaged communication responses and communal language style as two types of collaborative discourse used within School Scene Investigators: The Case of the Mystery Powder that fostered key linkages to effective data analysis and interpretation.

O “problema” da “cola” sob a ótica das representações

A questão da "cola" é polêmica e controversa, seja do ponto de vista didático e de avaliação, seja na perspectiva de valores. Por isso, a "cola" se configura como um problema significativo e instigante de pesquisa. Assim, problematizar a "cola" é repensá-la de modo crítico e fundamentado, que possibilite perceber e analisar os diversos ângulos de sua origem e circunstâncias. Nessa perspectiva, este estudo recorre à teoria de representação social para discutir imagens e conceitos, práticas, instrumentos e, também, alternativas para o problema, com especial atenção às inter-relações entre seus motivos escolares e psicossociais. Palavras-chave: representação social; cola; ensino; pesquisa. Abstract "Cheating on tests" is one of the problems that persist at school scene. Like any everyday problem, it has to be seen not only as a point of difficulty or an obstacle, which leads to the immobilization or frustration, but as a question to be surveyed. The motivation to that survey is based on the argument and proposal of the teacher-researcher and the bond, which is established between teaching and research. Thus, turning "cheating on tests" into a problem is to rethink it on a critical and based way, which enables to perceive and analyze the several sides of its origin and circumstances. In that perspective, that survey goes over to the social representation theory to discuss images, concepts and practices as well as alternatives of that "problem", giving attention to the interrelation between school and psychosocial reasons. Keywords: social representation; "cheating on tests"; teaching; research.

Formação inicial em Educação Física e as aprendizagens com a escola: a possibilidade da prática como componente curricular

Conforme as Diretrizes Curriculares Nacionais para a formação inicial em nível superior de 2015, as licenciaturas devem integrar aos seus programas as atividades teórico-práticas de aprofundamento em áreas específicas (200h), atividades formativas (2.200h), o estágio supervisionado (400h) e a Prática como Componente Curricular - PCC (400h). O objetivo foi verificar as possibilidades da PCC para aproximar acadêmicos de Educação Física do cenário escolar e as possíveis aprendizagens decorrentes dessa integração. Foram entrevistados 41 formandos de Licenciatura em Educação Física e 18 docentes do mesmo curso, com posterior análise de conteúdo. Os dados apontam que a PCC foi lembrada como uma estratégia para intensificar a aproximação dos futuros professores com a Educação Básica e contribuir para a aprendizagem dos saberes profissionais. Quanto mais diversificada e abrangente se apresentar a formação, mais referências sobre a profissão terão os licenciandos, o que poderá contribuir para uma atuação profissional condizente com a realidade do ensino público.

Stealth marketisation: how international school policy is quietly challenging education systems in Asia

ABSTRACTAcross Asia, the international school scene has experienced marketisation and corporatisation. A consequence is that many wealthier families – outside of expatriate communities – view international schools as a desirable choice, and they seek ways to enrol their children in international schools. States have responded to this situation through policies that manage the boundaries between public or national school systems and international schools. States have made compromises in their international school policies – compromises that allow markets to creep into the broader education systems. This mode of market creation is subtle: Neither families nor state agents advocate for ‘choice’ as a value, nor are there public discourses around international schools in the region celebrating ‘choice’ in education. The compromises made in international school policy relate to whole education systems and have implications for inequality, citizenship, and national identity.

Recuerdos de castigos escolares. Relatos de estudiantes del posgrado

This article presents autobiographical statements on the school punishment experienced by people who are now teachers and students of graduate course in education. The idea behind the text is that there is among teachers a recollection of a childhood in school marked by physical punishment and verbal contempt, which is associated in their memories with what would nowadays be defined as school violence. The teachers’ narratives are collected here as a valuable source to help understand the current school scene since these teachers are now responsible for consolidating spaces of conviviality in their schools. This reflection follows subjectivity as a source of references of power as use and tradition in the classrooms, where it still shapes everyday life.

La mariposa y el violín. La urgencia de una cita: infancia(s), escuela(s) e igualdad

Resumen Este trabajo presenta una reflexión política pedagógica sobre la educación con infancias populares. Parte de su contenido refiere a un trabajo de investigación que intenta dilucidar si en la Argentina la escuela pública inscripta en territorios marcados traumáticamente por la desigualdad puede construir otras experiencias educativas que alteren el orden de lo dado. Se intenta explorar a partir de una escena escolar la posibilidad de pensar la gestualidad escolar desde el movimiento y la variación que se abre cuando un colectivo docente diputa los sentidos de la igualdad y construye otros modos de ver la infancia, las infancias. Es un texto que explora condiciones de posibilidad ante el avance brutal del neoliberalismo en nuestro país. Los niños y niñas de sectores populares son víctimas del gatillo fácil, la represión y la persecución de las fuerzas de seguridad, sus trayectorias educativas se ven interrumpidas con frecuencia por factores ligados al agravamiento de sus condiciones de vida. La infantilización de la pobreza en los países latinoamericanos se refleja en el terreno educativo. Las poblaciones infantiles segregadas asisten a circuitos escolares devaluados que reproducen los procesos de exclusión. Este trabajo intenta recuperar las experiencias educativas que interrumpen lo esperado, desarticulan el discurso del miedo y la inseguridad y desafían la equivalencia discursiva que asocia a un niño pobre como peligroso social. El propósito es poner en discusión que la gestualidad, el accionar institucional anclado en las preguntas, y el movimiento que propicia el pensamiento permite imaginar otros mundos posibles, escribir otras melodías con variaciones a las esperadas e inventar otras texturas polifónicas en educación. Es decir atender aquellos pequeños movimientos que en clave de igualdad pueden en la vida de los sujetos definir una dirección u otra. La escuela de sectores populares con frecuencia se encuentra atrapada en procesos muy complejos, sin embargo, son innumerables las acciones que desde la educación puede llevar adelante para disputar los sentidos de la enseñanza en términos de lo público. Palabras clave Escuela(s); Educar; Infancia(s); Igualdad

A EAD COMO UM HORIZONTE DE NOVAS POSSIBILIDADES DIDÁTICO-PEDAGÓGICAS: O CASO DO CURSO DE ESPECIALIZAÇÃO EM EDUCAÇÃO NA CULTURA DIGITAL

Este trabalho tem como objetivo analisar a tessitura de um novo tecido cultural, cujas bases se alicerçam no seio das tecnologias. A questão é que essa nova tessitura esbarra diretamente com um cenário escolar onde ainda prevalece o binômio poder/saber. Assim, apresentar-se-á, aqui, um mapa cartográfico do modelo educacional brasileiro e de como a formação continuada se torna uma possibilidade de transformação didática, especificamente em relação ao Curso de Especialização na Cultura Digital da Universidade Federal de Santa Catarina, que se constitui como recorte desta pesquisa. Os elementos aqui apresentados justificam a necessidade de se consolidar um projeto educacional dialógico, reflexivo e crítico, que permita o encontro entre os professores como forma de alicerçar um movimento permanente em vista do conhecimento e, portanto, da emancipação dos sujeitos, que precisam ser capacitados para a leitura crítica das múltiplas formas de escrita do mundo contemporâneo.

Voir la scène scolaire comme un contexte pluriel, selon diverses échelles

Nous tentons de montrer en quoi didactique et sciences sociales peuvent dialoguer, tout en prenant en compte deux obstacles majeurs à ce rapprochement, que nous retrouvons dans les textes de Go et Losego : la tension entre ce qui tient de l’individuel ou du collectif dans les gestes professoraux, mais aussi le rapport singulier aux savoirs entre les deux champs.

LITERATURA, EDUCAÇÃO E ALTERIDADE - A ESCRITURA COMO EXPERIÊNCIA DE FORMAÇÃO

This article's research object is relationship between and education. Our position of teacher-researcher is one that authorizes us to collect testimonies of teaching experience, as well as extract interrogative elements from all of margins, challenging us to think about power of encounter between the aesthetic experience of literature and discourse. Some studies have pointed us to intriguing relationship between and education inviting protagonists and viewers of everyday school scene to begin with other modes of existence, thus producing a repositioning of narratives and enunciation of discourses that constitute them. In company of authors such as Giorgio Agambem, Walter Benjamin, Clarice Lispector and Roland Barthes, we challenge ourselves to explore topics such as language, childhood and otherness that push us to think of symbolic framing of existential experience through literature. We assume a pure commitment to place of educational development in our research, understanding it as a continuous and uninterrupted work on oneself, effect of a certain language of creation, a poetic writing. Our hypothesis is that presence of in school setting serves to decenter role of teacher, applying important modifications that alter contours that form supposed pedagogical stance invested in knowledge-power relationship. We are led to believe that when we open ourselves up to practices of writing, reading and storytelling happens (to us) and this something brings important contributions to remaking contours of pedagogical field we are inserted in.

A mixed methods assessment of students' flow experiences during a mobile augmented reality science game

Abstract Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision‐based AR learning games. This study investigated factors related to students' engagement – as characterized by flow theory – during a collaborative AR, forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision‐based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre‐ and post‐surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed.