Years Of Elementary Education Research Articles

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.

Automated and interactive selective collection system in the educational context of the early years of elementary education

Striving for a more sustainable future, selective waste collection is essential to minimize environmental impacts and promote societal awareness. This project aims to raise awareness among children in the early years of elementary school. It teaches them interactively about the importance of selective waste collection through the reinforcement and practice of sustainable actions in a playful manner. The automated trash bin, constructed using electronic components, is controlled through the Arduino platform with the assistance of sensors and actuators. Thus, when a child approaches the automated trash bin, a sound is emitted to indicate the type of material the bin receives. This solution aims to teach non-literate children how to perform selective waste collection in an interactive and playful manner, instructing them on the separation and disposal of waste using the trash bin. The final prototype underwent preliminary evaluation by 64 individuals through an online questionnaire comprising nine closed-ended questions. The results were positive regarding the effectiveness of this tool's proposal.

Comparative Analysis of Two Educational Systems in Both Basic and Higher Education between Japan and Singapore

The comparative analysis of the educational systems in Japan and Singapore, encompassing both basic and higher education, reveals intriguing insights into the diverse approaches employed by these nations. In terms of basic education structure, Japan follows a 6-3-3 system, comprising six years of elementary education, three years of junior high, and three years of senior high, while Singapore adopts a 4-4-4 system, dividing education into four years each of primary, secondary, and pre-university or vocational education. This structural contrast sets the stage for examining curriculum, instructional methods, assessment practices, teacher training, funding mechanisms, equity considerations, and educational outcomes. Japan's emphasis on national standards and rote learning is juxtaposed against Singapore's focus on critical thinking, problem-solving, and creativity, reflecting varied pedagogical philosophies. Instructional methods further differ, with Japan relying on traditional teacher-centered approaches and Singapore embracing diverse strategies like project-based and collaborative learning. Assessment practices showcase Japan's reliance on standardized national exams, while Singapore employs diverse methods such as internal exams and portfolios. In teacher training, Japan emphasizes subject knowledge and standardized training, while Singapore prioritizes pedagogical skills, continuous professional development, and career progression. The funding landscape diverges, with Japan primarily relying on public funding and limited private involvement, while Singapore fosters a robust public-private partnership for funding and innovation. Equity and access priorities also differ, with Japan expressing concerns about rural-urban disparities, and Singapore emphasizing equal access for all students. Notably, both nations achieve high PISA scores, but Japan grapples with concerns about rote learning and student stress, whereas Singapore excels in international benchmarks. This comparative analysis underscores the nuanced and multifaceted nature of educational systems, providing valuable insights for policymakers, educators, and researchers seeking to understand and learn from the diverse approaches adopted by Japan and Singapore.

Professional learning of prospective elementary school teachers in supervised training

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research 3 with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

Examining the Dynamic Nature of Pupils’ Educational Aspirations: A Longitudinal Mixed-model Study

This paper describes the results from a fully integrated longitudinal mixed model study examining the nature of, changes in, and interaction between the upper secondary and higher education aspirations of Croatian pupils. The research was carried out over two academic years in which pupils approached the transition from single-structure elementary (primary and lower secondary) education to differentiated upper secondary education. The qualitative part of the study centred on an in-depth exploration of the educational aspirations of 30 pupils from five schools using a series of 118 semi-structured interviews. The quantitative part consisted of repeated questionnaire administration (N=823) while pupils progressed to the final year of elementary education. Generalised Estimating Equations for Repeated Measures Outcome and Latent Curve Growth Modelling procedures indicate significant changes in upper secondary aspirations and stable higher education aspirations over time. Qualitative analyses indicate five patterns of upper secondary education aspirations and three patterns of higher education aspirations. Analysis of the interaction between aspirations at different educational levels suggests that upper secondary aspiration mediates a pupil’s aspiration for higher education. These results suggest that special effort is necessary in order to inform pupils about their educational options at both the upper secondary and higher education levels.

Research as an epistemological status of supervised internship in teaching: Challenges in times of pandemic

As a general objective of this article, we seek to discuss the internship as a field of knowledge that requires an epistemological status based on overcoming the reproduction of instrumental practices. To this end, an experience report from the Internship discipline is used. Supervised Teaching of the Initial Years of Elementary Education of the Degree in Pedagogy at a private college in Curitiba/PR held during 2020, the first year of the Covid-19 pandemic. The first part of the text proposes a discussion on the epistemological principles that constitute the supervised internship in teacher training, followed by a brief scenario of the impact of the Covid-19 pandemic on education, followed by a report on the experience carried out during the year 2020 with interns from the Pedagogy course, describing the theoretical-methodological proposal of the Supervised Internship discipline and how the research activities were proposed and developed. Finally, a discussion is presented about the need for the supervised internship to overcome the simple technical instrumentation based on copying models observed in the classroom to construct a critical attitude of the educator in relation to his work. and the pedagogical proposal of different educational levels, based on research as a methodological axis.

학생으로서 학생선수 학습권에 관한 소고(小考)

Elite sports education in Korea has structural contradictions. In other words, the process of elite sports is that professional exercise instructors provide intensive and systematic education for talented players. However, it is judged that since life sports are not active except for some sports in Korea, in many cases, talents are often discovered by starting elite sports education first. Furthermore, such elite sports education is directly linked to the college admission process for sport-specialty students, which means that the decision to quit athletics in the middle is to give up going to college, so student-athletes have no choice but to continue training and participating in competitions, even if they are not athletically gifted.
 As a result of a complete enumeration survey by the National Human Rights Commission of Korea, it was investigated that school classes were not being conducted properly in the case of student-athletes. Although remedial classes are supposed to make up for missing classes through the e-school system, in addition to an issue about the fidelity of learning when taking e-school, more importantly, e-school classes cannot replace character education and socialization education as a member of the community to be acquired in school life. Just the initial idea of introducing the e-school system for student-athletes meant that the Ministry of Education itself acknowledged the deficiencies of regular classes due to the activities of school athletic clubs, but it did not prepare an alternative to character education and socialization education.
 Character education and socialization education, such as the acquisition of universal knowledge for independent living of each citizen, as well as the virtues required as members of a social community, can be said to be essential elements for survival as a human being. That is why the Constitution stipulates the compulsory education system as a responsibility of the state.
 The recent measure by the Ministry of Education to expand the number of days acknowledged as attendance for student-athletes is an act of neglecting the state's obligations for 6 years of elementary education and 3 years of secondary education, which are stipulated in the Constitution. If school education with a public nature is disrupted by private education in the structure of school sports, it means that the state has rather taken advantage of school sports power despite its duty and responsibility to regulate appropriately for the normalization of school education. It would be reasonable for the government to face up to the structural problems of elite sports education and present solutions.

Anti-racist education in the first years of elementary education: possibilities of/in PIBID/Pedagogy

This article presents a reflection on the possibilities of PIBID/Pedagogy in the process of theoretical, methodological and didactic foundation for the development of an anti-racist education, based on a theoretical-epistemological contribution anchored in authors such as Fonseca (2009); Cunha Junior (2005) and Skovsmose (2007) – regarding linguistic and mathematical literacy, from a critical perspective –, Cavalleiro (2001); Gomes (2006, 2012); Ribeiro (2002) – in reflections on anti-racist education. The analysis of experiences demonstrates that PIBID can be simultaneously configured as a training space aimed at building an anti-racist education, and as a possibility of raising the quality of teacher training – initial and continuing.

Growth and motor development for the teaching of physical education at school: An analysis in the early years of elementary education

The activities necessary for motor stimulation are developed at school through the execution of movements worked on in class in order to stimulate students in the development of motor skills. Thus, this research aims to analyze the level of motor development of students in the early years of elementary school using the TGMD-2 test as an instrument for assessing motor performance. The results obtained in this study demonstrate that large parts of the sample of evaluated students obtained an unsatisfactory level in fundamental motor skills, in which it can be observed that there is a large number of students who do not have adequate motor development for their age. These results are directly related to the current situation of children in Brazil regarding low motor competence.

FORMAÇÃO DOCENTE E DESENVOLVIMENTO PROFISSIONAL: UMA ANÁLISE A PARTIR DO QUE OS PROFESSORES PENSAM ACERCA DO SEU PERCURSO FORMATIVO EM TRABALHO

The Teaching work implies the union of knowledge, interactions and experiences achieved in different phases of teachers' lives. This article aims to know the factors that contributed to the professional development of three teachers of basic education, in the periods of teaching in early childhood education, in the initial years of elementary education and in special education, at a time when teaching is established as the main element of professional commitment. For this purpose, the semi-structured interview was used as a data collection instrument, making it possible to know what they think about the skills that are positive for the improvement of the career, with reflexes also for the students' learning. We conclude that the professional development is supported in the belonging of these teachers to the different spaces of formation, no matter how long they have been teaching. In the interviews it was evident that the continuous training contributes to the modification of the professionalism of the teacher and develops domains necessary for its qualification, also acting in the possible solutions to the real problems found in the school and especially in the teaching.

Amblyopia screening for first and second-grade children in Jordan.

To share the results of a national screening program for amblyopia in school children in the north of Jordan. This is a prospective national screening study for amblyopia. The program rolls first and second-grade children (6 to 7 years old) in the north of Jordan. The eye examination included: best-corrected visual acuity, cover-uncover test, and cycloplegic retinoscopy. Monocular visual acuity was tested using an ETDRS visual acuity chart without correction. Moreover, children were tested with full cycloplegic refraction when the test criteria were met. Unilateral amblyopia was defined as a best-corrected visual acuity difference of 2 or more lines. In comparison, bilateral amblyopia was defined as a best-corrected visual acuity of 20/40 or worse in the best eye. The prevalence of amblyopia for the total sample tested (n=17 203) was 2.78% (n=479). The most common cause of amblyopia was hypermetropia (64.45%), followed by previous ocular surgeries (15.1%), myopia (10.43%), strabismus (9.39%), and congenital cataract (0.63%). This is the first and only study, identifing modifiable risk factors in Jordanian children with amblyopia. In their first couple of years of elementary education, many Jordanian children are affected by amblyopia and pass unnoticed. A more governmental effort is needed into screening programs to improve vision in the Jordanian population.

Del pensamiento computacional desenchufado al enchufado en el proceso de aprendizaje de las Matemáticas

This article is an excerpt from the dissertation entitled «Computational thinking in the mathematics learning process in the final years of elementary school», linked to the Master Program in Management and Educational Practices (PROGEPE) at Nove de Julho University, in particular, to the Research and intervention line learning methodology and teaching pratices (LIMAPE). Its objective was to analyze how the development of computational thinking at school contributes to the teaching and learning process of Mathematics, within the scope of Basic Education, specifically, in the final years of Elementary Education. The research was carried out in a state school, located in the city of São Paulo / SP / Brazil. 54 students from the eighth year of the final years of elementary school participated in the research. The methodology used was of a qualitative nature, developed through an intervention research. The data collection instruments used were: questionnaires, focus groups and participant observation. As main results, it was evidenced that the pedagogical practices provide the development of computational thinking, articulated to Mathematics, in particular, the development of programming in the school environment, expanding the possibilities for the construction of new knowledge, in a more collaborative, meaningful and contextualized, still offering countless opportunities for the development of technological and logical-mathematical skills, among others, considered essential to students in the current scenario.

Infraestrutura escolar e Educação Física: tensões e conflitos

Pretende-se, neste artigo, estudar a influência das infraestruturas escolares desportivas no cumprimento do currículo de Educação Física, na qualidade do processo de ensino e nas aprendizagens realizadas pelos alunos. Trata-se de um estudo de metodologia investigativa qualitativa que utilizou a entrevista semiestruturada como instrumento de coleta e produção de dados. A pesquisa empírica contemplou entrevistas com os cinco diretores das escolas públicas municipais dos anos finais do ensino fundamental da cidade de Armação dos Búzios-RJ. Os dados obtidos pela análise de conteúdo foram organizados em três categorias, sendo a categoria “Descaso Público” elucidativa e didática. Infere-se que o ambiente de aprendizagem existente (as quadras polidesportivas em praças públicas) e a infraestrutura escolar disponibilizada para as aulas de Educação Física inviabilizam o cumprimento do currículo em sua integralidade, afetam os conteúdos de ensino e, por conseguinte, os objetivos educacionais não são atingidos.

The Verbal Component of Mathematical Problem Solving in Bilingual Contexts by Early Elementary Schoolers

The main aim of the present study is to analyze the differences that may exist when students address the resolution of verbal problems in their mother tongue and in the language of instruction when these are different. We understand that knowing the type of verbal problems and their semantic structure can be helpful for students’ contextual and mathematical understanding and will allow teachers to improve instruction during the first years of elementary education in bilingual schools specialized in the area of second language acquisition as well as in CLIL (Content and Language Integrated Learning). This study shows how children, as they are acquiring a greater command of the second language, show similar effectiveness to those students who work on mathematics in their mother tongue. This transversal study was conducted on 169 bilinguals studying in international schools. The sample was made up of 80 1st grade students (39 girls, mean age of 7.1 years and 41 boys, mean age of 7.3 years); and 89 2nd grade students (38 girls, mean age 8.2 years, and 51 boys, mean age 8.2 years). The exploratory analyses let us show how 1st grade students demonstrate lower effectiveness in solving problems when they do it in a second language, compared to 2nd grade students whose effectiveness is higher in carrying them out. It is also relevant that in first graders, the largest number of errors are found in the simplest tasks as students’ effectiveness is less when they are taught in a second language, since it takes them longer to create effective resolution models. This fact will allow us to reconsider appropriate strategies and interventions when teaching mathematics in bilingual contexts.

DANÇA: CAMINHO DE POSSÍVEIS (RE)ENCONTROS COM O BRINCAR E SE-MOVIMENTAR

Este artigo enfoca os entrelaçamentos entre dançar, brincar e se-movimentar. Resulta de pesquisa qualitativa de cunho participativo com base na Sistematização de Experiências, sustentada pela experiência docente no campo da Educação Física, vivenciada com anos finais do ensino fundamental em uma escola estadual de Santa Maria/RS, entre 2017 e 2019. Buscou-se compreender, através de percepções das aulas e diário docente, a dança como caminho de possíveis (re)encontros com o brincar e se-movimentar. Considerada a importância do brincar e se-movimentar, há uma preocupação com as transformações que perpassam a adolescência, momento em que se observa o distanciamento desse brincar. Nesse contexto, a dança, presente de diversas formas na vida dessas e desses adolescentes, mostra um momento de entrega, estado de presença, expressão de si, em que se coloca em movimento aquilo que não é dito em palavras, comunicam-se histórias de vida, questionam-se padrões, e outros conhecimentos são elaborados.

O papel do preceptor na formação de residentes

Este artigo traz reflexões sobre contribuições de preceptores ao processo formativo de residentes do Programa Residência Pedagógica, Subprojeto “Ensino de matemática no 6º ano do Ensino Fundamental: experiências formativas por meio da residência pedagógica", do Instituto de Educação Matemática e Científica da Universidade Federal do Pará. Apoiamo-nos em autores que discutem aspectos da formação inicial docente, saberes da docência, bem como informações contidas em documentos oficiais sobre políticas de formação de professores, em particular, o Edital Capes nº 06/2018, para a contextualização das diretrizes do mencionado programa. O estudo é de abordagem qualitativa, tendo como instrumento de coleta de dados um questionário, respondido por 10 residentes. Das respostas é possível indicar que o preceptor figura como: orientador, mediador da articulação teoria e prática, incentivador de práticas de pesquisa, dinamizador de estudos e planejamento, gerenciador de reflexão sobre dificuldades de aprendizagem dos alunos.

Uma sequência de ensino para a formação de conceitos estatísticos nos anos iniciais do Ensino Fundamental

Este artigo tem como objetivo analisar os elementos que potencializam o ensino de conceitos estatísticos por meio de uma sequência de ensino acerca do tema água potável, elaborada com as fases do Ciclo Investigativo, para os anos iniciais do Ensino Fundamental. Para alcançar esse objetivo, aportamo-nos no Letramento Estatístico proposto por Gal e na Teoria dos Campos Conceituais de Vergnaud. A sequência foi desenvolvida em uma turma de estudantes do 3º ano do Ensino Fundamental de uma escola pública, localizada na região sul da Bahia, e toma como metodologia as cinco fases do Ciclo Investigativo proposto por Wild e Pfannkuch. A sequência foi planejada durante um processo formativo e desenvolvida pela professora em sua sala de aula. O resultado da pesquisa revela que foram potencializados os elementos do componente cognitivo: o conhecimento matemático, ou estatístico. E os elementos do componente atitudinal: postura crítica, crenças e atitudes, propostos por Gal para o desenvolvimento do Letramento Estatístico. Apontou, também, que a sequência proporcionou o aprendizado dos conceitos estatísticos, pelos estudantes, ao abordar um tema do cotidiano e ser desenvolvida segundo as fases do Ciclo Investigativo.

Atividade didática a partir da temática serpentes: um desafio para a formação inicial de pedagogos

Resumo: Os professores polivalentes que atuam nos anos iniciais do ensino fundamental têm poucas oportunidades de aprofundar o conhecimento científico e as metodologias de ensino específicas da área de ciências naturais em cursos de pedagogia nas instituições de ensino superior. Nesse contexto, esta pesquisa tem como objetivo demonstrar a importância de uma atividade didática a partir da temática serpentes, visando sua discussão e a reflexão na formação inicial de pedagogos a fim de favorecer o ensino de ciências. A pesquisa de natureza qualitativa desenvolveu-se durante o primeiro semestre de 2019 em uma disciplina intitulada ‘Ensino de Ciências na Educação Infantil e Anos Iniciais do Ensino Fundamental’, ofertada para acadêmicos do curso de pedagogia. Os dados foram coletados por meio de rodas de conversa e do diário de campo do professor/pesquisador e foram avaliados a partir da análise de conteúdo. A partir das problematizações que emergiram no decorrer da atividade, foram esclarecidas as limitações conceituais relacionadas à temática serpentes. Acredita-se que a problematização dessas limitações pode auxiliar os licenciandos a desenvolver uma prática pedagógica embasada na reflexão e nos conhecimentos adquiridos durante a realização deste estudo. Palavras-chave: Pedagogia. Formação inicial. Atividade prática.

A bússola investigativa: mapeando estudos sobre projetos investigativos nos anos iniciais

Apresentamos neste artigo uma revisão bibliográfica, do tipo estado da arte, que objetivou mapear dissertações produzidas entre os anos de 2010 e 2019, abrangendo a temática “Ensino de Ciências por investigação nos anos iniciais do Ensino Fundamental”. Para isto, optou-se por analisar estudos desenvolvidos em programas profissionais de pós-graduação do campo da Educação em Ciências e Matemática. Iniciamos apresentando os aspectos metodológicos da pesquisa, os programas encontrados e a seleção dos trabalhos que versam ao propósito deste estudo. A partir da análise dos dados, classificamos e descrevemos as dissertações selecionadas. Os aspectos emergentes encontrados na análise demonstram que o ensino por investigação acontece de forma colaborativa e dialógica em um cenário em que professores e estudantes articulam os conhecimentos científicos com contexto social, a partir de situações-problemas. Oportuniza a experimentação, o levantar hipóteses e o desenvolvimento de novas possibilidades de pensar e agir.