Spelling suggestions: "subject:"3cultural plurality"" "subject:"accultural plurality""
1 |
[pt] EDUCAÇÃO DE JOVENS E ADULTOS E PLURALIDADE CULTURAL: A REALIDADE DE UM COLÉGIO SUPLETIVO DE ENSINO MÉDIO / [en] YOUTH AND ADULTS EDUCATION AND CULTURAL PLURALITY: THE REALITY OF A SUPPLEMENTARY HIGH SCHOOLDIANA SAYÃO VIEIRA 26 August 2011 (has links)
[pt] O presente estudo aborda o tema da Educação de Jovens e Adultos (EJA) no
ensino médio supletivo noturno. Focaliza uma escola que desenvolve essa
modalidade de ensino, procurando compreendê-la na perspectiva do
multiculturalismo crítico, sob a ótica da interculturalidade. Com essa abordagem,
foi realizada uma pesquisa qualitativa, mais precisamente um estudo de caso, em
um Colégio Estadual do Estado do Rio de Janeiro, denominado Colégio
Arpoador. Foram selecionadas como estratégias metodológicas, além da revisão
de bibliografia, três técnicas para a coleta de dados: a observação, a análise
documental e a entrevista semiestruturada. Os objetivos principais da pesquisa
foram: analisar se os(as) professores(as) do Colégio Arpoador reconhecem e
trabalham com a realidade heterogênea dos(as) alunos(as), levando em
consideração as práticas pedagógicas, o currículo e a construção da(s) identidades
dos(as) alunos(as), além de buscar identificar as possíveis contribuições de uma
educação intercultural para essa modalidade. Os resultados obtidos através dos
depoimentos dos(as) professores(as) indicam que eles reconhecem a grande
diversidade cultural dos(as) alunos(as). No entanto, essa realidade não parece ser
referência para pensar suas práticas pedagógicas e a seleção do currículo. A
educação intercultural não parece ser uma prática conhecida pelos(as)
professores(as), mas foi possível perceber um esforço dos(as) mesmos(as) em
compreender do que ela trata e como poderia ser promovida no cotidiano escolar.
A partir dos resultados, a pesquisa procurou apontar dificuldades encontradas na
EJA de ensino médio e sugerir caminhos de renovação, partindo do princípio que
a educação intercultural é capaz de trazer múltiplos benefícios para esta realidade. / [en] This work is a study about the Adults and Youth Education (Educação de
Jovens e Adultos –EJA) in an evening high school equivalency program. We have
chosen one school that is part of this kind of program and we have tried to
understand its functioning under a critic multiculturalism perspective in an
interculturallity vision. Starting with this premise, a qualitative research was
carried out, in fact a case study, in a public school of the state of Rio de Janeiro,
named Colégio Arpoador. The methodological strategies included, besides the
bibliography review, three data collection techniques: observation, documental
analyses and semi-structured interview. The main objectives were to analyze if
Colégio Arpoador’s teachers recognize and work with the heterogeneous reality of
its students, considering their pedagogical practices, the curriculum and the
identity construction, besides identifying the contributions of an intercultural
education for this kind of equivalency program. The results obtained from the
teacher testimonies indicate that they recognize the existence of a great cultural
diversity among students, although this reality seems not to constitute a reference
to their pedagogical practices and the curriculum subject selection. It seems that
teachers don’t experience the intercultural education as a practice, but there is an
effort to understand how it works and how it can be stimulated in daily school.
From the results, the research tried to show the difficulties found in high school
EJA, and also tried to suggest ways to renovate the pedagogical practices, starting
from the principle that intercultural education is a very productive way of giving
multiples benefits for that reality.
|
2 |
[en] SCIENCE TEACHING AND CULTURAL PLURALITY: SCIENCE TEACHERS AND MULTICULTURAL ISSUES INSIDE THE CURRICULUM / [pt] ENSINO DE CIÊNCIAS E PLURALIDADE CULTURAL: PROFESSORES DE CIÊNCIA E TEMÁTICAS MULTICULTURAIS NO CURRÍCULOANNA CAROLINA AYRES PEREIRA BARBOSA 02 June 2010 (has links)
[pt] Diante do momento marcado pela transição paradigmática entre a
Modernidade e a Pós-modernidade, como estariam posicionadas as concepções de
ciência de professores/as de ciência/biologia nesse cenário? Quais suas posições
diante da reformulação curricular da década de 90 após a divulgação do PCN de
Ciências Naturais e temas transversais? Como as principais temáticas
multiculturais raça, gênero e orientação sexual estão apresentadas no discurso de
professores/as de ciências/biologia? Este trabalho apresenta uma pesquisa, que
tem buscado entender como os/as professores/as de ciências naturais e biologia de
uma escola de elite da zona sul da cidade do Rio de Janeiro representam o
conhecimento científico, o currículo de ensino de ciências e suas possíveis
implicações com as questões centrais do multiculturalismo (raça, gênero e
orientação sexual). Para tanto, optou-se por uma pesquisa qualitativa, através de
dois instrumentos: (1) análise documental do PCN de Ciências e temas
transversais e (2) entrevistas semi-estruturadas. Neste trabalho, verificou-se uma
tendência dos discursos desses/as professores/as de oscilarem entre uma visão
tradicional moderna e uma abordagem mais pós-moderna de ciência. Essa postura,
identificada inclusive no tratamento das temáticas multiculturais selecionadas,
estaria de acordo tanto com as propostas curriculares dos PCN quanto como um
reflexo do período de transição paradigmática em que estamos inseridos. O
trabalho de pesquisa visa contribuir com a reflexão sobre os possíveis avanços e
limites de uma epistemologia multicultural (pós-moderna) no ensino de ciências. / [en] As we face a period characterized by a paradigmatic transition between
Modernity and Post-Modernity, how would the science conceptions of
science/biology teachers fit in this scenery? What would be their positions
regarding the curricular reformation set in the 90`s after the publication of the
PCN of Natural Sciences and transversal themes? How the main multicultural
themes race, gender and sexual orientation are presented inside their speech? This
work presents a research which has seek to comprehend how the science and
biology teachers from an elite school at Rio de Janeiro represent scientific
knowledge, science curriculum and their possible implications concerning the
main multicultural issues (race, gender and sexual orientation). Therefore, it has
been chosen a qualitative research using two instruments: (1) documental analyses
of the Natural Sciences PCN and transversal themes and (2) semi-structural
interviews. It was evident a tendency among the teachers discourses to oscillate
between a more traditional and modern science view and a more post-modern
approach. This kind of posture that was also identified regarding the multicultural
issues would be in agreement with both the curricular proposals inside the PCNs
and as a reflection of the transitional period in which we are immersed. This work
aims to contribute with the debate regarding possible progress and limits of a
multicultural (post-modern) epistemology inside science teaching.
|
3 |
PLURALIDADE CULTURAL: LIMITERS E POSSIBILIDADES NA PRÁTICA PEDAGÓGICA / PLURALIDADE CULTURAL: LIMITERS E POSSIBILIDADES NA PRÁTICA PEDAGÓGICA / PLURALIDADE CULTURAL: LIMITERS E POSSIBILIDADES NA PRÁTICA PEDAGÓGICA / limits and possibilities in pedagogical practices / limits and possibilities in pedagogical practices / limits and possibilities in pedagogical practicesLima, Eliane Brito de 30 October 2007 (has links)
Made available in DSpace on 2015-09-25T12:23:42Z (GMT). No. of bitstreams: 1
1_ElianeBritoDeLima_Intro_AnexoD.pdf: 3685528 bytes, checksum: ab82e1e5af861ef2f01cf024fb05684b (MD5)
Previous issue date: 2007-10-30 / Interest in the problems concerning the relationships between cultural diversity and school life is increasing in academic circles as a special theme within the search for a truly democratic school. The aim of this work was to analyze pedagogical practices of elementary school teachers, verifying how cultural plurality is treated in the classrooms of municipal schools of Campina Grande, Paraíba, Northeastern Brazil. The analysis initially focused on different conceptions of multiculturalism and interculturalism, as well as on the proposal of the cross-curricular theme Cultural Plurality, which is part of the national curriculum for elementary
grades, emergent within the educational policy framework of the 1990s. A qualitative multicase study of two schools was carried, with data collection from the observation of four
classrooms, two in each of the selected schools, focusing on teachers pedagogical practices. A pedagogical work dynamic that varied between postures, practices and discourses of
cultural homogenization and attempts to contemplate the diversity present in the classroom was verified. Overall, the research evidenced pedagogical practices that favored the construction of a multi/intercultural critical education based on a dialogical and difference inclusive perspective, as well as challenges that still need to be overcome. / A problemática das relações entre diversidade cultural e cotidiano escolar vem conquistando um espaço cada vez mais crescente no meio acadêmico, tornando-se um tema de especial relevância na busca de uma escola verdadeiramente democrática. O presente trabalho teve
como objetivo geral analisar as práticas pedagógicas de professoras das séries iniciais do Ensino Fundamental, verificando como é tratada a pluralidade cultural em sala de aula, em escolas da rede municipal de Campina Grande-PB. Partimos da análise das diferentes concepções de multi/interculturalismo, bem como da proposta de Pluralidade Cultural como tema transversal, integrante dos Parâmetros Curriculares Nacionais de 1ª a 4ª séries do Ensino Fundamental, elaborados pelo Ministério da Educação, no cenário da política educacional da década de 1990. Adotamos a pesquisa qualitativa, realizando um estudo multicaso, envolvendo duas escolas municipais de Campina Grande. A coleta de dados foi realizada a partir de observações em quatro turmas, sendo duas em cada uma das escolas selecionadas, focalizando a prática pedagógica das professoras. Em nossa investigação, verificamos uma dinâmica de trabalho que oscila entre posturas, práticas e discursos que ora reforça a
homogeneização cultural, ora demonstra o interesse e/ou esforço das professoras para contemplarem a diversidade presente no cotidiano da sala de aula. A pesquisa possibilitou-nos evidenciar práticas pedagógicas que favorecem a construção de uma educação
multi/intercultural crítica, fundamentada numa perspectiva dialógica, onde as diferenças possam conviver, embora também aponte inúmeros desafios a serem superados, diante do contexto histórico, político, econômico e sociocultural no qual estamos inseridos/as.
|
4 |
Towards an ethic of cultural harmonization : translating history textbooks in the province of QuébecVarga, Michael 12 1900 (has links)
Confronté à un projet de traduction de manuels d’histoire du français à l’anglais, destinés aux écoles publiques anglophones au Québec, Michael Varga définit une méthode qui ne s’appuie pas sur les théories de traduction classiques reliées aux structures binaires, mais qui s’inspire plutôt du modèle de la narratologie (narrative theory) prôné par Mona Baker. Varga reconnaît la légitimité d’une pluralité de narrations en compétition entre elles qui se manifestent parmi les différents groupes socioculturels faisant partie d’une même société (le Québec). Il identifie des passages en provenance du texte d’origine qui mettent en relief des conflits reliés à l’accommodation culturelle. Il traite la façon dont ces conflits échouent à communiquer adéquatement des réalités culturelles appropriées, lesquelles seront en concert avec les normes et valeurs propres à la société québécoise. Il propose des traductions, apte au domaine pédagogique, qui désamorceront ces conflits et les accommoderont tout en respectant la pluralité des réalités culturelles en évidence dans la société québécoise. / Faced with the task of translating history textbooks from French to English for use in Québec’s English-language public school system, Michael Varga outlines a translation approach that circumvents classical translation theories based on binary constructs in favour of a model inspired by narrative theory as proposed by Mona Baker. Acknowledging the legitimacy of multiple parallel narratives as they pertain to different socio-cultural groups within the same society (Québec), he identifies source text sections that expose conflicts related to intercultural harmony. He discusses how these conflicts may fall short of communicating appropriate cultural realities that conform to the norms and values that govern Québec society. With a focus on the educational context, he proposes translations that defuse these conflicts in a spirit of harmonization and respect for the pluralist cultural realities in evidence in Québec society.
|
5 |
Towards an ethic of cultural harmonization : translating history textbooks in the province of QuébecVarga, Michael 12 1900 (has links)
Confronté à un projet de traduction de manuels d’histoire du français à l’anglais, destinés aux écoles publiques anglophones au Québec, Michael Varga définit une méthode qui ne s’appuie pas sur les théories de traduction classiques reliées aux structures binaires, mais qui s’inspire plutôt du modèle de la narratologie (narrative theory) prôné par Mona Baker. Varga reconnaît la légitimité d’une pluralité de narrations en compétition entre elles qui se manifestent parmi les différents groupes socioculturels faisant partie d’une même société (le Québec). Il identifie des passages en provenance du texte d’origine qui mettent en relief des conflits reliés à l’accommodation culturelle. Il traite la façon dont ces conflits échouent à communiquer adéquatement des réalités culturelles appropriées, lesquelles seront en concert avec les normes et valeurs propres à la société québécoise. Il propose des traductions, apte au domaine pédagogique, qui désamorceront ces conflits et les accommoderont tout en respectant la pluralité des réalités culturelles en évidence dans la société québécoise. / Faced with the task of translating history textbooks from French to English for use in Québec’s English-language public school system, Michael Varga outlines a translation approach that circumvents classical translation theories based on binary constructs in favour of a model inspired by narrative theory as proposed by Mona Baker. Acknowledging the legitimacy of multiple parallel narratives as they pertain to different socio-cultural groups within the same society (Québec), he identifies source text sections that expose conflicts related to intercultural harmony. He discusses how these conflicts may fall short of communicating appropriate cultural realities that conform to the norms and values that govern Québec society. With a focus on the educational context, he proposes translations that defuse these conflicts in a spirit of harmonization and respect for the pluralist cultural realities in evidence in Québec society.
|
6 |
Náboženství jako součást školní edukace v různých zemích Evropy / Religion as Part of School Education in Various European CountriesSKOKOVÁ, Jana January 2012 (has links)
Religion as Part of School Education in Various European Countries The thesis in its first part describes the state of religious situation in Europe, it deals with the history of gradual secularisation of Europe, and it goes through the current state of the society as it regards the religion in social terms. The first part of the thesis is concluded by a summary of the theoretical knowledge on religious situation in Europe as far as the teaching of religion is concerned. The second part of the thesis concentrates on teaching religion in individual European states. It is based on an empirical study conducted in sixteen European states by H.G. Ziebertz called: "How Teachers in Europe Teach Religion". The thesis presents the results of the study and concludes them into general conclusions. It analyses the current state of teaching religion in the Czech Republic in more details with respect to general social climate there.
|
Page generated in 5.7031 seconds