Suchergebnisse

The study aimed to identify the nature of the difficulties facing the inclusion of students with disabilities from the viewpoint of workers in integrated schools in Riyadh, Saudi Arabia, and identify the differences in those difficulties that are due to the variables (job title, gender, scientific qualification, specialization, years of teaching experience). It also aimed to identify the most challenging categories of disability to integrate into regular classes and identify the proposals of workers in integration schools to overcome the difficulties facing inclusion. The study population consisted of all workers in the integration schools that contain grades (1-10) and contain an educational counselor and students with disabilities, where a representative sample of (179) workers in these schools was selected. The researcher used a questionnaire to classify the difficulties within four dimensions: resources learning (equipment, means and methods, and curriculum). Next is evaluation and its contents of classroom evaluation strategies and activities, then qualification of educators, and finally awareness and trends; the tool contains (39) items. The study results showed no formal evaluation strategies in place for students with disabilities, and there is awareness and positive attitudes towards integrating students with disabilities, in addition to the presence of a resource room and a special education teacher to help support students with disabilities. Furthermore, there is a lack of educational evaluation tools for the disabled category, which the Ministry circulates in the field when evaluating them and setting achievement tests. Results also showed that teachers do not consider individual differences between students; besides insufficient training received by teachers to deal with students with disabilities, the inclusion of students with disabilities helps to form healthy social relationships with others.The researcher recommended some recommendations such as determining the criteria for inclusion of students with disabilities in integrated schools, increasing the number of resource rooms, conducting studies similar to this study to examine the difficulties facing the integration of the disabled in the integration schools from the point of view of the parents, the disabled, and the relevant institutions.

Received: 2 September 2021 / Accepted: 10 November 2021 / Published: 3 January 2022

Introduction. The authors analyze some features of Russian students' political socializing at the present stage. The purpose of the study is to identify the main trends that characterize the role of the school as an agent (active subject) of political socialization. Methods. The empirical basis of the study is the results of the survey in which 554 students and 151 teachers of history and social studies in Chelyabinsk schools took part, the authors used qualitative (projective tests, in-depth interviews) and quantitative (survey) methods. Scientific novelty. The specific feature of the authors' approach to the problem under study is to perceive the school as an agent of political socialization, which is able to carry out the targeted steps of including children into the political sphere of the society within the educational process at several levels. Results. The data show that the socializing impact at the school level is relatively ineffective. The analysis revealed the problems that teachers have to face when conducting training activities related to delivering knowledge about politics: 1) students' lack of interest; 2) comparatively low level of teach- ers' special competence; 3) lack of necessary free time, etc. At the same time, students showed a fairly high level of behavioral activity and cognitive complexity in assessing power institutions. The unconscious component of students' political ideas is characterized by the absence of formed values and the heterogeneity of power images. Conclusions. The school as an agent of political socialization is losing its role as the leading agent of socializing when forming political values and students' ideas about politics in modern conditions. The main reason for this is the dominant role of social networks and the. Students tend to get in- formation about politics from external sources, so they are less likely to resort to discussing current political issues with teachers. This process leads to the need to develop new conceptual approaches to forming state policy in the field of general education.

ResumoEste artigo tem por objetivo investigar as relações entre teoria e prática para a construção dos saberes docentes e as contribuições evidenciadas para os licenciandos de Pedagogia, participantes do Programa PIBID (Programa Institucional de Bolsas de Iniciação à Docência), em que se busca refletir as discussões sobre o PIBID e suas contribuições para o processo de formação inicial docente. Como referencial teórico são consideradas as três categorias dos saberes: Conhecimento, Pedagógico e da Experiência. Para alcançar o objetivo foi aplicado um questionário com questões semiestruturadas para trinta participantes do Programa Pibid da Universidade Pitágoras Unopar - Londrina. Apresentam-se os resultados da categoria "Saberes do Conhecimento" e da subcategoria "Ser Pedagogo". Os resultados evidenciam que os pibidianos mobilizam e desenvolvem saberes relacionados à profissão docente ao participar do PIBID. A vivência no PIBID oportunizou a reflexão sobre as competências profissionais e pessoais sobre ser um Pedagogo comprometido com a busca de ações efetivas para a conquista de uma educação de qualidade.
Palavras-chave: Competências Profissionais. Teoria. Prática. Licenciatura.
Abstract This article aims to investigate the relationship between theory and practice for the building of teaching knowledge and the evidenced contributions for the Pedagogy Licensiature students participants in PIBID Program (Institutional Program for Teaching Initiation Scholarships), in which it is sougth to reflect the discussions about PIBID and its contributions to the initial teacher training process. As a theoretical framework, three knowledge categories are considered : Knowledge, Pedagogical and Experience. To achieve the objective, a questionnaire with semi-structured questions was applied to thirty participants in Pibid Program of Pitágoras Unopar University - Londrina. The results are presented of "Acquaintance of Knowledge" category and of the "Being a Pedagogue" subcategory. The results reveal that the PIBID students mobilize and develop knowledge related to the teaching profession by participating in PIBID. The experience at PIBID provided an opportunity for reflection on professional and personal skills about being a Pedagogue committed to the search for effective actions to achieve quality education.
Keywords: Professional skills. Theory. Practice. Licensiature degree.

Introduction: The purpose of the study was to survey orientation and mobility (O&M) instructors who are blind concerning the identification of accommodations, teaching techniques, and resources to teach students with visual impairments (i.e., blindness or low vision). Methods: The study utilized an online survey via Qualtrics (2019) with 27 closed- and open-ended items to identify accommodations, teaching techniques, and resources needed. The survey was e-mailed to membership and certification organizations requesting O&M instructors who are blind to participate for 12 weeks. The participants were 15 O&M specialists, mostly male and Caucasian. Survey data were then analyzed using descriptive statistics. Results: Forty percent of the participants reported that there were minimal standards that they had to demonstrate prior to their admittance into an O&M program. About one-fourth of the participants mentioned their program was modified because of their visual impairment. Eleven participants (73%) reported that their nonvisual instructional strategies and techniques were predominantly gained through their university programs or other visually impaired instructors (27%, n = 4). Discussion: Aspects of this study that are similar to the current literature are smaller faculty-to-student ratios for blindfold or simulation cane courses, accommodations used by participants, and suggestions for monitoring the safety of students. The results revealed the participants' strong belief in the importance of immersion training, the use of the Structured Discovery Cane Travel (SDCT), nonvisual skills during O&M instruction, sleep shades, and students' problem-solving abilities. Implication for practitioners: Although the participants had received SDCT immersion training, most personnel preparation programs approved by the Association for the Education and Rehabilitation of Blind and Visually Impaired do not use this method. For this reason, it is important for faculty to identify best teaching practices from among all programs and to integrate these practices into their curricula. Sharing best practices could strengthen all programs. Moreover, students with visual impairments should be taught early about self-advocacy and the ability to have helpful knowledge about one's skills at a university and in the workplace.

The terms dyslexia and reading disability are often used interchangeably. There are so many children who encounter reading problems in Zambia to an extent that some of them might complete seven years of primary education without the ability to read even a three letter word (MoE, 1992).A study conducted in Zambia by MatafWali (2005) revealed that, 49.1% of the grade three pupils could not read words at all. In addition, 57.5% could not read any single sentence. According to Kelly (2000), the reading level in some grade six pupils fell within the level expected of grade four. Therefore, it means that teachers who teach reading to dyslexic pupils face a lot of challenges. It is a well documented factor that-, in the western world, reading disabilities play a major role amongst children who drop out of school and/or become delinquent (Zieman, 1999). In addition, it is important to know the factors which cause dyslexia so as to remediate the problem. The objective of the present study was to identify reading disabilities among grade six pupils and challenges that teachers face in teaching reading to these pupils. Informed consent was obtained from the respondents and then questionnaires were administered to those who agreed to participate in the study. Simple random sampling was used to come up with the required number of pupils using the class registers. Teachers were given questionnaires to answer on their own after they had understood the instructions. For the pupils, questionnaires had to be answered on a one-to-one basis with the researcher. The research design of this study was a quasi experimental design. A total of one hundred and ninety two (192) pupils and fourteen (14) teachers drawn from two districts in eastern Zambia were enrolled in the study. Results show that there was a moderate effect of lighting system at home and one's reading ability (F (10, 154) — 3.188, p < .05, partial = 9.4). As such, the nature of lighting system at home does not really affect

Resumen: La importancia de la motivación del alumnado de Magisterio es clave para cualquier sistema educativo. Para mejorarla realizamos un análisis de determinadas características personales del alumnado que cursa los Grados de Educación Infantil y Primaria en Andalucía y las relacionamos con su nivel y tipo de motivación (intrínseca y extrínseca). Utilizamos un diseño mixto; realizamos investigación documental, diseñamos un cuestionario ad hoc y la entrevista. Concretamente se han analizado 996 cuestionarios y 56 entrevistas. Los constructos del cuestionario se validaron mediante Análisis Factorial Confirmatorio, y para el análisis bivariante utilizamos las pruebas paramétricas y no paramétricas correspondientes. Entre los resultados, constatamos diferencias significativas entre los tipos de motivación y determinadas variables de índole académica, familiar y socio-económica. Concluimos la importancia de favorecer la motivación intrínseca de los futuros maestros aplicando programas adecuados de orientación vocacional, realizando una elección de titulación personal y razonada, así como implicándose en labores de voluntariado.Abstract: The motivation of Teacher Training students is key for any educational system. In order to improve their motivation we have carried out a study of specific personal characteristics of the students of the degrees in Childhood and Primary Education in Andalusia and we have related it to their level and type of motivation (intrinsic and extrinsic). We use a mixed design; we carried out a documentary research, we designed a questionnaire ad hoc and an interview. Specifically 996 questionnaires were analyzed and 56 interviews. The constructs of the questionnaire have been validated using Confirmatory Factor Analysis, and for bivariate analysis we have carried out the corresponding parametric and non-parametric tests. Among the main results, we have identified significant differences between the types of motivation and certain academic, family and socio-economic variables. We concluded the importance of favoring intrinsic motivation in future teachers by applying appropriate programmes of vocational guidance, to make a choice with regard to the qualification on a personal and reasoned level as well as the involvement in volunteer activities.

The article elaborates the biography of a prominent Muslim scholar of the second half of the 18th century Muhammad ibn Ali al-Dagistani. The scholar contributed greatly to the renaissance of traditions of Muslim education, especially to the teaching of the Arabic language in Volga region and Ural. Based on the written source "Petition of Naimanov quba", introduced by the authors into the scientific community for the first time, it became possible to clarify the information already available about this historical figure. Particularly, analysis of the said document allowed us to identify that the real name of Muhammad ibn Ali al-Dagistani was Kazakay-kadi, the son of Ali (Aliev), and the fact of him owning a son – Magomatjan (Muhammadjan), who also was both a teacher in madrasa and a qadi. The article provides an original version of the reasons for the distortion of the scholar's name. The scholar's belonging to the Karanogai quba (kin) Naiman, as well as previously unknown information about the return of his son to his father's homeland have been revealed. The biography of Kazakay-kadi Aliev is verified by the authors based on a critical comparison of the facts provided in the text, and on fragmentary information contained in the works of Shihab ad-Din Marjani, Rizaitdin Fakhretdinov and Nazir ad-Dorgeli, which allowed to specify the circumstances of his appearance in the Orenburg province and his subsequent relocation to the Kazakh steppe, as well as his role in Russian-Kazakh relations.The reconstruction of the biography of the scholar is supplemented by a list of his most outstanding students. The newly discovered source is of not only historical, but also linguistic interest as a written monument of the North Caucasian Turkic language. The content of the source text is analyzed based on the textological, paleographic and historical-comparative methods of analysis. The document under study contains extensive anthroponymic material that can significantly expand the previously accumulated fund of ancient Nogai proper names.

Books play an important role of a teacher, guide, and friend in our life. Why is it important to read books? Why do students need books? This is the research question we have raised, according to the chairman of the Publishers Association, Petrit Ymeri, which was invited to the UET Forum, in a conversation with students and lecturers at the end of of the 20th edition of the book in Tirana: where he showed the problems facing the book, from VAT to bad translations. One of the concerns raised by UET students in their questions, was the battle of paper book with the digital book and the world of social networks that has involved young people. Concretely, he argued that, "the book is always fashionable, it's a paper or a digital book, we get it online, download it or not, we read, as Umberto Eco said that we need to flip our eyes when we read on the phone or ipad. The book of paper, continues to be the winner everywhere, because the book of the paper can be re-read. We all know, besides the pleasure we have in our hands, but even when you make a note, you go back to read it again". (Mapo, 2018). A study published in Social Science & Health shows that reading books has a significant relationship to increase lifespan. A team of public health researchers from Yale University looked at data for 3,635 Americans over age 50 collected from 1992 to 2012. Adjusting for age, sex, race, education, wealth, marital status, and depression they found, that those who read books were more likely to live longer. (Flood, 2016). In this study, we want to measure book readership of students. How many students are currently reading and how to encourage readers of the future? POLIS No. 18, ISSUE 2/ 2019 55 We have compiled a self – questionnaire that measures student involvement with the genre of reading, engagement in fairs, the participation in city libraries, etc. About 80 questionnaires were distributed to see the current situation of students in a Private University (European University of Tirana).

A presente pesquisa nasceu a partir da atuação profissional em uma IES particular na cidade de Boa Vista. Essa aproximação com o objeto de estudo suscitou o interesse em buscar a literatura referência na área, para então, desenvolver a pesquisa. A partir dessa questão, organizaram-se os objetivos dessa forma: Objetivo geral: Interpretar como o Centro Universitário Estácio da Amazônia proporcionou às suas egressas no Curso de Serviço Social a formação da cultura acadêmica. Objetivos específicos: Conhecer a concepção curricular e o processo formativo no curso de Serviço Social implementado na Instituição de Ensino Superior; indagar dos egressos do curso de serviço social a cultura acadêmica e suas vivências durante a formação; sistematizar as informações para triangulá-las por meio de uma análise da hermenêutica analógica. A pesquisa segue a corrente filosófica hermenêutica analógica, os sujeitos da pesquisa são cinco egressas e uma docente de uma IES particular na cidade de Boa Vista, sob enfoque qualitativo; a entrevista foi usada como instrumento para a coleta de dados e agregar o problema de pesquisa. Palavras-chave: Formação; Cultura acadêmica; Ensino Superior; Hermenêutica Analógica. ABSTRACTThis theme was born from the professional activity in a particular HEI in the city of Boa Vista. This approach to the subject matter generated interest in seeking the reference literature in the area, to then develop the research. From this issue, we organized the objectives this way: General objective: Interpret as Amazon Estacio University Center provided its graduates in Social Work course the formation of specific acadêmica.Como culture: Know the curriculum design and training process in the course of social work implemented in the Institution of Higher education; Inquiring the course graduates of social work on the academic culture and their experiences during training; systematize the information to Triangula them through an analysis of analog hermeneutics. The research follows the current analogical hermeneutic philosophical, the subjects of the research are five graduates and a teacher of a particular HEI in the city of Boa Vista, under qualitative approach, the interview as instrumental used to collect data and aggregate the research problem.

This issue of JERHRE examines informed consent requirements as they arise in diverse countries and cultures, and in relation to level of risk of the research and vulnerability of the potential participants. It also examines issues of literacy as they affect informed consent. And it examines whether research participants want to be informed. Adequate informed consent is a statement that is meaningful and understandable by the particular research participant and that allows the participant free choice regarding participation. The way in which an adequate consent procedure is administered must, by definition, depend on the level of literacy of the potential research participants, and the nature and values of the culture of the potential participants. An implication of these requirements is that Western consent procedures are likely to violate ethical standards when employed in non-Western cultures. Educational activities presented below will enable readers to consolidate their knowledge and understanding of these issues. Written informed consent statements are not valid for use with research participants who lack literacy. The level of literacy required depends on the complexity of the research topic. In Clough et al., we find that cultural differences in self-concept, understanding of research methods, level of education, and deference to researchers challenge researchers to modify standard consent procedures to render them valid in some cultural contexts. In Abou Zeina et al., we find an even more complex problem of communicating patients' rights to illiterate patients in an Egyptian public hospital: Not only can they not read, but they consider "patients' rights" as the least of their problems. In Iverson et al., we find still different issues concerning the scientific literacy of surrogate decision makers for critically ill patients. And in Ghandour et al., we find in Lebanon, within a very large sample of socioeconomically diverse students, a virtually total lack of interest in being informed before participating in a survey on a highly sensitive topic. For those of us who would unthinkingly impose standard Western consent procedures on everyone, these four articles may have much to teach us.

The vast majority of high school students aspire to some kind of postsecondary education, yet far too many of them enter college without the basic content knowledge, skills, or habits of mind they need to succeed. Andrea Venezia and Laura Jaeger look at the state of college readiness among high school students, the effectiveness of programs in place to help them transition to college, and efforts to improve those transitions.

Students are unprepared for postsecondary coursework for many reasons, the authors write, including differences between what high schools teach and what colleges expect, as well as large disparities between the instruction offered by high schools with high concentrations of students in poverty and that offered by high schools with more advantaged students. The authors also note the importance of noncurricular variables, such as peer influences, parental expectations, and conditions that encourage academic study.

Interventions to improve college readiness offer a variety of services, from academic preparation and information about college and financial aid, to psychosocial and behavioral supports, to the development of habits of mind including organizational skills, anticipation, persistence, and resiliency. The authors also discuss more systemic programs, such as Middle College High Schools, and review efforts to allow high school students to take college classes (known as dual enrollment). Evaluations of the effectiveness of these efforts are limited, but the authors report that studies of precollege support programs generally show small impacts, while the more systemic programs show mixed results. Dual-enrollment programs show promise, but the evaluation designs may overstate the results.

The Common Core State Standards, a voluntary set of goals and expectations in English and math adopted by most states, offer the potential to improve college and career readiness, the authors write. But that potential will be realized, they add, only if the standards are supplemented with the necessary professional development to enable educators to help all students meet academic college readiness standards, a focus on developing strong noncognitive knowledge and skills for all students, and the information and supports to help students prepare and select the most appropriate postsecondary institution.

Lietuvos aukštojo mokslo sistema yra kritinės būklės. Vis dažniau kalbama apie išsilavinimo nuvertėjimą ir susvyravusį pasitikėjimą aukštuoju mokslu, o studijų kokybės užtikrinimas yra viena iš labiausiai nagrinėjamų visuose socialinės visuomenės sluoksniuose problemų. Dėstytojai yra tarpininkai tarp mokslo institucijos ir studentų, atlieka esminį vaidmenį teikiant aukštojo mokslo paslaugas. Nuo jų veiklos pobūdžio, asmenybės ypatumų, vertybinių orientacijų, aplinkos, kurią jie sukuria perteikdami žinias, priklauso tiek pačių žinių perėmimo kokybė, tiek mokymo proceso subjektų santykiai. Dėstytojas yra tarsi prizmė, per kurią besimokantys asmenys suvokia visą studijų procesą, jo kokybę ir pačią mokslo instituciją. Šio straipsnio tikslas – aptarti dėstytojo įvaizdžio specifiką, atskleisti jo dedamąsias bei remiantis atliktu empiriniu tyrimu nustatyti jų svarumą.Pagrindiniai žodžiai: dėstytojo įvaizdis, dėstytojo profesija, įvaizdžio dedamosios.Teacher's Image and its Influence on the Perception of The Quality of StudiesGreta Drūteikienė, Olga Mackelo
SummaryThe aim of this work was to reveal the specific features of the teacher's image and to outline its effect on how students perceive the quality of studies.The teacher's image is analyzed in the literature overview. Its features are based on professional image and teaching profession. A structural-functional model was constructed.A student survey was conveyed in one of the most valued higher education institutions – Faculty of Economics of Vilnius University in order to determine how the teacher's image affects the perception of the quality of studies. A group questionnaire required students to express their opinion on the image of the faculty, to evaluate the quality of studies and to define the "portrait" of the teacher. During the period 1 December 2008. – 25 March 2009, 336 students from the Faculty of Economics answered the questions. The overview of previously performed similar researches at the Faculty of Economics was used as an additional information source.The following key components of the teacher's image were outlined: the main components related to the understanding of the subject and the teaching principles; important and trivial components related to the teacher's personality, ability to involve the student into the study process; and components of least importance, related to the visual perception of teaching.

RESUMOO presente artigo investiga o processo de pedagogização do discurso do consumo nas práticas discursivas escolares, dando ênfase às condições de possibilidade para a materialidade do referido discurso no processo de escolarização e à forma como ele opera na produção dos sujeitos escolares para o consumo. Para dar visibilidade à pedagogização do discurso do consumo, a pesquisa compõe uma estratégia analítica inspirada nas proposições de Michel Foucault acerca da análise do discurso e da governamentalidade; nos Estudos Culturais; e nas descrições feitas por autores tais como Bauman, Schor, Lipovetsky, Sarlo, entre outros, sobre a condição humana em tempos marcados pela cultura de consumo. O corpus de análise é composto por textos enunciadores do discurso do consumo no processo de escolarização, retirados das Diretrizes Curriculares Nacionais, dos Parâmetros Curriculares Nacionais, de livros paradidáticos, dos manuais de formação de professores e de Planos do Portal do Professor/MEC. Os resultados apontam para: (1) um quadro de conceitos, objetos e modalidades que reverberam e materializam o discurso do consumo no campo da educação e (2) um conjunto de tecnologias de si – inscritas na rede de sistemas de significações da sociedade de consumo – por meio das quais os sujeitos se observam, se interpretam, se julgam, se narram, se gerenciam e se moldam. Tais dados mostram a forma como as práticas discursivas escolares pedagogizam o discurso do consumo – de acordo com o regime de verdade de campo discursivo da educação -, ensinando os sujeitos escolares a desempenhar o papel de consumidores.Educação e Consumo. Educação para o Consumo. Escola e Consumo. Processo de Escolarização e Consumo.The pedagogical transformation of consumption discourse in the schooling process ABSTRACTThis paper investigates the process of pedagogization of consumption discourse in school discursive practices, emphasizing the conditions of possibility for the materiality of this discourse in the schooling process and the way it operates in the production of school subjects for consumption. To give visibility to the pedagogization of consumer discourse, the research composes an analytical strategy inspired by Michel Foucault's propositions about discourse analysis and governmentality; in Cultural Studies; and in the descriptions made by authors such as Bauman, Schor, Lipovetsky, Sarlo, among others, about the human condition in times marked by consumer culture. The corpus of analysis consists of texts that enunciate the discourse of consumption in the schooling process, taken from the National Curriculum Guidelines, National Curriculum Parameters, paradidmatic books, teacher training manuals and Teacher Portal / MEC Plans. The results point to: (1) a framework of concepts, objects and modalities that reverberate and materialize the discourse of consumption in the field of education and (2) a set of self technologies - inscribed in the network of meaning systems of the consumer society. - through which subjects observe, interpret, judge, narrate, manage and shape themselves. These data show how school discursive practices pedagogize consumer discourse - according to the discursive field truth regime of education - by teaching school subjects to play the role of consumers. Education and Consumption. Consumer Education. School and Consumption. Schooling Process and Consumption. Il discorso sul consumo ne la formazione Scientífica RIASSUNTO Questo documento cerca di indagare il discorso sul consumo nelle pratiche nelle scuole, sottolineando le condizioni de la materialità del discorso nel processo scolastico e il modo in cui opera nella produzione di materie scolastiche per il consumo. Per dare visibilità alla al discorso del consumatore, la ricerca compone una strategia analitica ispirata alle proposizioni di Michel Foucault sull'analisi del discorso e sulla governabilità; in studi culturali; e nelle descrizioni fatte da autori come Bauman, Schor, Lipovetsky, Sarlo, tra gli altri, sulla condizione umana in tempi segnati dalla cultura del consumo. Il corpus di analisi è costituito da testi che enunciano il discorso del consumo nel processo scolastico, tratti da Linee guida per i curricula nazionali, parametri dei curricula nazionali, libri paradidmatici, manuali di formazione degli insegnanti e piani del portale / MEC per gli insegnanti. I risultati indicano: (1) un quadro di concetti, oggetti e modalità che riverberano e materializzano il discorso del consumo nel campo dell'educazione e (2) un insieme di auto-tecnologie - inscritte nella rete di sistemi di significato della società dei consumi. - attraverso cui i soggetti osservano, interpretano, giudicano, narrano, gestiscono e modellano se stessi. Questi dati mostrano come le pratiche discorsive scolastiche pedagogano il discorso dei consumatori - secondo il regime discorsivo della verità sul campo dell'educazione - insegnando alle materie scolastiche a svolgere il ruolo dei consumatori. Istruzione e Consumo. Educazione Al Consumo. Scuola e Consumo. Processo Scolastico e di Consumo. La transformación pedagógica del discurso del consumo en el proceso escolar RESUMEN Este artículo investiga el proceso de pedagogización del discurso del consumo en las prácticas discursivas escolares, enfatizando las condiciones de posibilidad para la materialidad de este discurso en el proceso escolar y la forma en que opera en la producción de asignaturas escolares para el consumo. Para dar visibilidad a la pedagogización del discurso del consumidor, la investigación compone una estrategia analítica inspirada en las proposiciones de Michel Foucault sobre el análisis del discurso y la gubernamentalidad; en estudios culturales; y en las descripciones hechas por autores como Bauman, Schor, Lipovetsky, Sarlo, entre otros, sobre la condición humana en tiempos marcados por la cultura del consumidor. El corpus de análisis consiste en textos que enuncian el discurso del consumo en el proceso escolar, tomados de las Pautas del Currículo Nacional, Parámetros del Currículo Nacional, libros paradidmáticos, manuales de capacitación docente y Planes del Portal del Maestro / MEC. Los resultados apuntan a: (1) un marco de conceptos, objetos y modalidades que reverberan y materializan el discurso del consumo en el campo de la educación y (2) un conjunto de auto tecnologías inscritas en la red de sistemas de significado de la sociedad de consumo a través del cual los sujetos se observan, interpretan, juzgan, narran, gestionan y modelan. Estos datos muestran cómo las prácticas discursivas escolares pedagogizan el discurso del consumidor, de acuerdo con el régimen de educación discursiva de campo de la verdad, al enseñar a los sujetos escolares a desempeñar el papel de consumidores. Educación y consumo. Educación del consumidor. Escuela y consumo. Proceso de escolarización y consumo.

Os livros didáticos são desenvolvidos para a utilização escolar, apresentando relevante importância no processo de ensino-aprendizagem e sendo essenciais na formação do estudante, muitas vezes, servindo de auxílio integral ao professor. Este trabalho teve como objetivo analisar e comparar livros didáticos de Biologia do Ensino Médio com ênfase nas estruturas reprodutivas das angiospermas. Para esta análise, foram comparadas três obras direcionadas ao segundo ano do Ensino Médio, levando em consideração sete critérios: estrutura geral, profundidade do tema, apresentação dos temas, linguagem escrita, imagens, textos complementares e atividades. Os critérios foram analisados por meio de uma avaliação qualitativa e foram classificados em "Atende Plenamente" (APl), "Atende Parcialmente" (APr) e "Não Atende" (NA). Todos os livros possuem pontos fracos e fortes que foram apresentados e discutidos ao longo do texto, sendo que um dos livros se sobressaiu por apresentar uma melhor avaliação dentro dos critérios propostos, sendo considerado, desse modo, o mais adequado para o uso em sala de aula. Os pontos fracos demonstraram que ajustes podem ser realizados e que o processo de avaliação sempre será necessário para aprimoramento do livro, enquanto os pontos fortes demonstraram que este recurso se mantém como material relevante na educação do Brasil. Deduz-se que a utilização de abordagens alternativas no ensino das estruturas reprodutivas das angiospermas é fundamental, ao mesmo tempo em que se ressalta a valorização dos livros como recurso didático.
Palavras-chave: Botânica. Educação. Morfologia Vegetal. PNLD.
Abstract
Textbooks are developed for school use, presenting significant importance in the teaching, and learning process and being essential in the student's training, often serving as comprehensive assistance to the teacher. This work aimed to analyze and compare High School Biology textbooks with an emphasis on the angiosperms' reproductive structures. For this analysis, three works directed at the second year of High School were compared, taking into consideration seven criteria: overall structure, depth of the topic, presentation of the themes, written language, images, supplementary texts, and activities. The criteria were analyzed through a qualitative evaluation and were classified as "Fully Meets" (APl), "Partial Compliance" (APr), and "Does Not Meet" (NA). All the books have strengths and weaknesses that were presented and discussed throughout the text, with one of the books standing out for receiving a better evaluation within the proposed criteria, thus considered the most suitable for classroom use. The weaknesses demonstrated that adjustments can be made, and the evaluation process will always be necessary for book improvement, while the strengths demonstrated that this resource remains a relevant material in Brazil's education. We deduce that the use of alternative approaches in teaching the angiosperms' reproductive structures is fundamental, while emphasizing the value of the books as a teaching resource.
Keywords: Botany. Education. Vegetal Morphology. PNLD.

ResumoA pandemia Covid-19 obrigou as escolas a pararem seus atendimentos presenciais e a buscarem uma alternativa para acessarem os alunos e darem segmento as propostas educacionais. E diante de realidades diferenciadas no Brasil, cada professor teve um desafio em cada região, em que se localiza uma escola. Esta pesquisa tem por objetivo investigar a forma como as professoras do ciclo de alfabetização incorporaram os conhecimentos e os recursos tecnológicos em suas práticas no ensino remoto durante a pandemia da Covid-19. Este artigo é o resultado de uma pesquisa exploratória de abordagem qualitativa por meio do grupo focal com quatro professoras do ciclo de alfabetização de uma escola pública da região do grande ABC/SP. Traz reflexões sobre a adaptação e dificuldades dos professores na transição do ensino presencial para o ensino remoto, o uso da tecnologia por parte dos professores, alunos e famílias e a oferta do ensino para manter o vínculo entre a escola e a família. Conclui-se que os professores e o ensino necessitaram de adaptações e ressignificações para alcançar os objetivos propostos, que tanto os alunos como suas famílias também passaram por processos de adequações com um ensino feito em casa, que somente os recursos tecnológicos não garantem o vínculo com a escola e o efetivo ensino, precisando considerar os aspectos do acesso das famílias aos instrumentos e meios que possibilitam o uso da tecnologia no ensino remoto.
Palavras-chave: Covid-19. Tecnologia. Prática Docente. Ensino. Aprendizagem.
AbstractThe Covid-19 pandemic forced schools to stop their face-to-face services and to look for an alternative to access students and provide segment for educational proposals. And given the different realities in Brazil, each teacher had a challenge in each region where a school is located. This research aims to investigate how teachers in the literacy cycle incorporated knowledge and technological resources into their practices in remote education during the covid-19 pandemic. This article is the result of an exploratory research with a qualitative approach through a focus group with 4 teachers from the literacy cycle of a public school in Grande ABC/SP region. It brings reflections on the teachers' adaptation and difficulties in the transition from classroom teaching to remote teaching, the use of technology by the teachers, students and families, and the offer of teaching to maintain the bondbetween school and family. It was concluded that teachers and teaching needed adaptations and resignifications to achieve the proposed objectives, that both students and their families also went through adaptation processes with home-based teaching, that only technological resources do not guarantee the bond with the school and effective teaching, needing to consider aspects of families' access to instruments and means that enable the use of technology in remote education.
Keywords: Covid-19. Technology. Teaching Practice. Teaching. Learning.