This text aims at understanding everyday life in a rural school between 1930 and 1950 through the memories of teachers who worked in Região Colonial Italiana (RCI - region of Italian immigration) in Rio Grande do Sul, Brazil. We understand that RCI is the region of the old colonies Conde d'Eu, Dona Isabel, and Caxias, which today are Caxias do Sul, Garibaldi, Carlos Barbosa, and Bento Gonçalves municipalities. This region was occupied, from 1875 on, by immigrants, predominantly Italian ones. In the period under study, 1930 to 1950, we emphasize the expansion of the public school system and the nationalization actions carried out by Vargas government. As for theoretical framework, we draw on contributions from Cultural History. For methodology, we use Historic Documental Analysis and Oral History. The documents produced from teachers' narratives belong to two collections: the memory bank of Arquivo Histórico Municipal João Spadari Adami (AHMJSA - João Spadari Adami Municipal Historical Archive) and Instituto Memória Histórica e Cultural (Historical and Cultural Memory Institute), which is kept by Universidade de Caxias do Sul. To the oral collections, we have added many documents from municipalities and administrative organs of education. We narrate teachers' stories of life, who are mostly women who became teachers because they had the minimum knowledge required for the job and due to an absolute lack of qualified teachers. Their experiences in isolated rural schools allow us to (re)construct everyday life, aspects of communitarian life, and specially school life. These lay teachers have told us about how they organized their classes, what they taught, how they proceeded in heterogeneous classes. They also talked about their relationship with students and their families, which are, therefore, aspects of the school culture of these rural isolated classes, which mark the history of education. ; O presente texto tem por objetivo compreender o cotidiano escolar rural, entre as décadas de 1930 e 1950, por meio das memórias de professores que atuaram na Região Colonial Italiana do Rio Grande do Sul (RCI), Brasil. Compreendemos a RCI como aquela formada pelas antigas colônias Conde d'Eu, Dona Isabel e Caxias, atualmente municípios de Caxias do Sul, Garibaldi, Carlos Barbosa e Bento Gonçalves. Trata-se da região que foi ocupada, a partir de 1875, por imigrantes, predominantemente italianos. No recorte temporal, 1930 a 1950, destacamos a expansão da rede escolar pública e as práticas de nacionalização empreendidas pelo governo varguista. Utilizamos como referencial teórico as contribuições da história cultural e como metodologia a análise documental histórica e a história oral. Os documentos produzidos a partir das narrativas docentes pertencem a dois acervos: banco de memórias do Arquivo Histórico Municipal João Spadari Adami (AHMJSA) e Instituto Memória Histórica e Cultural, mantido pela Universidade de Caxias do Sul. Acrescemos aos acervos orais diversos documentos das intendências e órgãos administrativos da educação. Narramos histórias de vida dos docentes, mulheres em sua maioria, que se tornaram professoras por terem os conhecimentos mínimos exigidos para a função e pela absoluta falta de profissionais com titulação. Suas experiências vividas em escolas isoladas, rurais, permitem-nos (re)construir cotidianos, aspectos da vida comunitária e, especialmente, escolar. Essas professoras leigas contaram como organizavam suas aulas, o que ensinavam, o modo como procediam em turmas heterogêneas, a relação delas com alunos e familiares, que são, portanto, aspectos da cultura escolar dessas aulas isoladas rurais, que marcam a história da educação brasileira.
The purpose of the study is to investigate the teachers´ turnover dynamics, in the Department of Education of the City of Rio de Janeiro. An existing non-random distribution pattern of teachers among schools was assumed, with a highlight on convergences, if any, between teachers and student profiles, especially those regarding teacher qualification indicators and the socioeconomic level and student achievement. Therefore, teachers with more favorable characteristics would tend to work in schools with students with higher socioeconomics levels and better educational performance, and vice-versa. In terms of literature review, international studies investigating teacher mobility inside the same school system stand out. This research covers teachers joining the Rio de Janeiro City school system between 2002 and 2012 and investigates the relation between teacher turnover in schools and the main features of teachers and students. The analyses are based on the local legislation on the transfer of such educational professionals from a school to another; on teacher functional data and school transfer records provided by the Rio de Janeiro Department of Education (SME-RJ); in addition, data from Teste Brasil (a natiowide test), regarding socioeconomic info and educational achievement of students. Major results include a possible convergence between poorer profiles of teachers and students in schools with higher teachers´s turnover. ; O estudo tem como objetivo investigar as dinâmicas de rotatividade docente na rede municipal de ensino do Rio de Janeiro. Tem-se como pressuposto a existência de padrões não aleatórios de distribuição de professores entre escolas, destacando-se possíveis convergências entre perfis de professores e alunos, principalmente no que diz respeito a indicadores de qualificação docente e ao nível socioeconômico e desempenho escolar dos estudantes. Dessa forma, professores com características mais favoráveis tenderiam a lecionar em escolas com alunos de nível socioeconômico mais alto e melhor desempenho escolar, e vice-versa. Em relação à revisão de literatura, destacam-se estudos internacionais que investigam a mobilidade de professores dentro de uma mesma rede de ensino. A pesquisa em questão abrange os docentes que ingressaram na rede municipal de ensino do Rio de Janeiro entre 2002 e 2012 e investiga a relação entre a rotatividade docente nas escolas e as principais características de professores e alunos que as compõem. As análises são baseadas na legislação municipal acerca das transferências desses profissionais de ensino entre escolas; em dados funcionais dos educadores e registros de transferências de escola, fornecidos pela Secretaria Municipal de Educação do Rio de Janeiro (SMERJ); além de dados da Prova Brasil, referentes ao nível socioeconômico e desempenho escolar dos alunos. Dentre os principais resultados, é possível sugerir a possibilidade de convergência entre perfis menos favoráveis de professores e alunos em instituições de ensino com maior rotatividade docente.
This study is part of PIBIC / UFC / FUNCAP project entitled: "The continuing formation of teachers in the context of democratization of the school management in municipal network of Fortaleza, Ceará, Brazil", which aims to identify actions and proposals involving the continuing formation process of teachers from different training areas. This is a qualitative approach research; the instruments used were documentary research and semi-structured interviews with teachers and other components of the school community. In the data analysis the theoretical basis of support is the historical dialectic, to try to reach an understanding of the investigated reality. As partial results with the objects, eleven schools of the municipal network, and their segments, it appears that teacher formation policies and actions in progress signal to the alignment of education and training to meet the legal powers, international organizations and neoliberal ideology. ; Este estudio es parte integrante del proyecto PIBIC / UFC / FUNCAP, titulado: "La formación continuada de los profesores en el contexto de democratización de la gestión escolar en la red municipal de Fortaleza, Ceará, Brasil", que tiene por objetivo identificar las acciones y propuestas que involucra Los procesos de formación continuada de profesores a partir de los diferentes espacios formativos. Se trata de una investigación con enfoque cualitativo, teniendo como instrumentos la investigación documental y entrevistas semiestructuradas con profesores y otros componentes de la comunidad escolar. En el análisis de los datos el aporte teórico de sustentación es el histórico dialéctico, para intentar llegar a la comprensión de la realidad investigada. Como resultados parciales, teniendo como objetos once escuelas de la red municipal y sus segmentos, se constata que las políticas de formación de profesores y las acciones en marcha señalan para el alineamiento de las formaciones, que atienden a las prerrogativas legales, organismos internacionales e ideario neoliberal. ; Este estudo é parte integrante do projeto PIBIC/UFC/FUNCAP, intitulado: "A formação continuada dos professores no contexto de democratização da gestão escolar na rede municipal de Fortaleza, Ceará, Brasil", que tem por objetivo identificar as ações e propostas que envolvem os processos de formação continuada de professores a partir dos diferentes espaços formativos. Trata-se de pesquisa com abordagem qualitativa, tendo como instrumentos a pesquisa documental e entrevistas semiestruturadas com professores e outros componentes da comunidade escolar. Na análise dos dados, o aporte teórico de sustentação é o histórico dialético, para tentar chegar à compreensão da realidade investigada. Como resultados parciais, tendo como objetos onze escolas da rede municipal e seus segmentos, constata-se que as políticas de formação de professores e as ações em andamento sinalizam para o alinhamento das formações, que atendem às prerrogativas legais, organismos internacionais e ideário neoliberal.
It is about reading and playing in university, an experience of children, teachers and students' formation from Pedagogy course and a project of extension developed between 2017 and 2018 in a public university. It points out the focus of the actions was reading, play and storytelling developed by a group of volunteers and students with scholarship from Pedagogy course, as well as children and teachers from public school and employees' children of the university. It questions the importance of the organization of spaces of reading and playing in the university which ones enrich future professionals' formation and increase especially children's development, apprenticeship, interest and creativity. It considers the association between university and public schools is a politic and pedagogical strategy for everybody's formation. ; Este trabajo trata sobre los actos de leer y jugar en la universidad, una experiencia de formación de niños, profesores y alumnos del curso de Pedagogía, fruto de un proyecto de extensión desarrollado entre 2017 y 2018 dentro del contexto de una universidad pública. Destaca que las acciones tuvieron como foco la lectura, juegos y el cuento de historias, y fueron desarrolladas por un grupo de alumnos becados y voluntarios vinculados al curso de Pedagogía, además de niños y profesores de la red pública de enseñanza e hijos de funcionarios de la institución. Problematiza la importancia de la organización de espacios de lectura y de juegos dentro del contexto universitario, cuyas prácticas enriquecen a la formación de los futuros profesionales y amplían significativamente el desarrollo, aprendizaje, interés y creatividad de los niños. Considera la asociación entre la universidad y la red pública de educación como una estrategia política y pedagógica de formación de todos los sujetos envueltos. ; Trata sobre os atos de ler e brincar na universidade, uma experiência de formação de crianças, professores e acadêmicos do curso de Pedagogia, decorrentes de um projeto de extensão desenvolvido entre 2017 e 2018 no contexto de uma universidade pública. Destaca que as ações tiveram como foco a leitura, a brincadeira e a contação de histórias e, foram desenvolvidas por um grupo de bolsistas e voluntários vinculados ao curso de Pedagogia, bem como as crianças e professores da rede pública de ensino e filhos de funcionários da instituição. Problematiza a importância da organização de espaços de leitura e de brincar no contexto universitário, cujas práticas enriquecem a formação dos futuros profissionais e ampliam significativamente o desenvolvimento, aprendizagem, interesse e criatividade das crianças. Considera a parceria entre a universidade e a rede pública de educação como uma estratégia política e pedagógica de formação de todos os sujeitos envolvidos.
This article presents the results of a research about continued formation of teachers of early years of fundamental teaching of a public district school of a city of São Paulo-SP; and the general objective is to analyze scopes and limits of continued formation of teachers to a pedagogical practice committed to building a democratic school. The theoretical contributions is based on the pedagogy of Paulo Freire (2001, 2013a, 2015, and 2016), Imbernón (2009, 2010), and Saul (2010). The nature of the investigation is qualitative and follows Chizzotti (2005) with bibliographic study and field research. The results of the research show a strong presence of dimensions of permanent formation; materializing principles as the hearing, the dialog, the participation and the movement of action-reflection-action, demonstrated on documents, interviews done, observations, formation meetings and parent-teaching conference. ; El presente artículo presenta los resultados de una pesquisa acerca de la formación continuada de profesores de los años iniciales de la Enseñanza Fundamental en una escuela de rede pública de la ciudad de São Paulo-SP y el objetivo general es analizar los alcances y límites de la formación continuada de profesores para la práctica pedagógica comprometida con la construcción de una escuela democrática. El aporte teórico se fundamenta en la Pedagogía de Paulo Freire (2001, 2013a, 2015 y 2016), Imbernón (2009, 2010) y Saul (2010). La investigación es de naturaleza cualitativa de acuerdo con Chizzotti (2005), con estudio bibliográfico y pesquisa de campo. Los resultados de la pesquisa revelan que hay una fuerte presencia de dimensiones de la formación permanente, materializando principios como la escucha, el diálogo, la participación y el movimiento de acción-reflexión-acción, evidenciado en los documentos, entrevistas realizadas, observaciones, encuentros de formación y reunión de padres y maestros. ; O presente artigo apresenta os resultados de uma pesquisa acerca da formação continuada de professores dos anos iniciais do Ensino Fundamental em uma escola da rede pública da cidade de São Paulo - SP e o objetivo geral é analisar os alcances e limites da formação continuada de professores para a prática pedagógica comprometida com a construção de uma escola democrática. O aporte teórico fundamenta-se na Pedagogia de Paulo Freire (2001, 2013a, 2015 e 2016), Imbernón (2009, 2010) e Saul (2010). A investigação é de natureza qualitativa de acordo com Chizzotti (2005), com estudo bibliográfico e pesquisa de campo. Os resultados da pesquisa revelam que há uma forte presença de dimensões da formação permanente, materializando princípios como a escuta, o diálogo, a participação e o movimento de ação-reflexão-ação, evidenciado nos documentos, entrevistas realizadas, observações, encontros de formação e reunião de pais e mestres.
Orientados por la Teoría Crítica de la Sociedad, analizamos el contenido de entrevistas con 17 profesores de cinco escuelas públicas de São Paulo acerca de lo que produce y lo que se debe hacer para reducir el bullying. Identificamos tres categorías de respuestas: que expresan conciencia crítica sobre su producción y reducción; que denotan la participación en relación a su combate, pero limitada conciencia acerca de sus causas; y que demonstram consciencia restricta en ambos los casos. Una vez que la conciencia debilitada se destacó en la mayoría de los casos, llegamos a la conclusión que ampliar las acciones destinadas a la formación conceptual reforzaría junto a los profesionales que tengan la intención de hacer frente a este tipo de violencia, sea a través de la intervención directa, del desarrollo de las pesquisas o proposición de políticas públicas. ; Orientados pela Teoria Crítica da Sociedade, analisamos o conteúdo de entrevistas de 17 professores de cinco escolas públicas paulistanas acerca do que produz o bullying e do que deve ser feito para reduzi-lo. Identificamos três categorias de respostas: as que expressam consciência crítica a respeito de sua produção e redução; as que denotam engajamento em relação a seu combate, mas consciência restrita a respeito de suas causas; e as que apresentam consciência restrita em ambos os casos. Como a consciência fragilizada se destacou na maioria dos casos, concluímos que ampliar ações destinadas à formação conceitual a fortaleceria junto a profissionais que se propõem a enfrentar esse tipo de violência, quer seja por meio da intervenção direta, do desenvolvimento de pesquisas ou da proposição de políticas públicas. ; Sous l'orientation de la Théorie Critique de la Société, on a analysé le contenu d'entretiens avec 17 professeurs de cinq écoles publiques de la ville de São Paulo au sujet de ce qui produit le bullying et de ce qui doit être fait pour le réduire. On a identifié trois catégories de réponses : des réponses qui expriment une conscience critique à l'égard de sa production et de sa réduction ; des réponses qui témoignent un engagement pour le combat contre le bullying, mais une conscience restreinte en ce qui concerne ses causes ; et, finalement, des réponses qui présentent une conscience restreinte sous les deux rapports. Comme la conscience fragilisée a ressorti dans la plupart des cas, on a conclu que l'amplification des actions destinées à la formation conceptuelle la fortifierait avec les professionnels qui se proposent d'affronter ce type de violence, soit par l'intervention directe, soit par le développement de recherches, soit par la proposition de politiques publiques. ; Based on the Critical Theory of Society, we analyzed seventeen interviews with teachers of five public schools from the city of São Paulo regarding the causes of bullying and what should be done to reduce it. We identified three categories of answers: those that express critical consciousness of its construction and reduction; those that indicate engagement regarding its combat, but restricted consciousness of its causes; and those that present limited consciousness in both cases. Since the weakened consciousness stood out in most cases, we concluded that amplifying actions intended to provide conceptual formation could strengthen it more than professionals who confront this form of violence, whether through direct interventions, through further research on the subject, or through the proposal of public policies.
El conflicto planteado por la reformulación del programa de lengua portuguesa en la enseñanza secundaria es objetivo de este artículo. Esta reforma fue puesta a prueba por el Ministerio de Educación de Portugal en 2013. De las controversias suscitadas por los cambios introducidos, se eligió como tema de discusión la Educación literaria y los criterios para la elección de las obras literarias que deben tomarse en las escuelas. El diseño del Programa está sujeto a una discusión encendida entre actores acreditados. En este artículo se ensaya una reflexión combinada con una investigación exploratoria y se eligen las controversias introducidas por la Asociación de Profesores de Portugués en oposición a las directrices emitidas desde arriba. De la discusión se resalta la oposición al canon como criterio de elección de las obras y sobre cómo la inferencia puede ser operada en una escuela masificada y con la obligatoriedad escolar prolongada hasta el 12º año. ; This paper addresses the conflict raised by the reformulation of the Portuguese language program in secondary education. This reform was put to the test by the Ministry of Education of Portugal in 2013. From the controversies raised by the changes made, we chose literary education and the criteria to choose literary works for school as a topic of discussion. The program's design is subject to a lively discussion among credible actors. In this article, we combine a reflection and an exploratory research and chose the controversies incurred by the Portuguese Teachers Association in opposition to Government-issued guidelines. From the discussion, we highlight the opposition to the canon as a criterion for choosing the works and how inference can be operated in a massified school and with the compulsory length of school until the twelfth year. ; A disputa suscitada pela reformulação do programa do ensino língua portuguesa no Ensino Secundário é objeto do artigo. Esta reforma é testada pelo Ministério da Educação de Portugal em 2013. Das controvérsias suscitadas pelas mudanças introduzidas, elege-se como objeto de disputa o Ensino Literário e os critérios destinados à escolha das obras literárias a adotar nas escolas. O desenho do Programa é sujeito a uma discussão acesa entre atores credíveis. Ensaia-se no artigo uma reflexão combinada com uma pesquisa exploratória e se escolhem as controvérsias insurgidas pela Associação de Professores de Português por contraposição às orientações emanadas de cima. Da discussão ressalta a oposição sobre o cânone como critério de escolha das obras e sobre o modo como a inferência pode ser operada numa escola massificada e com a obrigatoriedade escolar prolongada até ao 12º ano.
ABSTRACT. This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili. ; This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that; school infrastructure had a direct impact to the academic achievement of learners, teachers made use of curriculum instructional materials such as KSL dictionaries, charts and KSL texts books to teach KSL although the researcher's observation indicated inadequacy of these resources, all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject and finally the findings also revealed that the school management had a bearing effect on the learning of KSL among learners with HI. Basing on the findings the researcher recommends that the government through the MoE should increase the funding of these schools in order for them to have the adequate resources required, to put up and maintain good quality and adequate infrastructure, teachers teaching KSL should move further and make use of audio visual curriculum materials such as TVs and computers instead of only relying on the KSL dictionaries, charts and books. On the academic training of the KSL teachers, the TSC should post teachers trained in KSL to teach KSL among learners with HI and the universities should also introduce KSL as a teaching subject alongside other subjects like Mathematics, English, Kiswahili and the like. The researcher further recommends for the training of all stakeholders in education management since training the heads alone is not sufficient because school management is a team effort. ; RESUMEN. Este estudio se caracteriza como una investigación descriptiva que tuvo como objetivo señalar los factores escolares que influyen en el aprendizaje de lengua de signos en las escuelas primarias de Kenia para los alumnos con discapacidad auditiva en los municipios de Embu e Isiolo, Kenia. La población objetivo era que todos los maestros que enseñan en las escuelas primarias para los alumnos con discapacidad auditiva en ambas ciudades. Para la selección de las escuelas, el estudio seleccionado al azar 2 directores y ocho profesores asistentes, respectivamente. Las entrevistas se utilizan para obtener datos de los grandes maestros, cuestionarios para los asistentes de enseñanza, y también se utilizó para observar, con el fin de obtener datos sobre la naturaleza general del entorno escolar, locus de esta investigación. Los datos cuantitativos obtenidos fueron analizados utilizando estadística descriptiva y se tabulan en tablas de frecuencias, gráficos de barras y gráficos circulares mientras que los datos cualitativos fueron analizados y presentados en forma narrativa. Los resultados del estudio revelaron que todos los encuestados de la muestra fueron capacitados en educación especial, pero sólo el 25% tienen formación en KSL como sujeto. Con base en los hallazgos de la investigación, se recomienda que el TSC debe publicar sólo los profesores con formación en KSL para enseñar KSL a los estudiantes con entre HI y que las universidades deben presentar KSL como una disciplina de enseñanza junto a otras disciplinas como las matemáticas, Inglés y kiswahili. ; ABSTRACT. This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili. ; Fatores escolares que afetam a aprendizagem da língua de sinais de quenianos nas escolas primárias para deficientes auditivos em Embu e municípios de Isiolo, Quênia Este estudo se caracteriza como uma pesquisa descritiva que pretendeu apontar os fatores escolares que afetam a aprendizagem de Língua de Sinais Queniana nas escolas primárias para os alunos com deficiência auditiva nos municípios de Embu e Isiolo, no Quênia. A população-alvo foi todos os professores que ensinam nas escolas primárias para os alunos com deficiência auditiva nos dois municípios. Para a seleção das escolas, de forma aleatória o estudo selecionou 2 professores principais e 8 professores assistentes, respectivamente. Foram utilizadas entrevistas para obter dados dos professores principais, questionários para os professores assistentes, e também foi utilizada a observação, com o objetivo de obter dados sobre a natureza geral do ambiente escolar, lócus desta pesquisa. Os dados quantitativos coletados foram analisados por meio de estatísticas descritivas e tabulados em tabelas de frequência, gráficos de barras e gráficos de pizza enquanto os dados qualitativos foram analisados e apresentados em forma de narrativa. Os resultados do estudo revelaram que todos os entrevistados da amostra tiveram formação em educação especial, mas apenas 25% tinham formação em KSL como sujeito. Baseando-se nas conclusões do pesquisador, recomendamos que a TSC deve postar apenas os professores com formação em KSL para ensinar KSL entre os alunos com HI e que as universidades devem apresentar KSL como uma disciplina de ensino ao lado de outras disciplinas como Matemática, Inglês e Kiswahili. Palavras-chave: Escola, Aprendizagem, Linguagem em Escolas Primárias. School based factors affecting learning of Kenyan sign language in primary schools for hearing impaired in Embu and Isiolo counties, Kenya ABSTRACT. This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili. Keywords: School, Learning, Language in Primary Schools. Factores con bases la escuela que afectan el aprendizaje de la lengua de signos en las escuelas primarias de Kenia para los sordos y los distritos de Isiolo Embu, Kenia RESUMEN. Este estudio se caracteriza como una investigación descriptiva que tuvo como objetivo señalar los factores escolares que influyen en el aprendizaje de lengua de signos en las escuelas primarias de Kenia para los alumnos con discapacidad auditiva en los municipios de Embu e Isiolo, Kenia. La población objetivo era que todos los maestros que enseñan en las escuelas primarias para los alumnos con discapacidad auditiva en ambas ciudades. Para la selección de las escuelas, el estudio seleccionado al azar 2 directores y ocho profesores asistentes, respectivamente. Las entrevistas se utilizan para obtener datos de los grandes maestros, cuestionarios para los asistentes de enseñanza, y también se utilizó para observar, con el fin de obtener datos sobre la naturaleza general del entorno escolar, locus de esta investigación. Los datos cuantitativos obtenidos fueron analizados utilizando estadística descriptiva y se tabulan en tablas de frecuencias, gráficos de barras y gráficos circulares mientras que los datos cualitativos fueron analizados y presentados en forma narrativa. Los resultados del estudio revelaron que todos los encuestados de la muestra fueron capacitados en educación especial, pero sólo el 25% tienen formación en KSL como sujeto. Con base en los hallazgos de la investigación, se recomienda que el TSC debe publicar sólo los profesores con formación en KSL para enseñar KSL a los estudiantes con entre HI y que las universidades deben presentar KSL como una disciplina de enseñanza junto a otras disciplinas como las matemáticas, Inglés y kiswahili. Palabras Clave: Escuela, Aprendizaje, Lenguaje en Escuelas Primarias.
This article deals with the history of education in Quebec, at a very intense and significant historical moment of education for Teacher training the French-speaking in the region of Canada. It presents three important actors in this scene: the teacher training colleges, the educational policy of the 1960s after severe criticism of the formation of teachers in Quebec and the Catholic institutions that founded and worked in the eighteenth and 20th century teacher training in the Quebec City area. The hidden face of the Quiet Revolution - the political process put in place to deal with this transition - the case of the abolition of normal schools is examined in this article from the point of view of the religious teacher of Quebec and Canada. ; Cet article traite de l'histoire de l'éducation au Québec, à un moment historique d'éducation très intense et significative pour la formation des enseignants dans la région francophone du Canada. Il présente trois acteurs importants dans cette scène: les écoles normales responsables de la formation des enseignants, la politique éducative des années 60 après de sévères critiques sur la formation de de maîtres au Québec et sur les institutions catholiques qui ont fondé et travaillé aux XVIIIe et XXe siècles la formation des enseignants dans la région de Québec. La face cachée de la Révolution tranquille - le processus politique mis en place pour prendre en charge cette transition - le cas de l'abolition des écoles normales est examiné dans cet article du point de vue des religieuses professeurs du Québec et du Canada. ; Este artigo trata da História da Educação no Quebec, em um momento histórico da educação muito tensa, mais cheia de significados para a formação de professores na região francófona do Canadá. Apresenta três atores importantes nesta cena: As Escolas Normais responsáveis pela formação de professores, a politica eucacional dos anos 60 após severas críticas a formação de mestre-escola no Québec e sobre as instituições católicas que fundaram e trabalharam ao longo dos séculos XVIII ao XX com a formação de professores na região do Québec. O rosto oculto da Revolução Tranquila - o processo político instalado para cuidar dessa transição - o caso da abolição das escolas normais é investigada neste artigo a partir da visão dos professores religiosos em Quebec-Canadá. Palavras-chave: Formação de Professores; Políticas Educativas; Escola Normal
This text presents partial results of a research in development that aims to identify the purposes of Algebra in the formation of teachers in the Normal School of São Paulo, from 1880 to 1930. In this text, in particular, it is considered a specific period of time frame of research: mid-1890s; and in order to analyse the first programs of this discipline for the training of primary teachers, documents such as legislation, a compendium of Algebra and programs of teaching of the normal and secondary course are mobilized. It was found that in this period the teaching of Algebra for the future teacher was more restricted than that offered in the secondary course. This reduced format of the regular school program may be associated with the duration of normal course studies, lower than the secondary course, but mainly, for the different purposes of the courses.
This article is the result of discussions held in the Pedagogy course of GT during the II Forum of Undergraduate the Federal University of Tocantins, with the theme "The new curriculum challenges: the training of teachers in discussion." The text aims to bring to light some reflections on the role of the university in the training of teachers facing new challenges for higher education. The procedure adopted for the purpose of reaching walks the qualitative approach and bibliographic. In the midst of the submitted surveys and questions, we sought to provoke reflections to contribute to discussions about the role of the University in the context of current changes. Thus, it is evident that the role of the University in teacher education in the knowledge society, should be heading to intense transformations, which directs for vigilance as its mission, in this era that requires training increasingly consistent with the new demands from the social context.
The world is experiencing the communication age, and health is among the areas that reap benefits from the insertion of new resources into people's lives. In this context, Information and Communication Technologies (ICTs) hold a prominent place, being applied to information processing, storage, search and transmission in digital format, providing increased agility and reliability to information exchange(1,2). In the health area, ICTs play a progressively more important role, being present in the areas of clinical, managerial and assistance practices, as well as in support to decision-making on the part of professionals and managers.In this scenario, technology can influence and modify people's way of living and acting, even when these issues are related to the health promotion and care context. The relevance of incorporating technologies into health care is thus reassured(3,4). With regard to vocal health, it implies a re-dimensioning of self-care, once the disorders of the vocal apparatus are part of the universe of professionals who use their voice, with emphasis on the teachers, this being a reality that requires confrontation through political and technological measures that offer resolution for such a recurrent problem as this.A study(5) carried out with 351 female teachers working at municipal elementary schools of Fortaleza, Ceará, Brazil, has shown that more than half of them presented more than six vocal symptoms and that, despite perceiving themselves exposed to more than six vocal risk factors, they had never participated in a vocal health program, which corroborates other Brazilian studies(6,7).It should be emphasized that, in addition to the shortage of educational actions in vocal health, Brazilian public policies and legislation aimed at teachers' health are flawed and restricted(8). Therefore, attention is drawn to the importance of developing communication campaigns addressing health and the technological resources aimed at vocal health, in order to reinforce the need for continuously taking ...
The article presents an analysis of media in education from a gaze that seeks convergence in dialogic relationship between teachers and the media resources. This study objective is to question the knowledge necessary to teacher training with a view to intentional use, conscious and mediator of media in education, considering technology as an effort of human beings in their self-production in addition to the biological resources that are provided, but this effort the technology assumes nuances that are associated with the purpose of its use. Therefore, its use is not neutral, rather, meets the purposes of those who use them, or that it plans to use. The study was guided by the literature among other references, the studies of Pierre Levy (1999, 2011), contributing to generating technophilia and technophobia of Pedro Demo (2009), dialogue as historicizing process and basis for teacher training from Paulo Freire (1991; 1996), the immersion of the changes with the technological acceleration and the need for critical counterpoint technique, proposed by Nicholas Sevcenko (2001), teaching as interactive work from Tardif (2010) among other references. The results show convergences dialogic possibilities in the use of technological resources by teachers.
Witch reflections and learning can we get in an English language internship experience in middle school? Having this question as a starting point, in this article we aim to do a reflexive study of qualitative nature about English teaching and learning mediated by discursive genres and information and communication technologies. From observation reports, we can describe and interpret an internship experience guided by a teaching proposal that links didactic sequence, webquest and technology. The research goes from studies of Gebhard (1999) and Ninin (2010) Bakhtin (1979), Marcuschi (2010), Dolz and Scheneuwly (2004), Dodge (1995) and March (2003). In methodology, the research process involved observation and data collection of 12 classes taught by teachers in early formation at UNIFESSPA, in an 8th year English class at Marabá (PA). Results show that: 1) trainees implemented a distinctive proposal that promoted magazine covers' production and dissemination, also explored mental and linguistic capacities in reading, writing and English linguistic analysis learning, mediated by technologies; 2) the observation task could exceed its initial purpose of data collection, serving as a support to the trainees work and also to the work methodology awareness for the researchers involved in this project and 3) the relevance of this experience focuses on teachers in early formation's literacy, improving and developing genrer studies for educational purposes, integrating it with technology use.
