Suchergebnisse

This project is a culmination of the work I began at last year's Teacher-Scholar Institute. I envisioned creating surveys so that I could get a better understanding of how BSU faculty felt about incorporating political and/or social issues in their classrooms, how often they did so (if they did) and whether they actively sought to get their students more involved in such issues outside of the classroom. I then began to think about how to best gauge the political and/or social consciousness of not only faculty members, but students as well, so I created a student- based survey also. I am interested in sharing my findings from these surveys in order to create an ongoing discussion as to how we, as a community, can continue these conversations inside and outside of the classroom, which could hopefully lead to developing a more civic-minded faculty and student body, as well as leading our students to participate more actively in this regard.

Este artigo investiga a construção de mitos de origem presentes nos museus brasileiros, especialmente no Museu Nacional, e sua relação com imaginários coletivos que se constituem sobre o Brasil durante o Império. São analisados os museus brasileiros do século dezenove, sua relação com os museus europeus da mesma época, bem como elementos inerentes à sociedade brasileira. Procura-se mostrar, primeiro, a formação de narrativas em que tradições clássicas se entrelaçam com uma visão romântica da natureza local; segundo, a ênfase na natureza como fonte de conhecimento científico e, finalmente, um descaso por tradições passadas e valorização de narrativas orientadas para realizações futuras. A manutenção da desvalorização do passado contribui para a dificuldade de legitimação dos museus que se voltam para a preservação de tradições culturais.

esse artigo discute características da luta pelos direitos humanos dos indígenas zapatistas do estado mexicano de Chiapas. Apresenta uma breve história do movimento zapatista, do debate em torno de suas peculiaridades, sua concepção de política e direitos humanos. Dentro deste debate, o foco está em torno das tensões entre universalidade e particularidade, igualdade e diferença, tradição e contemporaneidade, especificamente as que dizem respeito ao caso das mulheres indígenas. Para tanto, recupera os Acordos de San Andrés que constituem fonte inicial de análise para a compreensão da luta pelos direitos dos povos e das mulheres indígenas.

We have privileged the study of Botany contents in our research. Such contents derive from reorganizational approaches within the teaching of Natural Sciences at the elementary level in Portugal and Brazil. Along with the development of scientific knowledge on biological classifications and attempts to solve existing weaknesses in both countries, various governments introduced, throughout the last century, new programmatic Botany contents within the teaching of Natural Sciences at the elementary school. Thus, the teaching of Botany becomes more complex with the emergence of new realities, as well as curricular and didactic changes that emphasize such dimensional metamorphoses, which can be seen within classroom contexts and during the teaching-learning process. We aim to study such complex dimensions within the teaching of Botany, which is placed into a knowledge area undergoing a re-organizational approach where historical and educational circumstances mark Portuguese and Brazilian realities. This knowledge area faces important changes and new challenges resulting from significant environmental and political modifications, new practises and programmatic speeches that have been heard throughout various national and international debates. Such scientific approach on Natural Sciences favours the questioning and conceptual role played by Botany, and should clearly take into consideration the existing approaches in education and science teaching. The start point of the current study is the relevance of the teaching of Botany within the curricular and didactic structure and the importance texts have in it. Such texts come from outside the classroom and may be seen as regulating tools for the teaching practise by configuring reference universes – school textbooks and programmatic texts are examples. These texts are analysed in their specificity, articulation with the scientific speech, and relationship with the pedagogical transmission. An articulated, diachronic analysis shall be used for such aspects, i.e. with the ...