Suchergebnisse

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might "give" (student) teachers in addition.

ABSTRACT This article narrates the experience of an interdisciplinary practice of research, teaching and cooperation for the intersection between health, environment, production and work from the constitution of the Laboratory of Health, Environment and Work (LASAT) and contribution to the Postgraduate Program in Public Health at the Aggeu Magalhães Institute/Oswaldo Cruz Fundation (PPGSP/IAM/ FIOCRUZ). LASAT was instituted in 1997, one year after the creation of the PPGSP. Its group of researchers recognized the complexity of its research object and sought new epistemic frameworks and adequate methods following a systemic and interdisciplinary perspective. The objective of this article is to present the main operational concepts adopted and academic products obtained. The method was the analysis of the reports of the experiences of the LASAT researchers regarding the course of formation of the own team; research projects carried out; compulsory and optional subjects offered; and significant cooperation activities. In all activities, it was sought to illustrate how interdisciplinarity was implemented. It presents as results the set of concepts adopted and some effective academic products, concluding with the challenges of consolidating the new area of concentration, expand the technical-scientific cooperation network and constitute an interdisciplinary support network for the PPGSP.

The advent of technological advancement has affected everylifestyle and reshaped the concepts related to academic practices. As compared to conventional pedagogy, the new ways of easier communication through digital media devices especially Mobile Phones have offered diverse ways of learning for the students and provided the academicians with a multipurpose platform of sharing ideas, preparing lectures, conducting research and coordinating with the students. The study investigates how digital intervention in pedagogy has affected the learning environment in Pakistan`s academia with a student's perspective. For the purpose, drawing upon the theoretical perspective of Communicative Affordance, a sample of 600 students is surveyed.

Desde un análisis crítico y reflexivo de la educación, se hace necesario preguntar por el sentido del lenguaje en los procesos formativos que hacen parte del acordona­miento ideológico de esta sociedad dirigida por la razón instrumental hacia los princi­pios del consumo y la competencia. Poner en este contexto el lugar de la pregunta por el lenguaje es, necesariamente, preguntar por el lugar y el propósito de la pregunta en la educación. ¿Tiene lugar la pregunta en la hegemonía de un modelo capitalista que se extiende a la concepción mercantilista de la educación? ¿Qué intencionalidades le subyacen a la pregunta como acción polí­tica en la que se le da apertura al diálogo con criterios ético, político y propositivo? En este texto, me propongo desarrollar estas inquietudes desde el horizonte de indagación de la pregunta como una ex­periencia pedagógica de liberación, en la cual se trazan retos epistémicos y estéti­cos de relevancia en los propósitos de una educación con responsabilidad social, y en el compromiso de un maestro con claridad práctica y discursiva frente a su papel como sujeto político ; From an education critical and reflexive analysis, it is necessary to ask for the sense of the language in education processes, which belong to the ideological link of this society directed by instrumental reasoning toward competition and consumption prin­ciples. To place in this context the place of the question for language it is necessary to ask for the place and purpose of the question, in education. Does the question has a place in the hegemony of a capitalist model which extends itself to a mercanti­list conception of education? What is the intention underlining the question as a po­litical action in a dialogue with an ethical, political, and propositional criterion? It is my intention to develop these enquiries in this text, from the horizon of asking for the question as a liberation pedagogical expe­rience, in which epistemic and esthetical challenges, relevant to the purposes of an education with social responsibility are marked, and in the commitment of a teacher with practical and discursive clarity before his/her role as a political subject.

In the present times of globalization, the issues of a high level of proficiency in foreign languages are especially relevant in the context of the significant need for specialists capable of working in an international environment. Foreign language proficiency is a significant condition for establishing and maintaining international business contacts, intensifying professional interaction with foreign colleagues. According to the Bologna Convention, knowledge of foreign languages is an important component of today's mobility of students, teachers and scientists in the context of access to education, innovative research and teaching opportunities in the postmodern European space. All these factors justify the economic value of a knowledge of foreign languages and become one of the key components of the professional competence of future specialists in the postmodern space. Competitiveness of specialists is directly dependent on on the ability to process professional foreign literature, as well as on the usefulness of the ability to listen to lecture material and reports in a foreign language during conferences, round tables and seminars; from the ability to take part in an idiosyncratic conversation on professional and business topics; as well as the ability to search for new information on the Internet or in theoretical scientific sources of the world level; from the ability to prepare and conduct a presentation on a selected topic in postmodern society.

En Medellín, varias experiencias organizativas de base, le han apostado a la construcción de proyectos que articulen la cultura desde lo educativo y el arte logrando otras relaciones de afecto y efecto en territorios de alta complejidad social; Es así que, la presencia y proyección de estos colectivos se ha convertido en un "creer en crear, desde lo local, desde lo propio". Ese es el caso de la experiencia organizativa del Colectivo "Nuestra Gente". Un proceso que tanto en su accionar organizativo como en su devenir histórico- político aparece trenzado con la herencia latinoamericana en los barrios de Medellín.

Abstract This article aims to analyze how students involved in feminist judgment projects in 2021-2022 perceive the impact of such experiences on their legal education. We have enumerated the effects perceived by undergraduate and postgraduate students resulting from the project in their educational institutions and in their formation as legal scholars. The study was qualitative and used a virtual questionnaire for data collection. The literature review encompasses works on the pedagogical aspects of feminist rewriting projects in various countries, including those addressing challenges to critical legal education in Brazil. Our analysis confirms the potential of feminist rewriting practices to enhance the critical and interdisciplinary education of law students.

Using critical race theory as a framework and methodology, this qualitative study of 10 Black graduate students examines how teaching and learning in the racialized context of a predominantly White institution affects the pedagogical interaction between Black faculty and Black students in the classroom. The findings of this study suggest that some Black graduate students enter classrooms taught by professors who are Black like them with the perception that Black faculty (a) are innocent until proven guilty, (b) will serve as role models who hold them to higher standards, and (c) will view Black students and be viewed by these same students as representatives of their race. This manuscript concludes that Black professors must be aware of such perceptions and discover how to navigate this racial paradox if they are to successfully fulfill their responsibility to lift up the souls of Black graduate students in the presence of their academic experience.

Este artículo presenta el resultado de la investigación "Experiencias Pedagógicas Significativas en educación rural en Brasil, México y Colombia". Inicia con un análisis de lo que ha sido la política educativa rural y las perspectivas emergentes y de alternancia en este campo, como estrategias pedagógicas de las cuatro experiencias pedagógicas significativas, como resultado de un estudio comparativo, se identifican y analizan en cada uno de los territorios su accionar educativo tales como: construcción colectiva de currículos, prácticas educativas y estrategias metodológicas contextualizadas, transformación de prácticas y saberes en el entorno familiar comunitario, realidades y prácticas en función de la calidad educativa y finalmente se hace un balance reflexivo sobre la concepción de la calidad educativa en el entorno rural. ; This article presents an investigation results "The pedagogical experiences in Colombia, Brasil and México"; it starts with an analysis of that has been educative politics in rural contexts of this tree countries, emerging and alternating perspectives are presented as pedagogical strategies of the four significant pedagogical experiences, as a result of a comparative study, are identified and analyzed in each one of the territories its educational actions such as: collective construction of curricula, educational practices and contextualized methodological strategies, transformation of practices and knowledge in the community family environment, realities and practices in function of the educational quality and finally a reflexive balance about the conception of educational quality in the rural environment.