Angela Maria de Oliveira Almeida

Representações sociais do desenvolvimento humano

The aim of this study was to identify elements of social representations about life-span development, guided by the Theory of the Central Core. A questionnaire was filled out by 210 educators, distributed in four groups (60 children educators, 60 adolescent educators, 60 adult educators and 30 senior citizen educators). The study allowed the idenfication of elements of social representations about development and its internal organization. The results indicated that the child was associated with games, innocence and dependence; the adolescent with body transformations, existencial crisis and sexuality; the adult with productivity, work, stability and the senior citizen with wisdom and experience.

Abordagem societal das representações sociais

The aim of this paper is to present the main contributions of Willem Doise to the development of the Social Representations Theory. The following topics were examined: the Social Representations Theory as the grand theory; the foundation of Experimental Social Psychology Laboratory in University of Geneva; the experimental studies in social development of intelligence; the experimental studies in Social Representations; the four levels of analysis in Social Psychology; group relationships; the paradigm of three level and the human rights research. The adherence to the Social Representation Theory assumes the study of indicators that organize the representational field, the analysis of the individual positioning in this field and the anchoring of these positioning in the societal dynamics. Nevertheless, it is necessary to admit that this way of analysing is still little diffused in the scientific area of Latin America.

Representações sociais de professores e policiais sobre juventude e violência

This article aims to identify the social representations that teachers and police offi cers construct about violence, particularly that practiced by young people. The study participants were 15 high school teachers from two private schools and 16 police offi cers from four police stations, including both males and females. For the data collection, the focus groups technique was used with subsequent content analysis of the discourse corpus related to violence and its causes. The teachers and police offi cers indicated the modern family as a reason for the violence committed by young people because their role in the socialization of the children is being abandoned. They understand that the responsibility for the education of the young people is being transferred to them by the family.This article aims to identify the social representations that teachers and police offi cers construct about violence, particularly that practiced by young people. The study participants were 15 high school teachers from two private schools and 16 police offi cers from four police stations, including both males and females. For the data collection, the focus groups technique was used with subsequent content analysis of the discourse corpus related to violence and its causes. The teachers and police offi cers indicated the modern family as a reason for the violence committed by young people because their role in the socialization of the children is being abandoned. They understand that the responsibility for the education of the young people is being transferred to them by the family.

Social representations of teachers and police officers about youth and violence

This article aims to identify the social representations that teachers and police offi cers construct about violence, particularly that practiced by young people. The study participants were 15 high school teachers from two private schools and 16 police offi cers from four police stations, including both males and females. For the data collection, the focus groups technique was used with subsequent content analysis of the discourse corpus related to violence and its causes. The teachers and police offi cers indicated the modern family as a reason for the violence committed by young people because their role in the socialization of the children is being abandoned. They understand that the responsibility for the education of the young people is being transferred to them by the family.This article aims to identify the social representations that teachers and police offi cers construct about violence, particularly that practiced by young people. The study participants were 15 high school teachers from two private schools and 16 police offi cers from four police stations, including both males and females. For the data collection, the focus groups technique was used with subsequent content analysis of the discourse corpus related to violence and its causes. The teachers and police offi cers indicated the modern family as a reason for the violence committed by young people because their role in the socialization of the children is being abandoned. They understand that the responsibility for the education of the young people is being transferred to them by the family.

Representaciones sociales de profesores y policiales sobre juventud y violencia

This article aims to identify the social representations that teachers and police offi cers construct about violence, particularly that practiced by young people. The study participants were 15 high school teachers from two private schools and 16 police offi cers from four police stations, including both males and females. For the data collection, the focus groups technique was used with subsequent content analysis of the discourse corpus related to violence and its causes. The teachers and police offi cers indicated the modern family as a reason for the violence committed by young people because their role in the socialization of the children is being abandoned. They understand that the responsibility for the education of the young people is being transferred to them by the family.This article aims to identify the social representations that teachers and police offi cers construct about violence, particularly that practiced by young people. The study participants were 15 high school teachers from two private schools and 16 police offi cers from four police stations, including both males and females. For the data collection, the focus groups technique was used with subsequent content analysis of the discourse corpus related to violence and its causes. The teachers and police offi cers indicated the modern family as a reason for the violence committed by young people because their role in the socialization of the children is being abandoned. They understand that the responsibility for the education of the young people is being transferred to them by the family.

A representação social do aluno com deficiência na Educação Inclusiva: o olhar das crianças. Doi: 10.5212/PraxEduc.v.6i2.0009

Que historia, para qual cidadania? O ensino de historia na educacao basica no Mexico No Mexico a reflexao acerca dos vinculos entre a historia como disciplina escolar e os processos sociais de construcao de cidadania, requer conceber este objeto de estudo como apenas uma parte de um processo muito mais complexo que o vincula tanto a educacao civica e etica, como as praticas cotidianas conformadoras de uma certa cultura escolar. E necessario situar historicamente as origens e formas de funcionamento de cada uma dessas facetas, assim como a maneira em que entre elas se reforcam em suas pretensoes formativas. Somente desse modo e possivel reconhecer os fins, utilidades e limites do ensino de historia tal qual e concebido hoje em dia, assim como sua impossibilidade de assumir como objetivos educativos a construcao de nocoes democraticas referidas a uma concepcao moderna de cidadania. Palavras-chave: Cidadania. Historia e seu ensino. Formacao para a democracia. Resumen En Mexico la reflexion acerca de los vinculos entre la historia como disciplina escolar y los procesos sociales de construccion de ciudadania, requiere concebir este objeto de estudio como solo una parte de un proceso mucho mas complejo que lo vincula tanto a la educacion civica y etica, como a las practicas cotidianas conformadoras de una cierta cultura escolar. Es necesario ubicar historicamente los origenes y formas de funcionamiento de cada una de esas facetas, asi como la manera en que entre ellas se refuerzan en sus afanes formativos. Solo de esa forma es posible reconocer los fines, utilidades y limites de la ensenanza de la historia tal cual es concebida hoy en dia, asi como su imposibilidad de asumir como objetivos educativos la construccion de nociones democraticas referidas a una concepcion moderna de ciudadania. Palabras claves: Ciudadania. Historia y su ensenanza. Formacion para la democracia. Abstract Which history, to which citizens? History teaching in basic education in Mexico In Mexico, a reflection on the links between History as a school subject and the processes of social construction of citizenship requires conceiving the object of study as only part of a much more complex process that binds it both to civic education and ethics, and to everyday forming practices of a certain school culture. It is necessary to historically locate the sources and forms of operation of each of these facets as well as the way they reinforce their training claims.Only in this way it is possible to recognize purposes, uses and limits of teaching History as it is conceived today, as well as its inability to take as an educational goalthe building of democratic notions related to a modern conception of citizenship. Keywords: Citizenship. History and its teaching. Training for democracy.Resumen En este trabajo se evaluan algunos elementos del conocimiento matematico comun y especializado del contenido y del conocimiento del contenido y los estudiantes en relacion con la probabilidad elemental en una muestra de profesores en formacion. El conocimiento comun del contenido se evalua a partir de las soluciones de 157 profesores en formacion a tres problemas. Una vez discutidas con los participantes estas soluciones, se analizan dos componentes del conocimiento de 81 de ellos, trabajando en pequenos grupos: (a) El conocimiento especializado del contenido se evalua a partir de los contenidos matematicos identificados en los problemas; (b) el conocimiento del contenido y los estudiantes a partir de la identificacion y justificacion de respuestas de alumnos de educacion primaria. Aunque en la evaluacion inicial se observo un bajo razonamiento probabilistico, en la segunda los participantes son capaces de identificar y explicar las respuestas incorrectas de los alumnos. Palabras clave: Conocimiento Matematico para la Ensenanza. Probabilidad. Educacion Primaria. Abstract Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 Prospective primary school teachers’ mathematical knowledge for teaching probability: an exploratory study This study assesses some elements of common and specialized mathematical knowledge and of knowledge of content and students in relation to elementary probability from a sample of prospective primary school teachers. Common knowledge of content is assessed from the individual solution of 157 prospective teachers to three problems. Once the solution to these problems was discussed with the participants, two additional components of these teachers’ mathematical knowledge for teaching were analyzed based on small group work developed by 81 participants: (1) To assess specialized knowledge of content we asked participants to identify the tasks mathematical content; (b) to assess their knowledge of content and students we asked them to identify and justify correct and incorrect answers to the problems given by primary school children. While in the initial assessment we observed a poor probabilistic reasoning, in the second part they were able to identify and explain incorrect answers given by students. Keywords: Mathematical Knowledge for Teaching. Probability. Primary School. Resumo Normal 0 21 false false false PT-BR X-NONE X-NONE MicrosoftInternetExplorer4 Conhecimento m atematico de p rofessores dos anos iniciais do Ensino Fundamental em formacao para o ensino de probabilidade : u m estudo exploratorio Neste trabalho foi realizada uma avaliacao de alguns elementos do conhecimento matematico comum e especializado e do conhecimento do conteudo e os alunos sobre a probabilidade elementar de professores do ensino primario em formacao. O conhecimento comum do conteudo e avaliado a partir das solucoes de 157 professores em formacao a tres problemas. Uma vez que os participantes discutiram com estas solucoes , analisamos dois componentes do conhecimento matematico para o ensino de 81 desses alunos , trabalhando em pequenos grupos: a) O conhecimento especializado do conteudo e avaliado com base no conteudo matematico dos problemas identificados , ( b) o conhecimento do conteudo e os alunos sao avaliados com base na identificacao e justificacao das respostas de alunos do ensino fundamental . Enquanto na avaliacao inicial mostrou um raciocinio probabilistico pobre, na segunda, os participantes sao capazes de identificar e explicar as respostas incorretas dos alunos. Palavras-chave: Conhecimento matematico para o ensino. Probabilidade. Ensino Fundamental.1024x768 Este artigo visa enfatizar a necessidade, que um Programa de Pos-Graduacao em Educacao pode ter, de produzir conhecimentos, a partir de um esforco continuado de abertura a totalidade da experiencia humana, nao se fechando em posicoes epistemologicas reducionistas dessa experiencia. O artigo pontua, tambem, que a formacao de estudiosos e de profissionais da educacao tem, como tarefa principal, a consolidacao do habito intelectual de sensibilidade e de criatividade diante de qualquer manifestacao da vida humana, tal como aflora nos varios processos culturais, na diversidade e na complexidade de cada um deles, na concreticidade das praticas sociais que os engendram. Palavras-chave: Educacao. Experiencia. Significado. Abstract Meaning of knowledge production in Postgraduate studies and its communication with social practices This paper highlights the need, which a Postgraduate Programme in Education may have, of producing knowledge from a continuous effort of integral human experience openness, not closing itself to narrow epistemological positions of that experience. This paper also enphasizes that the education of scholars and education professionals has as main task the consolidation of the intellectual habit of being creative and sensitive towards any manifestation of human life, just as it emerges in various cultural processes, in the diversity and complexity of each one of them and in the reality of social practices that give birth to them. Keywords: Education. Experience. Meaning. Resumen Significados de la produccion del conocimiento en el Posgrado y en sus interlocuciones con la practica social El articulo tiene como objetivo enfatizar la necesidad, que un Programa de Posgrado en Educacion puede tener, de producir conocimientos, empezando por um esfuerzo continuado de apertura a la totalidad de la experiencia humana, sin cerrarse en posiciones epistemologicas reduccionistas acerca de esa experiencia. Enfatizar tambien que la formacion de estudiosos y profesionales de la educacion tiene, como tarea principal, la consolidacion del habito intelectual de la sensibilidad y de la creatividad, delante de cualquier manifestacion de vida humana, tal como emerge en sus varios procesos culturales; en la diversidad y complejidad de cada uno de ellos; em la concrecion de las practicas sociales que los engendran. Palabras clave: Educacion. Experiencia. Significado.