Magda Floriana Damiani

Entendendo o trabalho colaborativo em educação e revelando seus benefícios

Este trabalho tem como objetivo discutir e afirmar a importância do desenvolvimento de atividades colaborativas nas escolas. O texto esta baseado em ampla revisao de literatura voltada para: a teorizacao acerca dos processos psicologicos envolvidos nesse tipo de atividades, com base, principalmente, na psicologia socio-historica; e a analise dos resultados de diferentes investigacoes que enfocaram as atividades colaborativas entre professores e estudantes, de maneira a retirar delas algumas conclusoes uteis para o trabalho em Educacao. A revisao foi realizada com base em pesquisas publicadas em livros, artigos de periodicos, teses, dissertacoes e anais de eventos tradicionais da area, no Brasil e em outros paises. Ela inclui, tambem, pesquisas desenvolvidas no âmbito do projeto “Trabalho colaborativo em Educacao: desenvolvimento e beneficios”, coordenado pela autora deste texto, que vem se dedicando, nos ultimos cinco anos, a estudar a tematica. O texto nao tem a pretensao de constituir-se em um “estado da arte” sobre o trabalho colaborativo, sendo possivel, inclusive, que nao inclua resultados de investigacoes consideradas fundamentais por outros pesquisadores. Devido a extensao da producao relacionada ao assunto, sua revisao exaustiva seria tarefa infindavel. Assim, apresenta dados de estudos considerados metodologicamente solidos e teoricamente relevantes que foram reunidos com o objetivo de resumir e divulgar, pelo menos em parte, o conhecimento ja produzido sobre a importância do trabalho colaborativo na Educacao.

Prevalência de retenção escolar e fatores associados em adolescentes da coorte de nascimentos de 1993 em Pelotas, Brasil

OBJETIVO: Avaliar a ocorrencia de retencao escolar ate os 11 anos de idade e os fatores associados a retencao. METODOS: Estudo prospectivo, incluindo 4 452 adolescentes da coorte de nascidos em Pelotas, Estado do Rio Grande do Sul, Brasil, em 1993. A amostra representa 87,5% da coorte original. A retencao escolar foi definida como a repeticao de pelo menos uma serie escolar ate a data da entrevista. As variaveis independentes analisadas foram: sexo, cor da pele, peso ao nascer, indice de bens, idade e escolaridade materna, tipo de escola (privada, estadual ou municipal), idade de ingresso na escola e trabalho. RESULTADOS: A frequencia de retencao escolar foi de 36,3%, sendo de 42,8% entre os meninos e 30,0% entre as meninas. Na analise ajustada, quanto menor a escolaridade da mae, o indice de bens e o peso ao nascer, maior foi o risco de retencao escolar em ambos os sexos. Adolescentes cuja cor da pele era parda/preta, aqueles que frequentavam escolas publicas e aqueles que ingressaram na escola com 7 anos ou mais apresentaram maior risco de retencao escolar. Apenas entre os meninos, o trabalho infantil esteve associado com a ocorrencia de retencao. CONCLUSOES: O baixo nivel socioeconomico e a baixa escolaridade materna foram os fatores mais fortemente associados com a retencao escolar. Estrategias para a reducao desse evento devem levar em consideracao caracteristicas demograficas e socioeconomicas.

O Jogo com Regras Explícitas Influencia o Desenvolvimento das Funções Psicológicas Superiores

The paper describes an intervention that aimed to investigate whether the game with explicit rules influences the development of higher psychological functions (FPS) and the academic performance of students with school failure history in elementary school. The intervention anchored in the historical-cultural psychology. The students were two boys and a girl from the 3rd and 4th year aged 9 and 11 years. The intervention was through memory games, face to face and checkers. The tools used to evaluate the effects of the intervention were semi-structured interviews with family, teachers and students, school report, observation and evaluation of assisted WISC III and TDE tests to the students. Data analyzes were guided by microgenetic and thematic terms. The results indicate that the learning that took place in the interventions, promoted the development of FPS reflecting the academic performance of students.The paper describes an intervention that aimed to investigate whether the game with explicit rules influences the development of higher psychological functions (FPS) and the academic performance of students with school failure history in elementary school. The intervention anchored in the historical-cultural psychology. The students were two boys and a girl from the 3rd and 4th year aged 9 and 11 years. The intervention was through memory games, face to face and checkers. The tools used to evaluate the effects of the intervention were semi-structured interviews with family, teachers and students, school report, observation and evaluation of assisted WISC III and TDE tests to the students. Data analyzes were guided by microgenetic and thematic terms. The results indicate that the learning that took place in the interventions, promoted the development of FPS reflecting the academic performance of students.

Quando não se falava em inclusão: a história de vida do primeiro advogado cego formado no Brasil

This work aims to present the findings of an investigation that sought to reconstruct the life story of Walkirio Ughini Bertoldo, considered to be the first blind lawyer to graduate, in Brazil, in 1957. The narrative focuses on the obstacles he faced along the trajectory through this stage of his schooling process, and analyzes the strategies he used to overcome them. The investigative process, which produced Bertoldo´s life story, was guided by the biographical method. Data were collected through interviews with three informants: two college classmates, who later also became his coworkers, and his sister. The research corpus was supplemented by documentary sources related to the subject’s life. The findings showed that the trajectory of Bertoldo through higher education was marked by his great dedication and commitment; showed the resistance of the higher education institution to accept blind undergraduates and strategies he used attend the course, in spite of the lack of adapted resources; his intense professional activity, as well as his outstanding contribution to social development and inclusion of the blind in professional and academic life.

Uma intervenção sobre a escrita acadêmica: o que dizem as estudantes de Pedagogia a distância?

This article is result of a research that aimed to investigate the evolution of e-learning Pedagogy students’ written expression. Throughout seven semesters, there were four interventions and close monitoring of their texts. Data were collected per documental analysis, questionnaire and interview. Of the 42 students from the class we research, were intentionally selected three for the research following-up. In this clipping, the interventions will be described and information concerning the academic views on the interventions will be presented. According to the students: the Pedagogy course bit worked concepts of Portuguese and textual production; they felt motivated on studing the content from the proposed interventions; received positively the interventions; according to their own opinion and to their texts analysis, we can attest to the effective improvement of their textual productions.

El Juego con Reglas Explícitas Influencia el Desarrollo de las Funciones Psicológicas Superiores

The paper describes an intervention that aimed to investigate whether the game with explicit rules influences the development of higher psychological functions (FPS) and the academic performance of students with school failure history in elementary school. The intervention anchored in the historical-cultural psychology. The students were two boys and a girl from the 3rd and 4th year aged 9 and 11 years. The intervention was through memory games, face to face and checkers. The tools used to evaluate the effects of the intervention were semi-structured interviews with family, teachers and students, school report, observation and evaluation of assisted WISC III and TDE tests to the students. Data analyzes were guided by microgenetic and thematic terms. The results indicate that the learning that took place in the interventions, promoted the development of FPS reflecting the academic performance of students.The paper describes an intervention that aimed to investigate whether the game with explicit rules influences the development of higher psychological functions (FPS) and the academic performance of students with school failure history in elementary school. The intervention anchored in the historical-cultural psychology. The students were two boys and a girl from the 3rd and 4th year aged 9 and 11 years. The intervention was through memory games, face to face and checkers. The tools used to evaluate the effects of the intervention were semi-structured interviews with family, teachers and students, school report, observation and evaluation of assisted WISC III and TDE tests to the students. Data analyzes were guided by microgenetic and thematic terms. The results indicate that the learning that took place in the interventions, promoted the development of FPS reflecting the academic performance of students.

Does the game with explicit rules Influence the Development of Higher Psychological Functions

The paper describes an intervention that aimed to investigate whether the game with explicit rules influences the development of higher psychological functions (FPS) and the academic performance of students with school failure history in elementary school. The intervention anchored in the historical-cultural psychology. The students were two boys and a girl from the 3rd and 4th year aged 9 and 11 years. The intervention was through memory games, face to face and checkers. The tools used to evaluate the effects of the intervention were semi-structured interviews with family, teachers and students, school report, observation and evaluation of assisted WISC III and TDE tests to the students. Data analyzes were guided by microgenetic and thematic terms. The results indicate that the learning that took place in the interventions, promoted the development of FPS reflecting the academic performance of students.The paper describes an intervention that aimed to investigate whether the game with explicit rules influences the development of higher psychological functions (FPS) and the academic performance of students with school failure history in elementary school. The intervention anchored in the historical-cultural psychology. The students were two boys and a girl from the 3rd and 4th year aged 9 and 11 years. The intervention was through memory games, face to face and checkers. The tools used to evaluate the effects of the intervention were semi-structured interviews with family, teachers and students, school report, observation and evaluation of assisted WISC III and TDE tests to the students. Data analyzes were guided by microgenetic and thematic terms. The results indicate that the learning that took place in the interventions, promoted the development of FPS reflecting the academic performance of students.

Afinal, o uso doméstico do computador está associado à diminuição da reprovação escolar? Resultados de um estudo longitudinal

Explora-se a associacao entre reprovacao escolar e uso domestico de computador, entre os 5.249 integrantes do estudo longitudinal “Coorte de Nascimentos de Pelotas, 1993”, que vem sendo realizado nessa cidade do sul do Brasil (RS). Os dados foram coletados quando os sujeitos tinham 11, 15 e 18 anos e analisados por meio dos seguintes testes estatisticos: Qui-quadrado de Pearson (nas analises brutas) e Regressao de Poisson (nas analises multivariadas, ajustando para sexo, escolaridade materna e indice de bens). O uso do computador esteve associado a menor ocorrencia de reprovacao, em cada uma das idades, quando comparado ao nao uso, tanto nas analises brutas quanto na maior parte das analises multivariadas. Da mesma forma, o uso do computador em cada uma das idades resultou em menores taxas de reprovacao nas idades posteriores. O estudo longitudinal permitiu considerar a temporalidade na analise, identificando um possivel periodo sensivel – ate os 11 anos – em que o uso desse equipamento esteve associado a menor reprovacao, nessa e nas outras idades analisadas.This paper explores the association between school failure and home computer use, among the 5.249 members of the longitudinal study “Cohorte de nacimiento Pelotas 1993”, being held in this Southern Brazilian city. Data were collected at ages 11, 15 and 18 and analyzed through the use of the following statistical tests: Chi-square (for the gross analyses) and Poisson Regression (for the multivariate analysis, adjusted for sex, maternal education and socioeconomic index). Computer use was associated with a lower incidence of failure in every age, when compared to no use, both in the gross and the multivariate analyses. Likewise, the use of computers at each age resulted in lower failure rates at later ages. The longitudinal study allowed us to consider temporality in the analyses, identifying a possible sensitive period – up to 11 years of age – in which the use of the equipment was associated with lower school failure, at that and at the other analyzed ages.

Difficulties of evaluators: searching for quality in educational research

O objetivo do ensaio e pautar algumas consequencias do produtivismo a que a comunidade academica tem sido compelida, nos ultimos anos. Mais particularmente, vamos tecer consideracoes e fazer ponderacoes em torno de dois episodios de avaliacao de trabalhos cientificos no campo da educacao. Apos delinear breve preâmbulo, procedemos a analise, pontuando ideias e dilemas passiveis de debate. Concluimos ponderando a abertura ao outro como exercicio em que experimentamos a nossa propria tomada de posicao simetricamente a tomada de posicao do outro, como pratica de negociacao. A pluralidade de ideias e pressuposto fundamental e consideramos avaliador e leitor um par agonico que se pauta por argumentos plausiveis: ambos precisam se reconhecer na legitimidade das suas posicoes e, por isso, nao se trata de avancar na direcao do aniquilamento mutuo, mas do reconhecimento de que cada um constitui o outro nao como adversario, mas como par, legitimo e razoavel.

Dificultades de los evaluadores: en búsqueda de calidad en la investigación en educación

O objetivo do ensaio e pautar algumas consequencias do produtivismo a que a comunidade academica tem sido compelida, nos ultimos anos. Mais particularmente, vamos tecer consideracoes e fazer ponderacoes em torno de dois episodios de avaliacao de trabalhos cientificos no campo da educacao. Apos delinear breve preâmbulo, procedemos a analise, pontuando ideias e dilemas passiveis de debate. Concluimos ponderando a abertura ao outro como exercicio em que experimentamos a nossa propria tomada de posicao simetricamente a tomada de posicao do outro, como pratica de negociacao. A pluralidade de ideias e pressuposto fundamental e consideramos avaliador e leitor um par agonico que se pauta por argumentos plausiveis: ambos precisam se reconhecer na legitimidade das suas posicoes e, por isso, nao se trata de avancar na direcao do aniquilamento mutuo, mas do reconhecimento de que cada um constitui o outro nao como adversario, mas como par, legitimo e razoavel.