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Search Results: 1 - 10 of 11070 matches for " Elizabeth Macedo "
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Como a diferen?a passa do centro à margem nos currículos: o exemplo dos PCN
Macedo, Elizabeth;
Educa??o & Sociedade , 2009, DOI: 10.1590/S0101-73302009000100005
Abstract: this paper assumes that the analysis of the curriculum policy is weakened by a state-centered model that cannot correctly address the relationship between structure and agency. based on e. laclau's and c. mouffe's discursive theory, it analyzes the curriculum policy to show they are hegemonic articulations to fill up the empty signifier "quality of education". it examines the brazilian national curriculum, especially the science and the transversal themes components, focusing on how universalistic articulations try to undermine the demands of difference. considering that such articulations may be spotlighted in the way these curriculum texts were enunciated, it highlights two major strategies used in the national curriculum: its division into two components, the less institutionalized one containing the demands of difference; and the struggles to control this latter component from within.
A imagem da ciência: folheando um livro didático
Macedo, Elizabeth;
Educa??o & Sociedade , 2004, DOI: 10.1590/S0101-73302004000100007
Abstract: this text analyzes science textbooks focusing on the images they present. using other systems of interpretation as a counterpoint, it begins by stressing the evidence of the hegemonic traditions in school curricula they contain. based on post-colonial authors, it tries to show how these images embody strategies of cultural omission and marginalization. finally, it explores the modes of addressing inscribed in such books and the models of science and pedagogical practice they convey.
Por uma política da diferen?a
Macedo, Elizabeth;
Cadernos de Pesquisa , 2006, DOI: 10.1590/S0100-15742006000200004
Abstract: this work advocates that, in order to face multicultural societies, it is necessary for education to think culture as a place of enunciation and not just as a repertoire of shared meanings. it starts by analyzing conservative, liberal and multicultural projects dealing with cultural difference, arguing that since they consider difference as diversity, they are not able answer, as intended, to the demands of a multicultural society. besides these projects, this article also analyzes perspectives on translation and dialogue between cultures, relaying mainly on the contributions of santos and burbules. thus, the present work acknowledges the incommensurability of cultures but refutes present-day fragmented descriptions, taking sides in favor of negotiating the question of cultural difference. with such purpose, bhabha's notion of ambivalence, as well as that of homogeneity, advocated by laclau and mouffe, hall and bhabha himself, is put forward. in this way, it tries to build a postcolonial agenda for thinking the difference
Currículo como espa?o-tempo de fronteira cultural
Macedo, Elizabeth;
Revista Brasileira de Educa??o , 2006, DOI: 10.1590/S1413-24782006000200007
Abstract: the author defends the position that the curriculum should be thought of as the space-time frontier between cultures. in so doing, the text proposes to guarantee the centrality of the category culture over knowledge, which is important to critical pedagogy and fundamental to the discussions within this field. post-colonial theories as proposed by h. bhabha, s. hall and b. s. santos are the theoretical contributions that sustain the argumentation. the text argues that to think about curriculum as a cultural in-between where we can find contributions from illuminist theory and the market, as well as alternatives created in the ambivalence of these global discourses, can rearticulate the political dimension of curriculum in contemporary society.
A imagem da ciência: folheando um livro didático
Macedo Elizabeth
Educa??o & Sociedade , 2004,
Abstract: O texto analisa livros didáticos de ciências, centrando-se nas imagens apresentadas nesses dispositivos escolares. Num primeiro momento, apresenta indícios que permitem fazer uma leitura das tradi es hegem nicas nos currículos, tendo como contraponto outros sistemas referenciais. Com base em teóricos pós-coloniais, procura mostrar como as imagens corporificam estratégias de omiss o e marginaliza o culturais. Num segundo momento, analisa os modos de endere amento presentes nos livros: os modelos de ciência e de prática pedagógica apresentados.
Currículo como espa o-tempo de fronteira cultural
Elizabeth Macedo
Revista Brasileira de Educa??o , 2006,
Abstract:
A pesquisa em educa??o no Brasil
Macedo, Elizabeth;Sousa, Clarilza Prado de;
Revista Brasileira de Educa??o , 2010, DOI: 10.1590/S1413-24782010000100012
Abstract: this paper discusses the graduate educational policy in the area of education, considering it, based on e. laclau and c. mouffe, to be incessant politization imbued with undecidability. analyzing recent texts produced in the process of evaluating programs in the sphere of capes, it considers it possible to understand the provisional formation of consensuses around notions like quality of graduate courses seen as an empty signifier filled by hegemonic articulations. the authors, after a brief summary of the system based on the results of the 2004-2006 three-year evaluation, analyze two aspects that they feel are crucial for filling in the notion of quality: the articulation of the programs around the research lines and the production/ dissemination of knowledge. as for the articulation, they maintain that the lines can be seen as an expression of the way in which the programs are thinking the actual field of education, in an exercise that has involved interdisciplinarity and flexibility. as for the production/dissemination of knowledge, they disagree with the current theory that the evaluation of graduate courses has led the area to an unrestrained productivism, seeing it as restorative nostalgia.
A pesquisa em educa o no Brasil
Elizabeth Macedo,Clarilza Prado de Sousa
Revista Brasileira de Educa??o , 2010,
Abstract: El artículo discute la política de postgrado en el área de la educación, entendiéndola a partir de E. Laclau y C. Mouffe, como la politización incesante habitada por lo que no se puede decir o explicar. Analizando textos recientes producidos en el proceso de evaluación de los programas en el ámbito de CAPES, considera posible comprender la formación provisoria de consensos alrededor de nociones como la cualidad del postgrado entendido como significante vacío, completado por medio de articulaciones hegemónicas. Las autoras, después de un breve cuadro del sistema, a partir de los resultados de la evaluación del trienio 2004-2006, analizan dos aspectos que consideran centrales para completar la noción de calidad: la articulación de los programas en torno a líneas de pesquisa y a la producción/diseminación del conocimiento. Con relación a la articulación, defienden que las líneas pueden ser entendidas como una expresión de la forma de como los programas están pensando en el propio campo de la educación, en un ejercicio que ha envuelto interdisciplinariedad y flexibilidad. En cuanto a la producción/ diseminación del conocimiento, discuerdan de la tesis corriente de que la evaluación del postgrado ha llevado al área a un productivismo desenfrenado, entendiéndola como nostalgia restauradora.
Educa o em saúde: experiência de avalia o em uma disciplina na pós-gradua o
Elizabeth Teixeira,Darlisom Sousa Ferreira,Aline Macedo Queiroz
Revista Eletr?nica de Enfermagem , 2010,
Abstract: O tema em pauta é o ensino de educa o em saúde, com ênfase no processo de avalia o com constru o de projetos. O presente texto teve como objetivo relatar a experiência de uma disciplina de educa o em saúde, no contexto do ensino de pós-gradua o, destacando o caminho percorrido na avalia o desse processo. A experiência relatada ocorreu na disciplina de educa o em saúde 2007-2009, disciplina eletiva do Programa de Pós-Gradua o em Educa o – Mestrado da Universidade do Estado do Pará (UEPA). Descrevem-se as características da disciplina, com ênfase no caminho alternativo adotado para avalia o, qual seja, a constru o de projetos de extens o em educa o em saúde. Indicam-se a estratégia, instrumentos utilizados, passos do processo. Discute-se a experiência enquanto meio de favorecer o protagonismo dos alunos em uma a o que parte da realidade e a ela pretende retornar, bem como enquanto via de conex o com os objetivos e linhas de pesquisa do programa como um todo. Conclui-se que o ensino de educa o em saúde requer um processo teórico-prático e a constru o de projetos favorece tal perspectiva.
Comportamento atípico da doen?a reumática no decurso da gravidez. A propósito de um caso
Saraiva, Lurildo Cleano Ribeiro;Macedo, Aluísio;Batista, Ana Elizabeth M.;
Arquivos Brasileiros de Cardiologia , 2009, DOI: 10.1590/S0066-782X2009000400017
Abstract: we report the case of a 31-year old woman presenting with atypical rheumatic disease in the 28th week of the second pregnancy. questions related to prevention of the disease and its treatment during the pregnancy-puerperium cycle are discussed.
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