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Steady Impact Factor Growth for MDPI Open Access Journals
Alexander Thiesen
Molecules , 2012, DOI: 10.3390/molecules170910971
Abstract: For the past three years MDPI has announced the newly released impact factors for its Open Access journals by the means of an annual editorial [1–3]. In 2012 we are—once again—pleased to report that the growth of the impact factors of MDPI’s Open Access journals continues. This year’s edition of the Journal Citation Reports (JCR), which is published annually by Thomson Reuters, includes 10 journals published by MDPI, including three that have received their first official Impact Factors—International Journal of Environmental Research and Public Health (IJERPH), Materials and Nutrients. Table 1 reports the latest Impact Factors for 2011. Figure 1 graphically depicts the evolution of the Impact Factors for four MDPI open access journals that have received Impact Factors in the past. Table 2 reports the ranking of the MDPI journals within the subject categories of the Science Citation Index Expanded (SCIE).
Tempos e espa?os na organiza??o curricular: uma reflex?o sobre a dinamica dos processos escolares
Thiesen, Juares da Silva;
Educa??o em Revista , 2011, DOI: 10.1590/S0102-46982011000100011
Abstract: the present article presents an overview of concepts of time and space in the curricular organization, with focus on the dynamics of schooling processes. it initially highlights how these aspects were conceived during modernity under the influence of the mechanicist/positivist thought, pointing out some of the criticisms to that conception by current researchers. the text indorses a rereading of such concepts in the present time, which may result in important changes in the current curricular organization. it indorses that the rereading of curricular time and space concepts is being stimulated in contexts that include information democratization through "www", economic globalization, development of communication and information technologies, expansion of long distance education and, very expressively, the contributions of modern approaches about curriculum and about childhood.
Significados nas representa??es escultóricas da fachada da Cervejaria Bopp & Irm?os, Porto Alegre
Thiesen, Beatriz Vallad?o;
Anais do Museu Paulista: História e Cultura Material , 2006, DOI: 10.1590/S0101-47142006000100006
Abstract: the present work seeks, in an archaeological perspective, to study the meaning of the sculptural representations on the fa?ade of an important beer plant situated in porto alegre, rio grande do sul, in the beginning of 20th century. this work seeks to, in addition, to verify how these meanings have been transmitted and how did they operate in the context of porto alegre society at the time.
A interdisciplinaridade como um movimento articulador no processo ensino-aprendizagem
Thiesen, Juares da Silva;
Revista Brasileira de Educa??o , 2008, DOI: 10.1590/S1413-24782008000300010
Abstract: the text discusses interdisciplinarity as a contemporary movement, present in epistemological and pedagogical dimensions. this movement is marking a break with the cartesian and mechanist vision of the world and education and, at the same time, assuming a more integrated, dialectic and totalizing conception in the construction of knowledge and in pedagogic practice. to begin with, i make a brief presentation of the historical origin of the movement and discuss aspects of its conceptualization and its implications in the field of different contemporary sciences before presenting interdisciplinarity as an important phenomenon of the articulation of the teaching-learning process. the argument presented in the text seeks to emphasize that the interdisciplinarity movement can profoundly transform the quality of school education by means of its teaching processes.
O que há no “entre” teoria curricular, políticas de currículo e escola? =What is there in the “missing parts” between curricular theory, curriculum policies and school?
Thiesen, Juares da Silva
Educa??o , 2012,
Abstract: No presente artigo, inscrito como parte de uma pesquisa sobre política curricular em desen- volvimento, no Centro de Educa o da Universidade Federal de Santa Catarina – UFSC, discutem-se elementos do campo do currículo, originários dos debates dos simpósios ocorridos por ocasi o do XV ENDIPE, realizado em Belo Horizonte, em abril de 2010. Tomando como mote as discuss es das mesas sobre teoria curricular, políticas de currículo e currículo escolar e os textos dos simposistas, apontam-se e analisam-se as principais lacunas atualmente presentes no ambito desses movimentos, destacando, sobretudo, aspectos de um possível descolamento do debate teórico do campo do currículo em rela o à sua materialidade nos ambientes da escola. Além de identificar possíveis hiatos existentes nessa rela o, discute-se o lugar das políticas curriculares e dos conteúdos escolares frente às atuais tens es que marcam o debate conceitual no ambito das teorias crítica e pós-crítica de currículo. This article, registered as part of research about curricular policy developed in the Education Center of the Santa Catarina Federal University – UFSC, seeks to systematize some reflections about the curriculum field originated in the debates of the Symposiums which occurred upon the occasion of the XV ENDIPE (National Meeting of Didactic and School Practice), held in Belo Horizonte, Brazil in April 2010. Taking the discussions at the tables as a mote about curricular theory, curriculum policies and school curriculum and the texts of the symposium participants, the author pinpoints and analyzes the main missing pieces currently present in the scope of these movements, highlighting above all, aspects of a possible detachment of the theorist debate about the curriculum field in relation to its materiality in school environments. Apart from identifying the lapses existing in this relationship, the article discusses the place of schooling content in the face of the current tensions that mark the conceptual debate between the critical and post-critical theories of the curriculum.
OFICIALIDADE DE UMA PROPOSTA CURRICULAR COMO RECONTEXTUALIZA O DO DISCURSO CRíTICO: UMA LEITURA SOBRE A TRAJETóRIA CONSTRUíDA EM SANTA CATARINA
Juares da Silva Thiesen
Revista Espa?o do Currículo , 2012,
Abstract: No presente artigo o autor interpreta, sob a ótica das teorias pós‐críticas de currículo, o movimento de constitui o da Proposta Curricular de Santa Catarina ‐ uma política de currículo implantada a partir de 1988 para toda a Rede Pública de ensino do Estado e quetraz como marca a op o teórica pelo materialismo histórico e dialético e pela abordagem histórico‐cultural. Apoiando‐se em autores como Bernstein (1996 e 1998) Lopes (2005 e 2008), McLaren (2000), Hall (2003) e Ball (1998), o autor defende que apesar dessa demarca oteórica, os textos que comp em a referida proposta evidenciam discursos recontextualizados e hibridizados, processos esses que incluem tradu o, desterritorializa o e reterritorializa ode sentidos e significados. Sob esse enfoque, o autor problematiza a idéia de pureza, fidelidade e originalidade expressada pelos coordenadores e autores da proposta e aponta tra os que denotam seu caráter regulativo, prescritivo e contraditório. O texto é parte de uma pesquisa coordenada pelo autor que objetiva analisar as implica es pedagógicas decorrentes da implanta o da Proposta Curricular de Santa Catarina na Rede Pública de Ensino.
Significados nas representa es escultóricas da fachada da Cervejaria Bopp & Irm os, Porto Alegre
Beatriz Vallad?o Thiesen
Anais do Museu Paulista: História e Cultura Material , 2006,
Abstract: The present work seeks, in an Archaeological perspective, to study the meaning of the sculptural representations on the fa ade of an important beer plant situated in Porto Alegre, Rio Grande do Sul, in the beginning of 20th Century. This work seeks to, in addition, to verify how these meanings have been transmitted and how did they operate in the context of Porto Alegre society at the time.
A interdisciplinaridade como um movimento articulador no processo ensino-aprendizagem
Juares da Silva Thiesen
Revista Brasileira de Educa??o , 2008,
Abstract: Discute la interdisciplinariedad como un movimiento contemporáneo presente en las dimensiones de la epistemología y de la pedagogía, que viene marcando el rompimiento con una visión cartesiana y mecanicista de mundo y de educación y, al mismo tiempo asumiendo una concepción más integradora, dialéctica y totalizadora en la construcción del conocimiento y de la práctica pedagógica. Inicialmente, se hace una breve presentación del origen histórico de ese movimiento, se discuten aspectos de su conceptuación y sus implicaciones en el campo de las diferentes ciencias contemporáneas para entonces presentar la interdisciplinariedad como un importante fenómeno de articulación del proceso de ense anza y aprendizaje. El argumento presentado en el texto busca destacar que el movimiento de la interdisciplinariedad puede transformar profundamente la calidad de la educación escolar por intermedio de sus procesos de ense anza.
Jeremy Bentham et la réforme des prisons au Brésil : l’expérience de la Maison de Correction de la Cour
Icléia Thiesen
Revue d’études Benthamiennes , 2010, DOI: 10.4000/etudes-benthamiennes.76
Abstract: This article discusses the reform of prisons in Rio de Janeiro, home of the imperial court in Brazil in the nineteenth century. The House of Correction, the House of Detention and the Institute for Young Workers were built and then occupied the same institutional space. There slaves, former slaves and poor free men lived together, all belonging to the dangerous classes that inspired and spread fear in the city. However, before the realization of this construction, much had been discussed in terms of the models and projects that could address the problem of criminality. This paper aims to discuss the identification process in the context of urban reform, where the production of information has a crucial role, as well as the ideas of Jeremy Bentham which certainly encouraged the debate on the prisons.
TRAJECTORIES OF EDUCATION: movements of reformulation of the Pedagogy curriculum at UFSC.
Juares da Silva Thiesen
Entrever : Revista das Licenciaturas , 2012, DOI: http://www.incubadora.ufsc.br/index.php/entrever/issue/view/409
Abstract: This paper, organized for presentation by the author at a Round Table during “Pedagogy Week 2012” at the State University of Santa Catarina (UDESC), presents elements of the current work of curricular reformulation in the Pedagogy Course at the Federal University at Santa Catarina. It begins with a brief discussion of the trajectory of pedagogy in Brazil and then locates aspects of the movements for curricular reformulation at UFSC, notably the collective work of curricular formulation from 2006 - 2009 and of the evaluation of the implementation process begun in 2011, which is still underway at the university. In synthesis, it indicates that the format of the Pedagogy course at UFSC is the result of strong collective work that proposes an education focused on teaching and based on concentrations in childhood, research and the organization of educational processes.
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