scholarly journals Entre lugares e sujeitos da EJA: Mulheres erveiras e os seus saberes culturais no Ver-o-Peso

2021 ◽  
Vol 14 (3) ◽  
pp. 155
Author(s):  
Louise Rodrigues Campos ◽  
Ivanilde Apoluceno de Oliveira
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Field Research ◽  
Cultural Knowledge ◽  
State University ◽  
Structured Interviews ◽  
Knowing How ◽  
Technical Content ◽  
Palabras Clave ◽  
Work Routines

Objetiva-se, neste texto, discorrer sobre os ensinos e as aprendizagens vivenciadas por cinco mulheres erveiras que trabalham no Ver-o-Peso. Ao tratar-se de lugares da EJA (Educação de jovens e adultos) pontuam-se os cotidianos familiar e de trabalho em que são vivenciados ensinos e aprendizagens e são compartilhados saberes culturais. Diante disso, pondera-se que este trabalho resultou de uma pesquisa de mestrado no Programa de Pós-graduação em Educação da Universidade do Estado do Pará PPGED - UEPA, realizada no período de 2018 a 2020. Trata-se de uma pesquisa de campo, com abordagem qualitativa (MINAYO, 2009); observação in loco (MINAYO, 1994) e entrevistas semiestruturadas. Na sistematização e na análise dos dados foram construídas categorias analíticas e temáticas (OLIVEIRA; MOTA NETO, 2011). A construção das categorias teve como referência técnicas da análise de conteúdo, (BARDIN, 2011). Diante disso, a pesquisa indicou os seguintes resultados: no processo de manipulação das ervas medicinais destaca-se a conexão entre corpo e mente, nos momentos saber identificar, diferenciar e combinar raízes, cascas e suas propriedades medicinais, pela textura, pela cor, pelo aroma e pelo formato. Os ensinos e aprendizagens vivenciados por elas ocorrem por meio da oralidade, do registro escrito, da observação e da gestualidade. Assim, os ensinos, as aprendizagens e os saberes constituem as autonomias de ser erveira, referente à memória, à herança familiar e ao sustento material, a partir do trabalho no setor das ervas.Palavras-chave: Educação de Jovens e Adultos; Saberes Culturais; Mulheres erveiras.Between places and subjects of EJA: Women herb handlers and their cultural knowledge in Ver-o-PesoABSTRACTThe objective of this text is to discuss the teachings and learning experienced by five women herb handlers, who work at Ver-o-Peso. When dealing with EJA (Youth and Adult Education) places, the family and work routines are highlighted in which teaching and learning are experienced and cultural knowledge is shared. Therefore, it is considered that this work resulted from a master's research in the Postgraduate Program in Education of the State University of Pará PPGED - UEPA, carried out from 2018 to 2020. It is a field research, with a qualitative approach, (MINAYO, 2009); observation in loco (MINAYO, 1994) and semi-structured interviews. In the systematization and analysis of data, analytical and thematic categories were built (OLIVEIRA; MOTA NETO, 2011). The construction of the categories was based on technical content analysis (BARDIN, 2011). Therefore, the research indicated the following results: in the process of handling medicinal herbs, the connection between body and mind stands out, at times knowing how to identify, knowing how to differentiate and combine roots, bark and leaves and their medicinal properties, by texture, by color, by aroma, by shape. The teachings and learning experienced by them occur through orality, written record, observation, and gestures. Thus, teachings, learning and knowledge constitute the autonomy of being women herb handlers, referring to memory, family inheritance, and material support, from work in the herb sector.Keywords: Youth and Adult Education; Cultural Knowledge; Women herb handlers.Entre lugares y temas de EJA: Herbolarias y sus conocimientos culturales en Ver-o-PesoRESUMENEl objetivo de este texto es discutir las enseñanzas y el aprendizaje experimentado por cinco mujeres herbolarias que trabajan en Ver-o-Peso. Cuando se trata de lugares de EJA (Educación de Jóvenes y Adultos), se destacan las rutinas familiares y laborales en las que se vive la enseñanza y el aprendizaje y se comparte el conocimiento cultural. Por lo tanto, se considera que este trabajo es el resultado de una investigación de maestría en el Programa de Posgrado en Educación de la Universidad Estatal de Pará PPGED - UEPA, realizada de 2018 a 2020. Es una investigación de campo, con enfoque cualitativo, (MINAYO, 2009); observación in loco (MINAYO, 1994) y entrevistas semiestructuradas. En la sistematización y análisis de datos se construyeron categorías analíticas y temáticas (OLIVEIRA; MOTA NETO, 2011). La construcción de las categorías se basó en el análisis de contenido técnico (BARDIN, 2011). Por tanto, la investigación arrojó los siguientes resultados: en el proceso de manipulación de las hierbas medicinales se destaca la conexión entre cuerpo y mente, en ocasiones saber identificar, saber diferenciar y combinar raíces, corteza y hojas y sus propiedades medicinales, por textura, color, aroma, forma. Las enseñanzas y el aprendizaje experimentado por ellos ocurren a través de la oralidad, el registro escrito, la observación y los gestos. Así, la enseñanza, el aprendizaje y el conocimiento constituyen la autonomía de ser herbolaria, referida a la memoria, la herencia familiar y el apoyo material, del trabajo en el sector herbáceo.  Palabras clave: Educación de Jóvenes y Adultos; Conocimiento cultural; Herbolarias.

scholarly journals From teaching literacy to teaching numeracy: How numeracy teacher’s previous experiences shape their teaching beliefs

1970 ◽  
Vol 23 (1) ◽  
pp. 20-49 ◽  
Author(s):  
Sonja Beeli-Zimmermann
Keyword(s):  
Adult Education ◽  
Exploratory Study ◽  
Teaching And Learning ◽  
Teaching Beliefs ◽  
Structured Interviews ◽  
Mathematical Beliefs ◽  
Mathematical Belief

Beliefs guide teachers’ actions in the classroom and thereby influence what students learn. While this insight has led to numerous studies, particularly in the area of mathematical beliefs, it has been neglected in the growing field of numeracy teaching and learning within adult education. This exploratory study presents five illustrative cases of Swiss adult education teachers and traces their experiences, both as students and teachers. Based on data mainly collected in semi-structured interviews, the author argues that this study supports existing evidence from mathematical belief research in other sectors of education, pointing to the relevance of practice-based experiences for the change of beliefs.

scholarly journals Implementing English-medium instruction

2021 ◽  
Vol 44 (2) ◽  
pp. 129-153
Author(s):  
Kari Sahan
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
State University ◽  
Structured Interviews ◽  
Language Preference ◽  
Group Discussions ◽  
Engineering Programs ◽  
English Medium Instruction ◽  
University Department

Abstract As part of the trend toward internationalization of higher education, governments and universities have introduced policies to encourage the expansion of English-medium instruction (EMI). However, top-down policies do not necessarily translate to teaching and learning practices. This article provides a case study examining the implementation of undergraduate EMI engineering programs at a state university in Turkey to explore the gaps that exist between national- and institutional-level EMI policies and classroom-level practices. Data were collected through policy documents, classroom observations, semi-structured interviews with teachers, and focus group discussions with students. The findings suggest that the implementation of EMI varies across classrooms, even within the same university department. Despite policies that envision one-language-at-a-time instruction, the EMI lecturers in this study varied in terms of language preference and teaching practice in their EMI lectures. Implications are discussed with respect to policy planning, teacher training, and the expansion of EMI across university contexts.

scholarly journals PROFESSOR/ALUNO: QUE RELAÇÃO É ESTA?

2014 ◽  
pp. 170
Author(s):  
Gabriella Alves Ferreira ◽  
Maria Núbia Barbosa Bonfim
Keyword(s):  
Teaching And Learning ◽  
Rio Grande ◽  
Sao Paulo ◽  
São Paulo ◽  
State University ◽  
Structured Interviews ◽  
Teacher Student ◽  
Teacher Student Relationship ◽  
Student Relationship ◽  
Teaching Learning

Este estudo enfoca a relação professor/aluno e tem por principal objetivo analisar como se constrói essa relação no cotidiano da sala de aula do Curso de Licenciatura em Letras de uma Universi-dade Federal do Nordeste brasileiro. Insere-se no projeto de pesquisa intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, parceria entre as instituições Universidade Federal do Maranhão - UFMA, Universidade de São Paulo - USP e Universida-de Estadual do Rio Grande do Norte - UERN, tendo a UFMA como proponente e contando com o apoio financeiro da CAPES/Procad – NF – 2008. A referida relação pode ultrapassar a sala de aula e tornar-se um ponto relevante no desenvolvimento do ensino-aprendizagem. O processo metodológico englobou o estudo do referencial teórico, a partir dos estudos realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007;2010;2012), dentre outros. Para realizá-lo, levantamos algumas indagações que se-riam analisadas pela pesquisa: Como a relação professor/aluno afeta o processo ensino-aprendizagem? E com quais consequências? No desenvolvimento metodológico, realizamos observação participante, elaboramos e aplicamos entrevistas semiestruturadas com alunos e professores do 8º período do Curso de Letras no turno matutino 2012.2, assim como fizemos levantamento de perfil junto aos alunos para melhor conhecimento individual dos sujeitos. Para sistematização dos dados, utilizamos a técnica de Aná-lise de Conteúdo proposta por Franco (2005). Esperamos com este trabalho mostrar o quanto a relação professor/aluno ajuda a compreender algumas tessituras no processo ensino-aprendizagem e o quanto esse entendimento se torna importante para a solução de conflitos.Palavras-chave: Relação professor/aluno. Licenciatura. Cotidiano.TEACHER/STUDENT: WHAT RELATION IS THIS?ABSTRACT: This study focuses on the teacher/student relationship and its main objective is to analyze how this relationship is built in daily classroom of the Letters Course at the Federal University in Northeast Brazil. Is part of the research project entitled “Project Academic Cooperation: Disciplines of the Degree ai-med for Teaching Portuguese Language”, partnership between institutions Federal University of Maranhão - UFMA, University of São Paulo - USP and State University of Rio Grande do Norte - UERN, having UFMA as proposer and with the financial support of CAPES/Procad - NF - 2008. That relationship can overcome the classroom and become an important point in the development of teaching and learning. The methodo-logical process involved the study of the theoretical framework, based on studies by Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012) among others. To accomplish it, we raise some questions that would be covered by the survey: As a teacher/student relationship affects the process of teaching and learning? And with what consequences? Methodological development, we conducted participant observa-tion, elaborated and applied semi-structured interviews with students and teachers from 8th period course on literature in 2012.2 morning shift, as did raising profile with students to better knowledge of individual subjects. To systematize the data, we used the technique of content analysis proposed by Franco (2005).We expect this work to show how the relationship teacher/student help understand some tessitura in the teaching- learning process and how this understanding becomes important for conflict resolution.KEYWORDS: Teacher/student relationship. Teaching. Daily.PROFESOR/ESTUDIANTE: ¿QUÉ RELACIÓN ES ÉSTA?RESUMEN: Este estudio se centra en la relación profesor/alumno y su principal objetivo es analizar cómo es construida esta relación en el curso de Licenciatura en Letras de la Universidade Federal do Mara-nhão. Este trabajo hace parte del proyecto de investigación intitulado “Projeto de Cooperação Acadêmica: Disciplinas da Licenciatura voltadas para o Ensino de Língua Portuguesa”, en colaboración con la Univer-sidade Federal do Maranhão - UFMA, Universidade de São Paulo – USP, y la Universidade Estadual de Rio Grande do Norte - UERN , teniendo UFMA como proponente, y con el apoyo financiero de la CAPES / Procad - NF - 2008. La referida relación puede ir más allá del salón de clases, llegando a ser un punto importante en el desarrollo de la enseñanza y del aprendizaje. El proceso metodológico está basado en los estudios realizados por Freire (1996), Gadotti (1999), Zuin (2008), Bonfim (2007, 2010, 2012), entre otros. Para lograrlo, planteamos algunas preguntas analizadas por la referida investigación: ¿Cómo la relación profesor /alumno afecta el proceso de enseñanza y aprendizaje? ¿Y con qué consecuencias? En el desarrollo metodológico, realizamos una observación participante, donde construimos y aplicamos entrevistas semi-estructuradas con los estudiantes y profesores del octavo período del curso de Letras en 2012.2, en el turno de la mañana; además, hicimos un levantamiento que permitió un mejor conocimiento de los sujetos individuales. Para sistematizar los datos, utilizamos la técnica de Análisis de Contenido propuesto por Franco (2005). Esperamos con este trabajo mostrar cómo la relación profesor/alumno ayu-da a entender algunos tesituras en el proceso de enseñanza-aprendizaje y cómo este conocimiento se convierte importante para la resolución de conflictos.PALABRAS CLAVE: Relación profesor/alumno. Licenciatura. Cotidiano.

scholarly journals PEDAGOGIA DA ALTERNÂNCIA: teoria e prática na construção do conhecimento

2017 ◽  
Vol 3 (4) ◽  
pp. 581
Author(s):  
Jocyléia Santana dos Santos ◽  
Maria de Lourdes Leoncio Macedo
Keyword(s):  
Oral History ◽  
Rural Areas ◽  
Field Research ◽  
Theory And Practice ◽  
Quality Education ◽  
Integration Time ◽  
Structured Interviews ◽  
Calidad De Vida ◽  
Palabras Clave ◽  
Object Of Study

A pesquisa objetiva analisar se a Pedagogia da Alternância desenvolvida na Escola Família Agrícola de Porto Nacional realiza a integração do tempo escola com o tempo comunidade, trazendo melhoria e conhecimentos técnicos para a produção no campo. Os dados foram coletados por meio de pesquisa documental e de campo, utilizou-se do método da história oral temática, com entrevistas semiestruturadas com pessoas ligadas ao objeto de estudo, sendo os pais, alunos e funcionários da Escola. Conclui-se que a Pedagogia da Alternância desenvolvida na Escola traz qualidade de ensino e de vida para o educando e a comunidade de assentados. No tempo comunidade, o estudante troca experiência com a família e os camponeses, utilizando-se dos instrumentos da Pedagogia da Alternância, melhorando sua produção e as técnicas agrícolas empregadas em seu meio rural.   PALAVRAS-CHAVE: Pedagogia da Alternância. Educação do/no Campo. Teoria e Prática. História Oral Temática.     ABSTRACT The research aims to analyze whether the Pedagogy of Alternation developed at the School Agricultural Family of Porto Nacional performs integration time school with time community, bringing improvement and technical expertise to the production in the field. Data were collected through documentary and field research, we used the thematic oral history method, semi-structured interviews with people linked to the object of study, and parents, students and staff of the School. It is concluded that the Pedagogy of Alternation developed at the School brings quality education and life for the student and the community of settlers. Time community, student exchange experience with family and peasants, using the tools of Pedagogy of Alternation, improving its production and farming techniques employed in their rural areas.   KEYWORDS: Pedagogy of Alternation. Education / Field. Theory and practice. Oral History Theme.     RESUMEN La investigación tiene como objetivo analizar si la pedagogía de la alternancia desarrollado en la Escuela de la Familia Agrícola Porto Nacional lleva a cabo la integración escolar de tiempo con la comunidad de tiempo, con lo que mejora y experiencia técnica para la producción en el campo. Los datos fueron recolectados a través de la investigación documental y de campo, se utilizó el método de la historia oral, con entrevistas semiestructuradas con personas relacionadas con el objeto de estudio, y los padres, estudiantes y personal de la Escuela. Se concluye que la pedagogía de la alternancia desarrollado en la Escuela lleva la educación y calidad de vida para el estudiante y la comunidad de colonos. Comunidad de tiempo, la experiencia de intercambio de estudiantes con la familia y los campesinos, utilizando las herramientas de la Pedagogía de la Alternancia, mejorando sus técnicas de producción agrícola y empleados en sus áreas rurales.   PALABRAS CLAVE: Pedagogía de la Alternancia. Educación / campo. Teoría y Práctica. Oral Temática Historia.

scholarly journals Medicinal plants used by "Passo da Ilha" rural community in the city of Pato Branco, southern Brazil

2009 ◽  
Vol 81 (4) ◽  
pp. 691-700 ◽  
Author(s):  
José A. Marchese ◽  
Lin C. Ming ◽  
Lucia de Franceschi ◽  
Rubia C. Camochena ◽  
Greice D.R. Gomes ◽  
...  
Keyword(s):  
Medicinal Plants ◽  
Traditional Knowledge ◽  
Rural Community ◽  
Field Research ◽  
State University ◽  
Southern Brazil ◽  
Structured Interviews ◽  
Cultural Erosion ◽  
The City ◽  
Made In

The scope of this work was to rescue and document the traditional knowledge regarding the medicinal plants used by Passo da Ilha rural community, in Pato Branco, Paraná State, Southern Brazil (26° 11' S, 52°36' W and 760 m high). Structured interviews were made in field research with 16 informants who had the traditional knowledge about medicinal plants. The research was carried out from October to December 2000. The plants were collected in the field, identified and their vouchers were housed at the Herbarium "Irina Delanova De Gemtchjnicov" (BOTU) of São Paulo State University, in Botucatu. A total of 47 botanical families and 114 species of medicinal plants were identified. These plants ere suitable for ore than 30 different edicinal uses. The residents are mainly of European descent, which justify the presence of many exotic plants. The knowledge on how to use medicinal plants properly is held mainly by the females, and decreases in the newer generations, denoting "cultural erosion" in progress.

scholarly journals EJERCICIOS PARA FAVORECER LA COMPRENSIÓN DE PROBLEMAS MATEMÁTICOS EN LA EDUCACIÓN DE ADULTOS

2019 ◽  
Vol 4 (3) ◽  
pp. 145
Author(s):  
Luis Alberto Rodríguez Núñez ◽  
Michel Enrique Gamboa Graus
Keyword(s):  
Adult Education ◽  
Problem Solving ◽  
Practical Importance ◽  
Education Students ◽  
Problem Solving Skills ◽  
Knowing How ◽  
Mathematics Problem Solving ◽  
Palabras Clave ◽  
Learning Mathematics ◽  
Mathematical Problems

El desarrollo de habilidades para resolver problemas ha de estar en el foco de especial atención por la importancia que reviste desde el punto de vista práctico. La resolución de problemas ha sido uno de los grandes pilares del aprendizaje de las matemáticas porque implica, entre otras cosas, saber integrar de manera coherente y con comprensión objetos, definiciones, representaciones matemáticas y saber usar esas configuraciones para encontrar respuestas correctas. Con ese objetivo, en esta investigación se ofrecen ejercicios que favorezcan la comprensión en la resolución de problemas matemáticos en los estudiantes de la Educación de Adultos. Estos se elaboraron en función de las principales causas de las insuficiencias identificadas en el contexto educativo tunero. Estos se enfocaron en reconocer otros modos o vías para resolver problemas, en la identificación de sub-metas, las posibilidades de los estudiantes para esbozar, graficar o modelar lo planteado y en plantear el problema con sus propias palabras. Además, es destacable la incidencia de la escala y el producto informático aportados para aplicarlos al desarrollo de investigaciones, en función de la recopilación y análisis de datos referidos a conjuntos lo más numerosos posible, donde destacan la variabilidad y la incertidumbre. La investigación fue realizada en la Educación de Jóvenes y Adultos de la provincia de Las Tunas, según un muestreo estratificado proporcional para un nivel de confianza del 93% y un máximo de error permitido del 9%. Esta se implementó en las 17 Facultades Obrera y Campesina distribuidas en cada uno de los municipios tuneros. PALABRAS CLAVE: Matemática; resolución de problemas; educación de adultos. EXERCISES TO PROMOTE UNDERSTANDING OF MATHEMATICAL PROBLEMS IN ADULT EDUCATION ABSTRACT The development of problem-solving skills must be in the focus of special attention because of its practical importance. Problem solving has been one of the great pillars of learning mathematics because it involves, among other things, knowing how to integrate objects, definitions, mathematical representations in a coherent and comprehensible way and knowing how to use those settings to find correct answers. With this objective, this research offers exercises that favor understanding in the resolution of mathematical problems in Adult Education students. These were developed according to the main causes of the shortcomings identified in the educational context of Las Tunas. They focused on recognizing other ways of solving problems, identifying sub goals, the possibilities for students to sketch, graph or model the problem, and posing the problem in their own words. In addition, the incidence of the scale and the computer product contributed to apply them to the development of research, based on the collection and analysis of data referring to as many sets as possible, where variability and uncertainty stand out. The research was carried out in the Youth and Adult Education of the province of Las Tunas, according to a stratified proportional sampling for a confidence level of 93% and a maximum allowed error of 9%. This was implemented in the 17 Workers' and Farmers' Faculties distributed in each one of the municipalities of the province. KEYWORDS: Mathematics; problem solving; adult education.

scholarly journals TECNOLOGIAS DIGITAIS DE INFORMAÇÃO E COMUNICAÇÃO COMO RECURSO DE MEDIAÇÃO PEDAGÓGICA

2019 ◽  
Vol 5 (4) ◽  
pp. 613-633
Author(s):  
Marluce Evangelista Carvalho Zacariotti ◽  
José Luis dos Santos Sousa
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Field Research ◽  
Communication Technologies ◽  
Digital Information ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Information And Communication

A pesquisa buscou diagnosticar a realidade das escolas públicas de Grajaú, Maranhão, quanto ao uso das tecnologias digitais de informação e comunicação (TDIC) no ensino de Ciências. O objetivo foi levantar como as TDIC estão sendo utilizadas nas escolas, pelos professores de Ciências. Realizou-se uma pesquisa bibliográfica e de campo, tendo como sujeitos professores de Ciências e alunos. Aplicou-se um questionário para diagnosticar a realidade das escolas quanto ao uso das TDIC. Concluiu-se que a utilização das TDIC no local pesquisado precisa ser mais explorada e que o professor ainda não está preparado para aproveitar as tecnologias como fator de aprimoramento do processo de ensino e de aprendizagem.   PALAVRAS-CHAVE: Professores; alunos; escola; Tecnologias Digitais de Informação e Comunicação.     ABSTRACT The research sought to diagnose the reality of public schools in Grajaú, Maranhão, regarding the use of digital information and communication technologies (TDIC). The goal was to get to know how the TDICs are being used in schools by the science teachers. A bibliographical and field research was carried out, having as subjects science teachers and students. A questionnaire was applied to diagnose the reality of schools as regards the use of TDICs. It was concluded that the use of TDICs in the researched area needs to be further explored and that the teacher is not yet ready to take advantage of technologies as a factor to improve the teaching and learning process. KEYWORDS: Teachers; students; school; Digital Information and Communication Technologies.     RESUMEN La investigación buscó diagnosticar la realidad de las escuelas públicas de Grajaú, Maranhão, en cuanto al uso de las tecnologías digitales de información y comunicación (TDIC). El objetivo fue conocer como las TDIC están siendo utilizadas en las escuelas, por los profesores de Ciencias. Se realizó una investigación bibliográfica y de campo, teniendo como sujetos profesores de Ciencias y alumnos. Se aplicó un cuestionario para diagnosticar la realidad de las escuelas en cuanto al uso de las TDIC. Se concluyó que la utilización de las TDIC en el local investigado necesita ser más explotada y que el profesor todavía no está preparado para aprovechar las tecnologías como factor de perfeccionamiento del proceso de enseñanza y de aprendizaje.   PALABRAS CLAVE: Profesores; alumnos; escuela; Tecnologías Digitales de Información y Comunicación.

scholarly journals Women's entrance to the university: ambitions, difficulties and the desire to proceed

2020 ◽  
Vol 13 (32) ◽  
pp. 1-21
Author(s):  
Sônia Maria Alves de Oliveira Reis ◽  
Samara Gomes Aguiar ◽  
Valquiria Normanha Paes
Keyword(s):  
Content Analysis ◽  
Field Research ◽  
Qualitative Approach ◽  
The State ◽  
Department Of Education ◽  
State University ◽  
Structured Interviews ◽  
Participation Of Women ◽  
The Face ◽  
The University

This study aimed to analyze, based on the specificities of the female condition, how the permanence and participation of women happens to be: “mothers, wives, housewives or workers” in the Department of Education, Campus XII of the State University of Bahia. It is a research based on the assumptions of the qualitative approach, and considering that it is a field research, it used questionnaires and semi-structured interviews to collect the data, later analyzed with the aid of content analysis. The results show that women have experienced a multiplicity of tasks that have overloaded them, this often forces them to choose between performing duties imposed on them, or studying. It is concluded that the profile of women has changed, and as a result of this the academy can no longer make this public invisible, because in the face of a numerical predominance and substantial majority, they now act as protagonists of their own lives.

scholarly journals METODOLOGÍAS DE APRENDIZAJE CON ENFOQUE ANDRAGÓGICO APLICADAS EN ASIGNATURAS DEL ÁREA DE HARDWARE

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Edgar Villalva Cárdenas ◽  
Lídice Haz López
Keyword(s):  
Systems Engineering ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Field Research ◽  
Learning Processes ◽  
Learning Theories ◽  
Teaching Techniques ◽  
Teaching Methodologies ◽  
Palabras Clave ◽  
Survey Technique

El propósito de este trabajo fue analizar la funcionalidad de las metodologías de enseñanza y aprendizaje que aplican los docentes en las asignaturas del área de hardware de la carrera de ingeniería en sistemas computacionales. La fundamentación teórica se basó en temáticas como la evaluación, metodologías de enseñanza, aprendizaje, docentes, hardware e ingeniería. La investigación fue de tipo cuantitativo con enfoque descriptivo, se planteó hipótesis en la modalidad lógica que involucró el estudio de 3 variables, se usó investigación de campo, bibliográfica y una propuesta de intervención. Para probar los supuestos planteados se utilizó la técnica de la encuesta aplicada a 20 profesores del área de hardware y a 335 estudiantes que fueron escogidos mediante muestreo estratificado, con la finalidad de recopilar información que permita conocer las metodologías y técnicas de enseñanza aplicadas en el proceso de aprendizaje de las asignaturas del área de hardware e información sobre las teorías de aprendizaje que aplican los docentes, así como sus conocimientos sobre andragogía. Como resultados de este estudio se diseñó una guía metodológica con enfoque andragógico que incluyó estrategias y técnicas que aplicadas con criterio profesional contribuyen al mejoramiento de la calidad de los procesos de aprendizaje de los estudiantes, permitiéndoles desarrollar habilidades y competencias que pueden ser transferidos a su entorno cultural, productivo y social donde posteriormente se desenvolverán de manera profesional. Palabras Clave: aprendizaje, metodologías de enseñanza, andragogía, guía. ABSTRACT The purpose of this work was to analyze the functionality of teaching and learning methodologies applied by teachers in the field of hardware in computer systems engineering courses. The theoretical foundation was based on topics such as assessment, methods of teaching and learning, teaching, hardware and engineering. The research, which was descriptive, quantitative type, raised the hypothesis in a logical mode involving the study of 3 variables:  field research, bibliography and a proposal of intervention. To test these assumptions, a survey technique was applied to 20 teachers in the area of hardware and 335 students chosen through stratified sampling, in order to collect information about the methodologies and teaching techniques applied in the process of learning of subjects in the area of hardware, and information about the learning theories that teachers apply, as well as their expertise on andragogy. As a result of this study an andragogy focused methodological guide was designed, which included strategies and techniques that, if applied with professional criteria, they may contribute to the improvement of quality in the learning processes of students, allowing them to develop skills and competencies that can be transferred to their cultural, productive, and social environment, where they will grow professionally. Keywords: learning, teaching methodologies, andragogy, guide. Recibido: agosto de 2016Aprobado: octubre de 2016

IMPLEMENTASI PENGEMBANGAN KECERDASAN SPIRITUAL ANAK MELALUI METODE PEMBIASAAN DI SD ISLAM PLUS MASYITHOH KROYA KABUPATEN CILACAP

2018 ◽  
Vol 7 (2) ◽  
pp. 157-176
Author(s):  
Fita Tri Wijayanti
Keyword(s):  
Extracurricular Activities ◽  
Teaching And Learning ◽  
Field Research ◽  
Routine Activities ◽  
Spiritual Intelligence ◽  
Learning Activities ◽  
Outdoor Learning ◽  
Special Events ◽  
Grade 5 ◽  
Analysis Technique

This study aims to describe and analyze it critical about the implementation of the development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya, Cilacap district. This type of research is field research or field research. This research is presented in descriptive form with the aim to describe a process that occurs in the field. While the approach taken is a qualitative approach. Data collection techniques used: observation, interviews, and documentation. While the data analysis technique uses the Miles and Huberman Model, which consists of: Data Reduction, Data Display and Verification (Conclusion Drawing). The results of this study found that the forms of development of children's spiritual intelligence through habituation methods at SD Islam Plus Masyithoh Kroya were divided into two activities, namely: first, programmed habituation activities, including extracurricular activities scheduled every Saturday namely extracurricular tilawah, tambourine and calligraphy . In addition, outdoor learning, activities that have been scheduled each year for grade 5 (five) students, are religious tourism. Second, habituation activities are not programmed in the development of children's spiritual intelligence through habituation methods. a) routine activities, carried out continuously and scheduled. The routine activities include: morning munajat activities (asmaul husna, daily prayers, tartil juz 30, and memorizing selected hadith) which are carried out before teaching and learning activities, dhuha prayer, dzuhur prayer in congregation, and social service activities, b) spontaneous namely activities that occur when experiencing special events. In this case the spontaneous activities carried out included: greeting, apologizing before asking for help, always dhikr, and thanking, c) exemplary is a habituation activity shown by the teacher in daily actions. Exemplary here is shown by the performance of the teacher both in the classroom providing subject matter as well as outside the classroom.

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