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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Jurídica (0103-3506) is the property of Revista Juridica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Active learning methodologies are an excellent educational resource for students. However, effective study techniques outside the classroom are still underutilized. The aim of this study is to carry out a theoretical essay, by means of deductive thinking, that brings the perspective of cognitive neuroscience to optimize selfdirected learning of students. One crucial finding is that memories naturally tend to fade unless there is explicit repetition in contact with the information and exclusive attention to the subject matter. In addition, effective study strategies should engage executive functions to promote active manipulation and association of information. Lastly, learning by teaching is a strategy with the potential to mobilize all these resources. Particularly, the Feynman learning method is a robust strategy supported by an extensive reflective process of information, that should be systematically tested in future work. [ABSTRACT FROM AUTHOR]

Copyright of Human Factors in Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we present a study that aimed to reflect on the implications of the use of cambio verbs in the acquisition process of Spanish as an L2 by Brazilian learners and to analyze the effects of a pedagogical intervention based on a self-instruction about these verbs in predicative constructions, contrasting their aspectual properties. The experiment was carried out with a group of participants who performed sentence acceptability judgment tasks with the target verbs (ponerse, quedarse, hacerse and volverse) in predicative constructions, interspersed by the self-instruction. Data analysis revealed that there was a slight increase of the accuracy and the reaction times decreased afterthe instruction. These results, although without a solid statistical significance, may indicate the potential of this pedagogical intervention to contribute with the learning of cambio verbs in Spanish. [ABSTRACT FROM AUTHOR]

Curt Nimuendajú Unckel is well known as a Brazilian ethnologist and linguist who acquired his scientific skills in a self-taught manner over the course of his life. In doing so, Nimuendajú found his way into academia with work that offers important impulses for comparative religion and the sociology of religion. However, Nimuendajú has hardly been received in religious studies to date. Therefore, this paper will focus on and present Nimuendajú's achievements in religious studies. For this purpose, the early period of Nimuendajú's upbringing will be examined (1914-1926), in which the interest in religious studies becomes particularly visible. In parallel, an exchange of letters that Nimuendajú had with the German ethnologist Theodor Koch-Grünberg (1872-1924) is consulted and provides background knowledge on Nimuendajú's genuine research interest. [ABSTRACT FROM AUTHOR]

This article investigates aristocratic or emancipatory education, based on the posthumous fragments for the third period of productive life of Friedrich Nietzsche. The question is: are there foundational elements of an emancipatory education in the writings of Friedrich Nietzsche's third period? By emancipatory or aristocratic education we understand the education of excellence, which allows the student to become self-taught, based on self-criticism and self-overcoming, that is, based on the development of his will to power. The bibliographic review method is justified in the context of research carried out in the philosophy of education. The selection of material for analysis was made considering: (i) the need to study primary sources and (ii) the priority of commentators and translators recognized in Brazil. Indeed, it is not intended to present and educational model that can solve educational problems. This possibility would be, at the very least, contradictory in terms of the theoretical framework adopted, perspectivism, insofar as it is not possible to stablish ultimate truths, but, at most, to interpret the real. The results achieved are based on the foundation of emancipatory educational based on Nietzsche's writings in his third productive period, which is presented as a condition for overcoming the common man. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Due to the pandemic scenario caused by the new coronavirus (covid-19), this article aims to present an overview of academic research in the area of Administration that addresses the perspectives of self-directed and transformative learning in virtual learning environments, to assist teachers in understanding the learning processes of their students, in addition to the consolidation and encouragement of studies in this theme. It is qualitative research and organized from the theoretical-conceptual realization of a systematic literature review. It is noteworthy that the 15 articles found in the databases used are from the last 10 years, detailing the authorship and places of publication, besides exposing the specific themes addressed in each paper and the methodological paths. Thus, the results indicate few existing studies that deal with the subject, in addition to a reduced concentration of authors that circulate in the national academic production. This reveals the need to renew the capacity to diversify studies and involve more researchers. Thus, it is concluded that an awakening of researchers to educational engagement is essential, with the challenges of the administrator's training regarding the new teaching formats faced and accentuated by the pandemic, to result in learnings capable of greater self-direction of students and provide transformations in their perspectives of meaning. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Org & Demo is the property of Revista ORG & DEMO and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This theoretical essay presents the narrative research contributions to the comprehension of disabled students inclusion process. That way, addresses the narrative research resource as an important methodology to revisit the past, promote self-education and training. Its goal is to present the major characteristics of the method of History of Life, as well as the specificities narratives in the context of researches in the education area. In this sense, it argues that the life story of a subject with a disability is particularly beneficial for Special Education, or other fields of knowledge that deals with excluded groups, because it favours the reflection in relation to the situations lived by the subject, the influences of exclusion in the personal, social, economic, political and educational spheres, as well as being able to point out the need for changes in policies, culture and society. [ABSTRACT FROM AUTHOR]

The following contribution assumes the hypothesis that the theory of movement pedagogy is a basis for the formation of Physical Education teachers. Three fundamental topics are presented for a concept of training Physical Education teachers based on a theory of movement pedagogy: 1. the concept of professionalization with the aim of developing a capacity for didactic transformation; 2. the concept of education for the purpose of self-education; 3. the concept of movement with an appeal to the phenomenological view of movement. [ABSTRACT FROM AUTHOR]

Copyright of Comunicação, Mídia e Consumo is the property of Escola Superior de Propaganda e Marketing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the meaning of education toward freedom in Waldorf education. The phenomenological analysis is taken as support for self-development of the teacher's consciousness toward his intuitive potential. The self-education of teachers is the practical translation of the philosophical foundations elaborated by Steiner. At formation for Waldorf teachers, the self-education is explored in the dialectic between the psychic movements of sympathy and antipathy in relation with the world. The conciliation between the ideals of education and the real context, where teacher and students find themselves, would be achieved through the creative capacity, so-called by Steiner as moral imagination. The self-education would then be a principle of ethical individualism of the Waldorf teacher to avoid unilateral tendencies of moving away or losing from reality. To not result in prescriptions or formulas that merely repeat the past, the challenge of the ideal of Waldorf Education is an actualization of the teacher in existential and professional level. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine cognitive, academic, affective and social characteristics of talented adolescents, and to identify factors that promote or inhibit the development of their abilities, based on their perception and of their family and teachers. Four talented students, 12 family members and five teachers participated in the study. A semi-structured interview was used as instrument. The results indicated that the most acknowledged cognitive and academic characteristics were: Autodidactism, easiness to learn, and dedication to studies. Among the affective and social characteristics, the ones highlighted were: determination, shyness, and preference for social isolation. Frequently indicated factors that promote talent development were: Family support and services in the resources room. The main barrier was the access to specialized services. [ABSTRACT FROM AUTHOR]

Copyright of Educação is the property of EDIPUCRS - Editora Universitaria da PUCRS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)