Search

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

A Arquitetura é essencial na criação de espaços legíveis, acessíveis e inclusivos que promovam a autonomia e segurança de seus usuários. Silenciosamente, os espaços comunicam ao usuário o tipo de comportamento e de movimentação mais adequados ali. A percepção dos sinais do ambiente difere entre os diversos grupos que o utilizam – idade, com deficiência ou não, se é a primeira vez no local, alfabetizados ou não. Crianças podem precisar de mais tempo e preparação para entender tais sinais e os ambientes em que estão e dependem do adulto para orientá-las. A aprendizagem depende de vários fatores e as abordagens devem ser adequadas a cada grupo específico. Muitas dessas abordagens, principalmente em relação à segurança em emergências, dirigem-se especificamente ao público adulto “padrão”, que não tem qualquer dificuldade ou condição que prejudique sua movimentação por um determinado espaço. Crianças são um grupo particularmente frágil e vulnerável, com características específicas de comportamento e aprendizado que devem ser consideradas ao se pensar em sua segurança. Através da revisão de literatura referente ao processo de aprendizado e desenvolvimento de memórias e hábitos, este artigo tem como objetivo discutir a importância de tal processo em uma eventual situação de emergência que exija um procedimento de abandono da edificação. Aborda-se, aqui, a sinergia de conceitos de aprendizado e do conhecimento do ambiente construído, que podem facilitar seu uso em situações normais, mas principalmente em situações de emergência que exijam o abandono de uma edificação escolar, neste caso por funcionários, professores e alunos de uma pré-escola.

A questão central da pesquisa a partir da qual este artigo foi desenvolvido é verificar a relação entre o desenvolvimento de habilidades em projeto e os conhecimentos sobre tectônica e tecnologia da construção. Neste artigo são apresentados os resultados para uma abordagem dessa questão, pela consulta a relatos em artigos, teses e dissertações publicados por pesquisadores sobre experiências didáticas acerca do tema e os resultados que estes pesquisadores alcançaram. As informações foram levantadas a partir de periódicos e eventos selecionados, repositórios de teses e dissertações, em notícias nas páginas eletrônicas de cursos de Arquitetura e Urbanismo e nos currículos de docentes desses cursos. Os critérios para tais seleções estão explicitados e justificados no texto. Foram encontradas as indicações elaborar modelos, maquetes, modelagem por imersão ou realidade virtual; utilizar ferramentas computacionais paramétricas; executar o projeto desenvolvido; esclarecer objetivos e definir orientações dos exercícios com precisão; destacar que decisões de projeto devem se relacionar aos estudos preliminares; considerar a materialidade desde o início do processo de projeto; adotar escalas de projeto compatíveis com o tempo disponível para seu desenvolvimento; adotar conceitos e referenciais simbólicos relacionados a materialidade e tectônica; utilizar mecanismos de representação como ferramentas ativas de projeto; integrar disciplinas; utilizar modelos de ensino que permitam trocas dialéticas entre arquitetura e engenharia; adotar pesquisa como base para elaboração de projeto; ofertar formação em pós-graduação que qualifique para a abordagem tectônica em projeto.

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.)

Este artigo explora o conceito de Microlearning como uma estratégia inovadora para otimizar o tempo de aprendizado. Discute-se a eficácia dessa abordagem no contexto educacional contemporâneo, destacando suas vantagens, estratégias de implementação e os impactos na qualidade da aprendizagem. A pesquisa examina o potencial do Microlearning para fornecer conteúdo relevante e direcionado, adaptado às necessidades individuais dos alunos.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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.)

Essa resenha tem como objetivo apresentar uma síntese sobre os principais pontos abordados no livro “Contabilidade Geral – Uma Abordagem Interativa” escrito por Marcia da Silva Carvalho, Guilherme Otávio Monteiro Guimarães e Cláudia Ferreira da Cruz, publicado em 2019 pela Editora Atlas.

Este artigo apresenta e discute uma experiência de atelier de projeto colaborativo, desenvolvida de maneira majoritariamente virtual entre setembro e outubro de 2023. O International Virtual Architectural Design Studio - IVADS 2023, atividade associada ao 11º Seminário PROJETAR, reuniu mais de 60 participantes, entre professores, estudantes de graduação e de pós-graduação de quatro instituições parceiras – UFRN, UFPB, UFPE e ULisboa. O IVADS 2023 teve como tema “Intervenções na Preexistência – Concepção de espaços para economia criativa em edificações de valor patrimonial no Bairro de Varadouro, Centro Histórico de João Pessoa, local de realização do 11º PROJETAR. Os principais objetivos desta experiência pedagógica foram fomentar a interação e a colaboração entre docentes e discentes de diferentes escolas separadas geograficamente, em torno de um tema e de uma área de intervenção projetual comuns, em atividades desenvolvidas sobretudo de maneira virtual, utilizando ferramentas e técnicas de auxílio à concepção e ao desenvolvimento do projeto. As atividades consistiram em aulas, palestras, reuniões coletivas e trabalhos de atelier. Apesar do curto tempo de duração - 10 dias - e da pouca familiaridade de parte dos alunos com o tema e a área de estudo, as propostas em nível de estudo preliminar revelaram o esforço de compreensão dos problemas de projeto, de aproximação com as comunidades envolvidas e de preservar ao máximo as estruturas preexistentes. Pedagogicamente, mais do que uma experiência de ensino, considera-se que o IVADS 2023 consistiu em uma rica experiência de aprendizagem colaborativa, tanto no que se refere a estudantes como professores.

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 article presents the results of validating a new didactic tool called the milher Matrix. The structure and functioning of this matrix were explained as an alternative to conventional known procedures for the equivalence of rates, which are complex and pose difficulties for both students and teachers. The article also highlights the need to find more efficient and practical teaching methods for students. Approaches were conducted with financial mathematics students from different universities. Seminars and workshops were organized, during which surveys were administered before and after explaining the milher Matrix. Systematized data showed that students were using methods such as the rate equivalence graph and the question-and-answer method by Ramírez and Martínez. However, not all of them fully understood and could adequately explain the results of rate conversion. The article emphasizes the importance of finding more efficient and practical methods to teach the topic of financial interest rate equivalence. The milher Matrix is presented as an alternative that effectively facilitates the learning of this topic and efficiently saves time in its application. The results obtained with university students support the utility of the matrix and its versatility in applying knowledge related to rate conversion. [ABSTRACT FROM AUTHOR]

The student's academic performance reflects the development of their training process; it's common to evaluate the performance of students in various types of assessments and reflecting them in a scoring scale known as grades. From the variables with highest level of association with academic performance, performance self-efficacy and cognitive strategies stand out. We aimed to verify the relationship between these variables with structural equation modeling analysis. From PISA 2018 in Mexico a subsample of 1,258 upper secondary participants were selected. There was a direct effect of Cognitive Strategies on Academic Performance, a direct effect of Self-Efficacy in Reading on Cognitive Strategies, no direct effect on Academic Performance, and an indirect effect of Self-Efficacy in Reading over Academic Performance through Cognitive Strategies. Each country has particular characteristics within its education system, differences in the contribution that each of the variables has in the Academic Performance is proof of this, although both variables are considered important by the evidence generated, it can be observed in this Mexican subsample that, Self-Efficacy in Reading is an element that serves as a predisposition for the proper use of Cognitive Strategies, this is how Self-Efficacy manages to have an effect on the Performance. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay 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 Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS 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 Brazilian Journal of Education, Technology & Society (BRAJETS) / Cadernos de Educação Tecnologia e Sociedade (CETS) is the property of Brazilian Journal of Education, Technology & Society - BRAJETS 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 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 Museologia e Patrimônio is the property of Museologia e Patrimonio 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.)

Objetivo: identificar o interesse e experiências de estudantes de educação física sobre natação durante a graduação. Método:estudo descritivo e transversal, com coleta de dados entre setembro e outubro de 2018, junto a 32 acadêmicos de uma instituição de ensino de Garapuava, Paraná, Brasil. Para a coleta de dados, realizou-se entrevista estruturada. A análise ocorreu por estatística descritiva. Resultados: os alunos entrevistados demonstraram satisfeitos com a disciplina trabalhada durante a graduação, sendo que 65,2% reconheceram como uma ótima experiência. Afirmaram também que atuariam nessa área (96,9%), porém, preocupados (21,4%) com a possível falta de materiais. Conclusão: o estudo mostrou que os estudantes da disciplina de natação possuem interesses na prática e futuramente trabalhar com o conteúdo na escola. Ainda, mostraram que a experiencia na disicplina foi ótima. Também reportaram a preocupação com a infraestrutura das escolas para atender o conteúdo.

Neste trabalho será apresentado a importância das atividades lúdicas como uma ferramenta capaz de auxiliar os alunos na compreensão dos conteúdos, com objetivo de proporcionar conhecimento sólido sobre química. Tendo em vista que as atividades lúdicas no contexto educacional vão além de simples entretenimento, este estudo propôs a implementação de atividades lúdicas no Instituto Federal de Ciências, Educação e Tecnologia da Bahia - Campus Ilhéus. O tema abordado é de distribuição eletrônica, e a atividade foi proposta pelos participantes do Programa Institucional de Bolsa de Iniciação à Docência. Durante a criação do jogo, foram utilizados materiais de baixo custo para facilitar a confecção dele. Durante a aplicação do jogo, observou-se as reações dos alunos, seu nível de colaboração, motivação e trabalho em equipe. Como instrumento de coleta de dados, foi solicitado aos alunos que respondessem um questionário aplicado após a participação na atividade proposta. O método de análise utilizado foi a Análise Textual Discursiva. Por meio da análise, foi possível observar a incidência três categorias direcionadas à motivação dos alunos ao participarem da atividade, ao aumento da autonomia e o trabalho em equipe. Diante disso, é possível inferir que o uso dos jogos como uma ferramenta pedagógica pode ser eficaz como um método de auxiliar os alunos na compreensão do conteúdo. Pode-se concluir que tais atividades desempenharam um importante papel no ensino e aprendizagem da química.

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.)

This work is research into the main difficulties encountered in the teaching and learning process in the school environment. The factors that tend to contribute to the educational inclusion of students with teaching and learning difficulties were analyzed. This work seeks, through bibliographical research, to understand the reasons why these students have difficulties in understanding the content taught in the classroom and to bring a solution to these adversities. The research comprises an investigative and observational process, which seeks to take a look at the student with special needs, on these pertinent issues, which are: difficulties in the teaching and learning process in the school environment. It is possible to conclude that the difficulties encountered in the teaching and learning process are great and teachers face several demands that need to be overcome, such as: better teacher training, lack of teaching material, difficult accessibility for students with disabilities, among others. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 research examines the reflections that university students valued regarding teaching and learning experiences during the Covid-19 Pandemic in the context of the degree programs at the National University of Patagonia San Juan Bosco (UNPSJB). The research team specifically asked, "What were the teaching practices that, as specific 'classroom' situations turned into comprehensive support processes, and which students perceive as valuable and can be concretely recognized?" To address this, the authors worked with a category they termed "valuable experiences" as a way to explain which practices students considered significant in that context, both in terms of pedagogical approaches and social-emotional support practices. [ABSTRACT FROM AUTHOR]

Accessibility is an essential component of inclusive design. Through accessibility affordances, developers and design teams can allow players with various needs (vision, hearing, motor, and cognitive) to use any given educational game to its fullest purpose while enjoying the experience, and educators can ensure all students engage in digital activities. Despite the recent increase in accessibility efforts, it can still be challenging for design teams to evaluate accessibility quality in digital educational games. Educational games have an extra layer that aims to promote learning of specific content, meaning its accessibility features have to allow learners to receive and process the content of information. This study proposes an applied and researchbased rubric to discuss accessibility quality in educational games. The rubric is designed to support the design process with reflective guiding questions to address educational accessibility challenges. [ABSTRACT FROM AUTHOR]

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.)

The learning of the English language at the preschool level has become mandatory in educational institutions in Mexico. Today it is not enough to understand texts in English, the communicative aspect has taken on great relevance, and one of the determining factors when communicating in another language lies in the correct pronunciation. This work presents the development of a digital platform with academic content oriented to the preschool stage, in which voice processing is used with the speech to text and text to speech API of Google Cloud, through various activities, games and practice of vocabulary to get the infant familiar with the English language. In addition, the platform allows the parent to see the progress of the preschooler in their learning. The purpose of this project is to provide a digital tool with technological characteristics that favor the learning of the English language at an early age. [ABSTRACT FROM AUTHOR]

Introduction: The student's cognitiveaffective relationship with the learning of a second language often plays a determining role in the learning process. Objective: To identify elements involved in the cognitiveaffective relationship for learning a second language in three second language students, aged between 19 and 22, who were learning in a face-to-face or autonomous manner. Materials and methods: The methodological approach is ethnographic, structured through three categories: cognitive-affective relationship, second language learning, and mode of study. Information was collected through semi-structured interviews. Results: It was found that language practice can facilitate approaching and learning it, considering the individual, the environment, and the tools used for this purpose. Additionally, employment opportunities were identified as a motivating factor for learning, as well as interactions with others, generating certain meanings of the aspects. Conclusions: Language learning is a multifaceted process influenced by various factors. Active language practice, personal motivation (such as employment opportunities), interaction with native speakers or other students, and the tools used all play a fundamental role in acquiring a new language. Furthermore, it is emphasized that language comprehension can vary significantly from one person to another, depending on their approach, context, and learning resources. [ABSTRACT FROM AUTHOR]

This research article presents a comprehensive approach to enhance the teaching of programming, specifically in the Arduino language, within the academic context of Universidad Tecnológica de Pereira (utp). The study addresses two key components: a teaching methodology centered on active pedagogy and an educational software tool. The proposed methodology enables educators to act as facilitators who tailor teaching to the individual needs of students. The software, a web application developed using standard technologies such as html, css, and JavaScript, is organized into modules ranging from theoretical fundamentals to practical projects. The effectiveness of this approach was evaluated through satisfaction surveys and data analysis applied to two groups of students from the Faculty of Engineering at utp. The results indicate that the combination of the methodology and the software resulted in significant progress in educational development and overall student satisfaction. Moreover, there was an increase in students' interest in actively participating in the learning process, supported by the adoption of information and communication technologies (ict). This article substantially contributes to the field of programming education. It offers effective pedagogical and technological strategies for a real academic environment and highlights the importance of ict and active pedagogy. It aims to drive a significant change in the quality of higher education in programming. [ABSTRACT FROM AUTHOR]

The purpose of this research was to identify the difficulties, errors and obstacles that were present in the learning process of the decimal metric system in fifth grade students under the new school model and sixth grade under the graduated school model of two educational institutions in the departmentof Quindío: La Popa, in the municipality of La Tebaida and El Caimo in the municipality of Armenia; through the application and analysis of a diagnostic task, with the purpose of describing an epistemic configuration focused on the elements of the most opportune intended institutional meanings of the decimal metric system, articulating the two educational models. This study was developed under the qualitative methodology, since it was made known how students constructed personal meanings and through this process how they arrived at the institutional meanings, in which the cognitive and emotional aspect was involved. Therefore, it was possible to conclude that through the elaboration of the epistemic configuration and the construction of semiotic functions, the understanding of the decimal metric system was reached. [ABSTRACT FROM AUTHOR]

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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 CEDOTIC Journal / Revista CEDOTIC is the property of CEDOTIC Journal 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 Gestão & Tecnologia is the property of Revista Gestao & Tecnologia 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.)

Educational media (games, animations, virtual labs) offer expansive content to various audiences and often use multiple modes to provide a meaningful learning experience. Unlike their counterparts designed solely for entertainment, educational media are designed to transform the learner and often require a combination of visual, audible, and interactive components. When integrating inclusive design practices, development teams and educators work to ensure that learners with various needs can use any given material for its entire purpose, that they feel represented, and that they can relate to the media while learning. This article presents research notes from one information designer working with a development team toward inclusive design practices. It provides a set of guiding principles to use when applying inclusive design to educational media as a way for design teams to build their own frameworks for creating more meaningful transformational media. [ABSTRACT FROM AUTHOR]

Copyright of Intersecoes: Revista de Estudios Interdisciplinares is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 Diversitas Journal is the property of Diversitas Journal 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 Exacta is the property of Exacta - Engenharia de Producao 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.)

Objectives: This study aimed to identify the effect of using Virtual Reality Technology, VR BOX, to learn the shooting skill of Handball for students of the College of Sport Sciences at Mutah University. Methodology: The study used the experimental approach with a two-way design using an experimental and a control group, by comparing the pre and post measurement for each group and then comparing the two groups. The study population consisted of (54) students enrolled in the Handball course (1) in the College of Science Sports, Mutah University for the summer semester 2020/2021. Moreover, the study sample consisted of (30) students who were randomly chosen, and the study sample was divided into two groups, with (15) students for the experimental group learning the shooting skill using Virtual Reality Technology, VR BOX, for (6) weeks, with two meetings per week, and (15) for the control group, learning the shooting skill using the traditional method, for (6) weeks, with two meetings per week. The accuracy test was used to collect the study data. Results: The study concluded that the use of learning with Virtual Reality, using VR BOX, contributed positively to learning the shooting skill of Handball, and the use of the traditional method contributed positively to learning the shooting skill of Handball, and the members of the experimental group that used Virtual Reality, using VR BOX as an educational method for the control group members who used the traditional method in learning the shooting skill of Handball. Conclusion: The study recommended using VR BOX (Virtual Reality Box) as one of the modern teaching methods and tools to learn the shooting skill of Handball, holding educational courses for PE teachers (physical education teachers) to teach them how to use Virtual Reality, using VR BOX in teaching, and providing VR BOX as an educational tool in physical education colleges. [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.)

Não é recente o uso de jogos pela humanidade. Por seus elementos fundantes é que o jogo ganhou, ao longo dos anos, universos não inicialmente esperados e se tornou objeto de estudo nas mais diversas ciências. Com o avanço do uso de jogos ou de elementos de jogos nos mais diversos contextos foi concebida a teoria da gamificação. Gamificar é o ato de se apropriar de elementos e técnicas de jogos e aplicá-los em contextos alheios ao lazer. Aplicar elementos de jogos, em razão da sua potencialidade, em espaços em que não se exige e, por vezes, sequer cabe ludicidade é o ato de gamificar. Com base nessa premissa a pesquisa tem como objetivo indicar os elementos necessários para que se considere uma determina ferramenta como gamificada sob a ótica de Mc Gonigal, referencial teórico. Utilizará o método hipotético dedutivo e a pesquisa bibliográfica.

Os anos de 2015 e 2016, no Brasil, foram marcados por ocupações estudantis cujas pautas gerais defendiam a educação pública e tinham a autogestão como premissa de organização. O presente artigo objetiva abordar, a partir de perspectivas histórico-culturais e freirianas, processos de aprendizado e desenvolvimento ocorridos durante ocupações estudantis paulistas nos referidos anos. O corpus de pesquisa foi construído por meio de grupos focais, entrevistas e observações participantes com estudantes de quatro cidades: São Paulo, Ribeirão Preto, Catanduva e Barretos. Em face da análise, evidenciam-se as especificidades dos aprendizados e desenvolvimentos suscitados pela participação nas ocupações. Destaca-se como a autogestão dos movimentos favoreceu o processo de educação autônoma, dialógico e libertadora. Vivências concretas vivenciadas na ocupação circunscreveram a produção de relações e subjetividades mais conscientes, ativas e potentes. Os relatos apontam para um processo de democratização psicossocial a partir das experiências em ocupações estudantis.

Historically in Brazil, education aimed at young people and adults was characterized by the formation of subjects prepared for professional practice, considering the different stages of Brazilian industrial development. Over the decades, this need continued to permeate educational initiatives and public policies, with few humanistic developments. However, with the changes generated by the economic scenario of the last 40 years, thinking about an Education for Youth and Adults only aimed at the universe of work means restricting the potential and social protagonism of these subjects. In view of this, based on modern conceptions about Youth and Adult Education, we seek in this article to reflect on the teaching of Physics in this teaching modality, highlighting the role of this field of science in the scientific and emancipatory education of citizens, educated, able to professional exercise, and able to understand the nature around them. The role of Physics in the professional and school training of these subjects will be discussed in a critical-reflective manner, highlighting the teacher's pedagogical role in teaching the different contents that characterize the curriculum of this discipline in view of the current training parameters that guide this modality. This study has a narrative bibliographic qualitative character, presenting results of research carried out in the last decade, reverberating the important role of Science Teaching in schooling for social exercise and for the world of work, contrasting with the old conceptions based solely on filling jobs.

Este artigo procura ilustrar que o aumento da escolaridade não tem representado ganhos de aprendizado e de produtividade, porque os anos de estudos não tem se traduzido no desenvolvimento de habilidades relevantes para o mercado de trabalho. O processo de aprendizado e de construção de competências enfrenta dois obstáculos que são conectados: 1) baixa proporção de indivíduos que alcançam a educação superior; 2) escassez de espaços nos quais os graduados encontram trabalho para aplicar o conhecimento que adquiriam, de forma a darem continuidade ao processo de aprendizado (Arocena e Sutz, 2010). Para isto são utilizados dados da PNAD Continua (PNADC) do IBGE para o período de 2012 a 2019 como uma proxy da oferta de mão-de-obra qualificada. Os setores industriais das empresas foram classificados pela intensidade da atividade tecnológica de acordo com taxonomia da OCDE. Foram estimados modelos logit multinomiais, tanto para os ocupados na indústria quanto no setor de serviços. Os resultados indicam que maior escolaridade e qualificação profissional contribuem para a inserção do trabalhador em setores de maior intensidade tecnológica, favorecendo, portanto, a continuidade do processo de aprendizado. Por sua vez, os dados também evidenciam os efeitos macroeconômicos e conjunturais nas decisões microeconômicas das empresas, o que refletiu no aumento da probabilidade de inserção de trabalhadores em setores de menor intensidade tecnológica, para qualquer nível de escolaridade, após 2015.

Copyright of Revista Educação & Formação is the property of Revista Educacao & Formacao 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 Organizações em Contexto is the property of Revista Organizacoes em Contexto 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.)

A metodologia descreve a forma de abordagem de um trabalho. O grammar-translation é uma dessas abordagens para o ensino de idiomas. O foco desse método repousa na tradução de textos literários, permitindo que os aprendizes comparassem os dois idiomas. Entretanto, com as novas organizações da sociedade, outras abordagens de ensino foram surgindo. Atualmente, uma metodologia que preza pela tradução e comparação entre dois idiomas é vista pelos docentes como prejudicial para o aprendizado. Contudo, a tradução pode ser uma ferramenta útil e eficaz para o processo de ensino-aprendizado. O presente artigo é um debate acerca das características da tradução e como ela pode ser utilizada em sala de aula.

Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo 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.)