Pedagogical intervention cultures on the recognition of the right to education

Detalhes bibliográficos
Autor(a) principal: Stecanela, Nilda
Data de Publicação: 2020
Outros Autores: Lemons, Caroline Caldas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/22498
Resumo: The text aims at reflecting on how the right to education has been conceived, lived and perceived by teachers of Basic Education and how practices of pedagogic intervention favor their recognition. The reflections consider narratives produced by teachers working in the Elementary School of a Brazilian municipal public network in southern Brazil. Documentary analysis, semi-structured instrument and Focal Group were used in data construction. Among the findings of the research are five cultures of pedagogical intervention.
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spelling Pedagogical intervention cultures on the recognition of the right to educationCulturas de intervención pedagógica en el reconocimiento del derecho a la educaciónCULTURES D'INTERVENTION PÉDAGOGIQUE SUR LA RECONNAISSANCE DU DROIT À L'ÉDUCATIONCulturas de intervenção pedagógica no reconhecimento do direito à educaçãoDireito à educaçãoIntervenção PedagógicaReconhecimento dos direitosDerecho a la educaciónIntervención PedagógicaReconocimiento de los derechosRight to educationPedagogical InterventionRecognition of RightsThe text aims at reflecting on how the right to education has been conceived, lived and perceived by teachers of Basic Education and how practices of pedagogic intervention favor their recognition. The reflections consider narratives produced by teachers working in the Elementary School of a Brazilian municipal public network in southern Brazil. Documentary analysis, semi-structured instrument and Focal Group were used in data construction. Among the findings of the research are five cultures of pedagogical intervention.El texto tiene por objetivo reflexionar sobre cómo  el derecho a la educación ha sido concebido, vivido y percibido por los profesores de Educación Básica y de qué modo las prácticas de intervención pedagógica favorecen su reconocimiento. Las reflexiones consideran narrativas producidas por profesores actuantes en la Enseñanza Fundamental de una red pública municipal del sur brasileña. Se utilizaron en la construcción de los datos: análisis documental, instrumento semiestructurado y Grupo Focal. Entre los hallados de la investigación, están cinco culturas de intervención pedagógica.Le texte vise à réfléchir sur la manière dont le droit à l'éducation a été conçu, vécu et perçu par les enseignants de l'éducation de base et sur la manière dont les pratiques d'intervention pédagogique favorisent leur reconnaissance. Les réflexions portent sur les récits produits par des enseignants de l’école élémentaire d’un réseau public municipal au sud du Brésil. L'analyse documentaire, l'instrument semi-structuré et le groupe focal ont été utilisés dans la construction des données. Parmi les conclusions de la recherche figurent cinq cultures d’intervention pédagogique.O texto objetiva refletir sobre como o direito à educação tem sido concebido, vivido e percebido pelos professores da Educação Básica e de que modo as práticas de intervenção pedagógica favorecem seu reconhecimento. As reflexões consideram narrativas produzidas por professores atuantes no Ensino Fundamental de uma rede pública municipal sul brasileira. Foram utilizados na construção dos dados: análise documental, instrumento semi-estruturado e Grupo Focal. Entre os achados da pesquisa estão cinco culturas de intervenção pedagógica.Faculdade de Educação - Universidade de Brasília2020-03-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2249810.26512/lc.v25.2019.22498Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e22498Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e22498Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e224981981-04311516-489610.26512/lc.v25.2019reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/22498/25045https://periodicos.unb.br/index.php/linhascriticas/article/view/22498/31700Copyright (c) 2019 Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessStecanela, NildaLemons, Caroline Caldas2022-02-08T21:45:36Zoai:ojs.pkp.sfu.ca:article/22498Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2022-02-08T21:45:36Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Pedagogical intervention cultures on the recognition of the right to education
Culturas de intervención pedagógica en el reconocimiento del derecho a la educación
CULTURES D'INTERVENTION PÉDAGOGIQUE SUR LA RECONNAISSANCE DU DROIT À L'ÉDUCATION
Culturas de intervenção pedagógica no reconhecimento do direito à educação
title Pedagogical intervention cultures on the recognition of the right to education
spellingShingle Pedagogical intervention cultures on the recognition of the right to education
Stecanela, Nilda
Direito à educação
Intervenção Pedagógica
Reconhecimento dos direitos
Derecho a la educación
Intervención Pedagógica
Reconocimiento de los derechos
Right to education
Pedagogical Intervention
Recognition of Rights
title_short Pedagogical intervention cultures on the recognition of the right to education
title_full Pedagogical intervention cultures on the recognition of the right to education
title_fullStr Pedagogical intervention cultures on the recognition of the right to education
title_full_unstemmed Pedagogical intervention cultures on the recognition of the right to education
title_sort Pedagogical intervention cultures on the recognition of the right to education
author Stecanela, Nilda
author_facet Stecanela, Nilda
Lemons, Caroline Caldas
author_role author
author2 Lemons, Caroline Caldas
author2_role author
dc.contributor.author.fl_str_mv Stecanela, Nilda
Lemons, Caroline Caldas
dc.subject.por.fl_str_mv Direito à educação
Intervenção Pedagógica
Reconhecimento dos direitos
Derecho a la educación
Intervención Pedagógica
Reconocimiento de los derechos
Right to education
Pedagogical Intervention
Recognition of Rights
topic Direito à educação
Intervenção Pedagógica
Reconhecimento dos direitos
Derecho a la educación
Intervención Pedagógica
Reconocimiento de los derechos
Right to education
Pedagogical Intervention
Recognition of Rights
description The text aims at reflecting on how the right to education has been conceived, lived and perceived by teachers of Basic Education and how practices of pedagogic intervention favor their recognition. The reflections consider narratives produced by teachers working in the Elementary School of a Brazilian municipal public network in southern Brazil. Documentary analysis, semi-structured instrument and Focal Group were used in data construction. Among the findings of the research are five cultures of pedagogical intervention.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/22498
10.26512/lc.v25.2019.22498
url https://periodicos.unb.br/index.php/linhascriticas/article/view/22498
identifier_str_mv 10.26512/lc.v25.2019.22498
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/22498/25045
https://periodicos.unb.br/index.php/linhascriticas/article/view/22498/31700
dc.rights.driver.fl_str_mv Copyright (c) 2019 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e22498
Linhas Críticas; Vol. 25 (2019): Revista Linhas Críticas v. 25 (ene-dic); e22498
Linhas Crí­ticas; v. 25 (2019): Revista Linhas Críticas v. 25 (jan-dez); e22498
1981-0431
1516-4896
10.26512/lc.v25.2019
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
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instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
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